TONY VILLARREAL: All right.
Hi, everybody.
I'm Mr. V or Mr. Villarreal from SA3 in Mission, Texas.
And you're here to learn about FRQ 1 which
is design an investigation.
And I'm here to teach you about that so let's go ahead
and get to that.
Now, I recommend to make sure you download the video
or download the PDF so that you can follow along in this video
as we go with this question.
And we're going to see that this is a free response question
so there's a lot to write down.
It's best to get that practice through.
So if you take a look, this one you'll
learning about photovoltaic cells
and they're going to be asking you some questions that have
to do with scientific method.
Now, the first part is talking about a homeowner planning
to design an experiment to determine
the direction of panels for maximum electricity production.
Now, what I want to point out here
is that this is a design an experiment question.
So this is going to have quite a bit of vocabulary
involved here.
But the vocabulary I want to focus on a little bit
during this video is going to be the vocabulary of the FRQ.
So you see here, this is an identify question.
When you see identify, that should be a pointer to tell you
I only need to answer one thing, and it
needs to be a short answer.
This should not require a full paragraph.
Identify questions can be answered usually
with one sentence or sometimes, even one word
if that's available to you.
So in this case, identify the independent variable--
that's the other form of vocabulary, right?
You just have to see and remember
a little bit about science and remember
that the independent variable is the thing that you
as the experimenter are able to change.
And in this case, that's going to be the direction
that the panels are facing.
So that should be an easy one, right?
So that was A1, OK?
Now if we look at the next one, which is A2,
that is also an identify question.
So here we have it again.
Identify the dependent variable in this case.
So remember, we are looking at the compass direction, right?
Which direction the panels are facing
that's going to give us the highest amount of electricity.
So with that information, we know the independent variable
is something we control so the dependent variable has
to be the result of that thing we're controlling.
So if we change the direction, what exactly
is supposed to change in response to that?
Well, that should be the amount of electrical energy produced.
So be mindful that scientific method vocabulary
is going to be big, big, big on this type of question.
So if you're familiar with it, even better.
If not, there's going to be some non-scientific method
questions, but you want to make sure you don't leave
those points on the board.
So again, we're still talking about the same experiment.
In the next one, you'll see they're asking,
identify a reasonable hypothesis.
So there's that other term right there.
We've talked about independent, dependent variable.
Now, we're looking at a reasonable hypothesis.
So this is going to be something that
could be a possible answer to this experiment
before we even start it, right?
So in this case, there are many multiple ones,
multiple choices that you could use here, but here
is the one that-- the ones that I like to think
are the best ones.
You start with if the photovoltaic panels face
north, south, east or west, whichever choice, then
the maximum amount of electricity we produced.
Now, I do want to point out, just because it's a hypothesis,
does not guarantee it has to be a if then statement.
So this first one was if then because that's probably
the most common way people think about it.
But if you look at the rest of these choices to answer,
they're not all if then.
The position of the solar panels will affect
how much energy is produced.
We're not saying it's a positive or negative.
We're just saying it's going to affect it.
Solar panels positioned with the greatest access to the sun
will generate more energy or that the compass direction
of the panels will not have an effect.
So I love those types.
That's the null hypothesis type.
So if you're always lost and you're not sure
how the answer is going to go, always say, well,
there may not be any effect at all.
That's what you call the null hypothesis.
So that's an easy one to go with, right?
So definitely some good choices to follow in this one.
Now, the homeowner plans to design their experiments.
So now they want us to figure out our variable that's
not discussed with the results.
So we need a variable here.
So that's going to be something that's
not taken into account in the original design
of the experiment by the homeowner.
So here, we're going to affect the results of that study.
What's something that we haven't thought of so far?
So those could be things like panels
tilted to an improper angle, don't
match the position of the sun.
That's going to decrease energy production.
Or we could say that shade or shadows from trees, dust
or clouds are going to affect the output.
Or we could say that seasonal or daily variations
in solar intensity could lead to an increase or decrease.
And then we could also say that cooler temperatures are going
to provide more kilowatt hours because hit's
going to decrease the efficiency of those panels, OK?
So that's going to be the first part.
All these questions are designed to have some scientific method
portions at the beginning or the middle
and then there's going to be stuff that's related
but not directly a part of that.
So that's going to be the next portion.
So you see here, now we're looking
at a diagram of a hydroelectric power dam, right?
And so in this case, now look at the questions for letter B.
Identify the location shown in the diagram
where the kinetic energy is transformed
into mechanical energy.
So we're back to identify, OK.
So here we're looking for an identify
and they want a location on this diagram.
So you have to use some of the terminology
from this diagram to answer this question.
This probably could be answered in just one word, right?
And of course, we're looking for a transformation
of that mechanical energy and if you
know anything about hydroelectric dams,
that's going to be right there in the turbine.
And this could literally be answered
by just saying turbine.
So don't feel like you have to write long paragraphs for all
of these.
These are free response questions
and it's not like an English essay
where you have to have three paragraphs, the conclusion,
none of that.
It's just answer the question, OK?
So now we get to this portion here where
it says explain the water in the storage reservoir
has the energy that is useful in hydroelectric.
Explain why.
So in this case, we're explaining why that water
has potential energy.
So there's different ways to answer
this in different possible ways, but we
know that storage reservoir is holding water.
Now, how is it helping?
Well, it could be any one of these following.
The dam is holding water at a higher
elevation than the turbine, so it's going to flow downhill.
Or you could say that in a different way saying
that it's got higher potential energy because of gravity.
Or you could say that the greater difference in the dam
height is going to be that more hydrostatic pressure is
built up.
So there's different ways of answering
that question but notice that had
a little bit of a mini paragraph in each of these possibilities.
So that means we had to explain and give more to it.
So it's not an identify anymore.
Now we have to give a little bit more, "meat and potato", right?
So the next one is another explain question.
Explain how coupling the hydroelectric power
dam with solar wind is an advantage
to providing constant sources?
So you ask yourself, how is this diagram helping?
Well, in this question, it's really not.
So I don't want you to think that you
need the diagram every single question.
Sometimes this is going to be one of those things
that you have to reach out.
So in previous videos, we talked about how
you can look at a graph and have to answer something
about the outside portions of that, that's what this case is.
You're looking at a diagram, and you
have to explain something else that goes with this.
So here, in this case, you could say
solar and wind are both intermittent
and so as hydroelectric could be used
to provide electricity when solar and wind are not
available.
You could say that solar and wind power
could be used to pump the water to increase
the amount of power produced by this hydroelectric dam.
So you see here, each of those has a nice lengthy paragraph
because we're explaining at this point.
We're no longer just identifying.
So now, here's another explain.
Explain how hydroelectric power systems, like this one,
can be negatively affected by climate change.
So we're still using the diagram now.
So just because we didn't need it for the last one, now we do.
And in this case, well, how could we
say that climate change is affecting it?
So that's a big one that we have to explain something
outside but we're still talking about this same diagram.
So now, there's a lot of choices to answer this one
and so I want you to bear with me but there's a lot.
So the best one I always like to use
is that a decrease in water storage due to evaporation
and reduced rain is going to affect that amount
of electricity generated.
That's a big one.
Or you could say the more irrigation
is needed because of drought, that's
going to affect the amount of electricity
from the hydroelectric dam.
So here we're talking about how is it going to be affected?
You have to talk about decreases or decreasing or increasing.
So here are some other acceptable answers
for this one.
There are some really good ones here that
require a little more thinking.
So if you take a look, increased frequency
of extreme precipitation events, like floods or droughts
is going to lead to higher sediments so reducing
that storage capacity.
And then, of course, it's not always bad.
Sometimes, you might end up with more runoff of glaciers
leading to more water so that's going
to lead to more production.
So I like those because it's an interesting little way
to think about it.
We always think of the negatives of climate change.
In this case, there might be an actual positive
for a short term at least.
And then we talk long term.
There's going to be decreased runoff
after those glaciers melt, decreasing water storage.
So you see there's multiple ways to answer these.
And again, we're always talking about the results
of climate change.
Increasing and decreasing here.
So an important, important thing to think about.
So now, looking at letter C, we identify one advantage
other than generation from the formation of a reservoir.
So here you could say, all right, there's lots of changes
so what's another thing that we can do?
What's another one advantage?
Now, here's what I want to point out.
When they say one in FRQ, don't give six reasons.
Don't give your best three.
Just give your best one.
The people who are grading this, the readers,
they are only instructed to look at your first best answer.
So they're not going to be looking at answer number
two or three or four.
So give that one advantage.
That's the most important thing.
So keep that in mind.
That's a key, key factor there.
And then of course, we're not talking about electricity
anymore.
What's another thing that's going to be a benefit of this?
Well, you could talk about increasing aquatic habitat
for species that live in the lake reservoir.
You could talk about recreational facilities
for humans.
You could talk about better flood control or water storage
or drinking or water for irrigation.
So lots of different things.
But again, listing all those won't help.
Just give the one best one you have.
And then we go back to letter C2 here with another explain.
So we have an explain the effect of increased silt. So now,
we're--
OK.
We're talking about what happens if you
have a lot more silt in here and how could this affect it.
So here we can talk about how silt in reservoirs
is going to decrease storage capacity.
Similar to the answer for the other one, right?
We could talk about how it decreases storage capacity
and leads to water over the spillway
rather than generating electricity.
Or we could talk about how the silt
itself could damage the turbine inside and through
that abrasion of blades.
So lots of possible answers here, but again, each of these
require an explanation.
So you can't just say silt is bad.
You have to actually explain why the silt is
going to be bad in these cases.
All right.
So deep breath.
Ooh, that was a lot, right?
Some key takeaways, right?
Now, I always like to look for the portions of the FRQ's that
have I identify.
Those are the easiest ones.
They don't need as much writing and if you can answer that
quickly, those are points you can get on the board
right away.
Then of course, you have to be familiar with the terminology
of the scientific method.
I cannot stress enough, hypothesis, independent,
dependent variable, scientific questions.
Always, always important.
And then of course, look for clues and hints
in the diagrams.
There will always be information.
Never avoid those things.
Some people do because they think oh, I'm just
going to get to the question.
No, look at the diagram and see, what are they looking for?
What are they asking?
And then of course, only answer what is being asked.
If they say one example or describe two effects,
only give one or two as given.
Not more than what's needed.
And here's a key point I do want to point out.
If those look confusing, if that first part was too confusing
for you, you don't have to go in order.
As long as you label which part of the question you're doing--
if you label letter C2 and then answer that and then B1
and answer that, that's fine.
But please, label it.
AP readers will look at your--
at your answer and if it's one giant paragraph,
they will read it and try to extract
all the points they can for you, but it's going
to be a lot tougher for them.
So make it easier for them.
Make it easier for you so that you get all the points.
Now, if you want to practice some of this,
this is going to be practices 1, 2 and 4 which
are explaining concepts, analyzing visuals and analyzing
research studies that test environmental principles.
And if you want to look at the topics for these videos,
that's going to be topic 6.8 and 6.9 and 9.5.
So you see they come from different ones.
So thanks for joining me.
You're almost there.
Keep practicing, and you're going to be great on exam day
and I hope you learned something.
Thank you.