Download ap environmental science! - Avon Grove School District

WELCOME TO AP ENVIRONMENTAL SCIENCE!
THE COURSE
The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts,
and methodologies required to understand the interrelationships of the natural world, to identify and analyze
environmental problems both natural and human-made, to evaluate the relative risks associated with these
problems, and to examine alternative solutions for resolving or preventing them.
Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study.
Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study
of environmental science. The following themes provide a foundation for the structure of the AP Environmental
Science course.
1. Science is a process.
o Science is a method of learning more about the world.
o Science constantly changes the way we understand the world.
2. Energy conversions underlie all ecological processes.
o Energy cannot be created; it must come from somewhere.
o As energy flows through systems, at each step more of it becomes unusable.
3. The Earth itself is one interconnected system.
o Natural systems change over time and space.
o Biogeochemical systems vary in ability to recover from disturbances.
4. Humans alter natural systems.
o Humans have had an impact on the environment for millions of years.
o Technology and population growth have enabled humans to increase both the rate and scale of
their impact on the environment.
5. Environmental problems have a cultural and social context.
o Understanding the role of cultural, social, and economic factors is vital to the development of
solutions.
6. Human survival depends on developing practices that will achieve sustainable systems.
o A suitable combination of conservation and development is required.
o Management of common resources is essential.
EXAM DETAILS
 Monday, May 1, 2017 @ 8am
 Multiple Choice Section
o 100 Questions
o 90 minutes
 Free Response Section
o 4 Questions
 1 Document-Based Question
 1 Data-Set Question
 2 Synthesis/Evaluation Questions
o 90 minutes
NEED TO KNOW’S
 https://sites.google.com/site/mrscoffmanapenviro - site is a work in progress!
 Review the Academic Honor Code on the high school’s website. Plagiarism will not be tolerated!
 Summer Assignments due: first day of school!
 Join @enviroap on my Remind.com to stay up-to-date! NOW!
 All typed assignments are to follow APA format. http://www.citationmachine.net/apa/cite-a-website/manual
AP ENVIRONMENTAL SCIENCE SUMMER ASSIGNMENTS
SUMMER ASSIGNMENT #1 - Research and write a brief description of some important environmental laws and/or
treaties.
As always, cite your source! Write your citation at the end of each description.
 For this assignment, I do want you to type (but not cut & paste) the information.
 Format should be single-space (to save paper), 12 point Times New Roman font.
 Use 0.5” margins for top, bottom and sides (again to save paper)
 Use the format example below to provide the information for each of the laws and/or treaties:
Name of Law or Treaty – Year Enacted; Year Amended if applicable; is law International or American; Describe the
function or intent of the law. (Briefly describe what the law is intended to do); State what environmental issues are
affected; Name the Agency or Group responsible for regulation and enforcement – (i.e. U.N., Department of Interior,
EPA, etc.)
List of Laws and Treaties applicable to AP Environmental Science
1. Convention on International Trade in Endangered
17. Federal Water Pollution Control Act
Species (CITES)
18. Food Quality Protection Act
2. Kyoto Protocol - aka Convention of Climate Change
19. Hardrock Mining and Reclamation Act
3. Law of the Sea Convention (LOSC)
20. Lacey Act
4. Madrid Protocol - aka Antarctic Treaty
21. Migratory Bird Hunting Stamp Act
5. Montreal Protocol - aka Convention of Ozone
22. National Appliance Energy Act
Depletion
23. National Environmental Policy Act (NEPA)
6. Ocean Dumping Act (ODA)
24. National Park Act
7. Rio Earth Summit
25. National Wildlife Refuge System Act
8. Stockholm Declaration - aka Declaration of the
26. Nuclear Waste Policy Act
Conference on the Human Environment
27. Occupational Safety and Health Act (OSHA)
9. Clean Air Acts (U.S.)
28. Oil Pollution Act
10. Clean Water Acts (U.S.)
29. Resource Conservation and Recovery Act (RCRA)
11. Comprehensive Environmental Response,
30. Safe Drinking Water Act (SDWA)
Compensation Liability Act (CERCLA)
31. Superfund Amendments and Reauthorization Act
12. Emergency Planning & Community Right-To-Know (SARA)
Act (EPCRA)
32. Surface Mining Control and Reclamation Act
13. Endangered Species Act
(SMCRA)
14. Energy Policy Act
33. Taylor Grazing Act
15. Federal Food, Drug, and Cosmetic Act (FFDCA)
34. Toxic Substances Control Act
16. Federal Insecticide, Fungicide and Rodenticide Act
35. Wild and Scenic Rivers Act
(FIFRA)
36. Wilderness Act
Use this example as a template for this project:
The Mrs. Coffman is Ruining My Summer Act (MCRMSA); enacted 2016; American; Established to engage and
introduce AP Environmental Science Students to some of the rigor that will be necessary to survive AP
Environmental Science during the upcoming year. Requires me to conduct research, read and write about various
acts, laws and treaties that will be used as reference during the upcoming year. In addition, this act requires me to
research various biogeochemical cycles that will be referenced during the upcoming year. The teacher in Room 411
is responsible for enforcement.
SUMMER ASSIGNMENT #2 – The Biogeochemical Cycles Guidebook.
A. It is a big word, but in reality, it’s not all that daunting.
a. You have worked with/studied most of these in the past.
B. Throughout the year, we will be referring to these cycles and determining how they impact man, and more
importantly, how man impacts these cycles, often times with negative effects on the environment.
C. In addition, knowledge of these cycles will help tie together the various concepts that we will be learning.
Trust me, if you understand these cycles and can explain how they tie concepts together, this class and the
AP exam will be much easier.
Research the following cycles:
 The Water Cycle
 The Carbon Cycle
 The Nitrogen Cycle



The Phosphorus Cycle
The Sulfur Cycle
The Rock Cycle (including Plate Tectonics!)
For each of the above cycles, do a write-up including the following:
 A handmade (not downloaded/printed) drawing/concept diagram of each cycle. Include arrows showing the
directions of travel of each component of the cycle. Label the diagram using terms/names of each type of
matter involved in the cycle. If applicable, state whether the type of matter in each stage of the cycle is a
pollutant, consumer, producer or nutrient source (rock cycle excepted).
 For the Rock Cycle – Include a detailed diagram showing how each of the three types of rocks are
formed, and the interactions between the rock types. In addition, include detailed
diagrams/descriptions of each of the plate interactions (there are 5).
 Write (do not type) a minimum one-page description of each cycle. Describe how each component of the
cycle is formed, the forces or substances that make that component, how the components provide nutrition (if
a food source) and who gets the nutrients, and how the component pollutes. In addition, state how man
affects the cycle in either a positive or negative manner (sometimes we are both)
 If properly completed, this project will consist of a minimum of 12 pages (6 drawings and 6 pages of
write-up). Take pride in your work. Don’t just throw this together at the last minute. You will not
only get a grade on this assignment, but you will be using it throughout the year as a reference. The
more quality work you put into this, the more useful it will be for you in the upcoming year. Almost
everything we are going to study/learn this year can be tied into one or more of these cycles.
 To clarify: each cycle should have a minimum of 2 pages dedicated to it; if it is “book” style, the left hand
page will be a labeled diagram, and the right hand page will be the written description of the cycle.
SUMMER ASSIGNMENT #3 – Free Response Question Practice. Write (do not type) your response to the prompt(s).
Read the article below and answer the questions that follow.
(a) Describe what an El Niño is and clearly indicate where it occurs.
(b) Describe the connection between the climate change associated with an El Niño and the transmission of
diseases. Explain whether the article is correct in its reporting of the various disease epidemics that occur in
response to an El Niño.
(c) People in what part of the world would be most likely to be affected by this link between El Niño and
disease?
(d) Clearly describe two other important environmental problems associated with ENSOs
Copyright © 2002 College Entrance Examination Board and Educational Testing Service. All rights reserved.
AP is a registered trademark of the College Entrance Examination Board.
CONCLUSION: Remember, you are entering an AP level class, so you will be doing some heavy-duty work – show
me that you are capable of organization, time-management and writing brief, quality essays. We will be doing a lot
of writing, not typing so let’s start practicing now. You should plan on working on these projects a little at a time. I
don’t anticipate you spending more than about 2 hours each week if you budget and plan your time properly. 
WRITING A FREE RESPONSE FOR AP ENVIRONMENTAL SCIENCE
Before answering any questions
 Read the question twice.
 Underline (highlight, outline, etc.) what the question is asking for.
 Begin answering the question in the order it is written; DO NOT restate the question or write an introductory
paragraph!
For ALL questions
 Answer in complete sentences; do NOT use lists, charts, outlines, etc.
 Label each section as it is labeled in the question (e.g. a, b, c or i, ii, iii)
 Add a clearly labeled diagram to support your answer, but it cannot be the entire answer
 For every statement you write, ask yourself “WHY.” If there is an answer to that ‘why’ keep on writing!!!!!
 Do not answer more than what is asked for; e.g. If the questions says to choose 3 out of 5 topics, ONLY
answer three out of five.
 Remember - time is of the essence. You have 22.5 minutes per question.
If the question says to ‘discuss’ or ‘describe’
1. Define the topic
2. Describe or elaborate on the topic
3. State an example of that topic
If the question says to ‘compare and contrast’
1. Clearly state what the items have in common
2. Clearly state how items are different
If the question asks for a graph to be made
1. Label each axis with a name and with units
2. Title the graph
3. Scale and number the axes correctly
4. Use the correct type of graph (2 sets of numbers = line graph, 1 set of numbers & 1 set of words = bar graph)
If the question asks a mathematical problem, (especially APES)
1. Show every single step of all work
2. Set up problems so that labels cancel out (dimensional analysis)
3. Write answers with labels
4. If numbers are very large or very small, use scientific notation if at all possible
If the question asks for lab design
1. State a hypothesis in the “If, then” format
2. Describe each step of a planned experiment in detail
3. State exactly what the controls are
4. Make sure to mention that the experiment uses multiple samples (50+) or is repeated multiple times
5. Describe expected results