Download AP Environmental Science Course Syllabus

AP Environmental Science Course Syllabus
Mrs. Perkins
Room H201
2013-2014
[email protected]
Course Overview:
The goal of AP environmental science is to provide students with the scientific principles concepts and
methodologies required to understand the interrelations 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 tropics from different areas of study.
There are several unifying themes that cut across many topics included in the study of the environmental
science. The following themes provide a foundation for the structure of the course:
 Science is a process
 Energy conversions underlie all ecological processes
 The earth itself is one interconnected system
 Humans alter natural systems
 Environmental problems have a cultural and social context
 Human survival depends on developing practices that will achieve sustainable systems
The AP Environmental Science course is designed to parallel a first-year college level science course and
follows the guidelines outlined by the college board of AP Environmental Science description.
Required Text
Tyler Miller, G., & Spoolman, S.E. (2011). Living in the Environment (16 th ed.). Belmont, CA: Brooks/Cole
Cengage Learning.
Required Supplies
In order to be successful in this class, you will need the following materials daily. Please let me know
IMMEDIATELY if you will have difficulty getting any of the materials and I will find a way to help you get what
you need.
1.
2.
Three Ring Binder 1.5-2”
Dividers for Binder (A pack of five)
3.
Pencil or Blue/Black Pen
4.
Loose Leaf Notebook Paper
Suggested Supplies
1.
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5.
Scientific Calculator
Graph Paper
Highlighters
Post-It Notes
Colored Pencils
AP Exam
The AP Environmental Science Exam is three hours long and consists of two sections; 100 multiple choice
questions section (90 minutes, 60 % of score) and a free response section with four mandatory essay
questions (90 minutes, 40% of score).
Grading Policy
Grades are calculated using a total points system. Assignment values will vary depending on the type of work
and time involved in completing the work. The breakdown is as follows:
Tests/Quizzes:
Labs/Reports:
Homework:
Notebook/Journal:
Classwork, Miscellaneous, etc
35 points
30 points
15 points
10 points
10 points
Quarterly Exams
In preparation for the APES exam, at the end of each quarter a comprehensive exam will be given. This will
consist of multiple choice questions and essays.
General Policies
Attendance/Tardies: Students are expected to attend and be on time for each and every class. The
attendance and tardy policies and procedures set forth in the student handbook will be adhered to and
upheld.
Late Work: Late work is not acceptable in this course. Should you foresee a problem with a due date, you
must speak with me 48 hours prior to the due date to negotiate an extension of time.
Absences & Make-Up Work: If you are absent from class, it is your responsibility to retrieve any work you
missed. You may see me before or after school to discuss the assignments. You will be able to receive full
credit for up to one week from the day you were absent.
Homework: Homework is assigned every night. You are expected to enter class the following day with
homework completed.
Labs: This course has a lab based curriculum. All students are required to participate in lab activities. Formal
lab reports account for 30% of each nine week grade.
Field Trips: During the school year field trips will be scheduled; some may occur on a Saturday, you will not be
required to attend all Saturday trips.
Water Treatment Facility-Observe Raw Sewage Treatment
Science Museum-Exploration of Various Exhibits (MOSI)
Wekiva State Park-Meet with Range to Discuss Biodiversity/Habitats
Orlando Wetlands Parks- Meet with City Scientists, Water Quality, Habitats
Classroom Materials: Students in this class will have the opportunity to work with many different materials
and equipment for which Cornerstone has invested significant funds. Students should NEVER remove
materials/equipment without permission from Mrs. Perkins
Classroom Expectations
Be Present: In order for you to learn, you must be present. The expectation is that you are in the classroom,
willing and ready to learn each day. This class is fun but is also challenging. If you miss class, you will get
behind which ultimately causes you more work.
Be Prepared: Bring all required materials and a good attitude to class every day.
Be Respectful: Please remember you are not the only one in class. You are to treat others in a tolerant, considerate,
courteous and respectful manner at all times. This includes using appropriate language, speaking in a mature manner,
keeping your hands to yourself and participating fully in classroom activities. Many of the lesson activities in this class
require group work. Therefore, participation and getting along with others is a necessary component of the course. I am
here to help every one of you succeed and reach your highest potential. Seek help if you need help, ask questions and
treat others respectfully and I guarantee this class is one you will not forget.
Course Outline
The following outline of major topics serves to describe the scope of the AP Environmental Science course and exam.
The percentage after each major topic heading shows the approximate proportion of multiple-choice questions on the
exam that pertain to that heading.
I. Earth Systems and Resources (10–15%) (Ch. 3, 7, 12, 13, 14, 18) (3-4 Weeks)
A . Earth Science Concepts
(Geologic time scale; plate tectonics, earthquakes, volcanism; seasons; solar intensity and
latitude)
B . The Atmosphere
(Composition; structure; weather and climate; atmospheric circulation and the Coriolis
Effect; atmosphere–ocean interactions; ENSO)
C . Global Water Resources and Use
(Freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic use; surface
groundwater issues; global problems; conservation)
D . Soil and Soil Dynamics
(Rock cycle; formation; composition; physical and chemical properties; main soil types;
and
erosion and other soil problems; soil conservation)
II. The Living World (10–15%) (Ch. 1, 3, 4, 5, 7, 8, 10, 11, 19) (4-5 Weeks)
A . Ecosystem Structure
(Biological populations and communities; ecological niches; interactions among species;
keystone species; species diversity and edge effects; major terrestrial and aquatic biomes)
B . Energy Flow
(Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids)
C . Ecosystem Diversity
(Biodiversity; natural selection; evolution; ecosystem services)
D . Natural Ecosystem Change
(Climate shifts; species movement; ecological succession)
E . Natural Biogeochemical Cycles
(Carbon, nitrogen, phosphorus, sulfur, water, conservation of matter)
III. Population (10–15%) (Ch. 1, 3, 5, 6, 9, 12, 17, 23) (4-5 Weeks)
A . Population Biology Concepts
(Population ecology; carrying capacity; reproductive strategies; survivorship)
B . Human Population
1 . Human population dynamics
(Historical population sizes; distribution; fertility rates; growth rates and doubling times;
demographic transition; age-structure diagrams)
2 . Population size
(Strategies for sustainability; case studies; national policies)
3 . Impacts of population growth
(Hunger; disease; economic effects; resource use; habitat destruction)
IV. Land and Water Use (10–15%) (Ch. 9, 10, 12, 13, 14, 20, 22, 23, 24) (4-5 Weeks)
A . Agriculture
1 . Feeding a growing population
(Human nutritional requirements; types of agriculture; Green Revolution; genetic
engineering and crop production; deforestation; irrigation; sustainable agriculture)
2 . Controlling pests
(Types of pesticides; costs and benefits of pesticide use; integrated pest management;
relevant laws)
B . Forestry
(Tree plantations; old growth forests; forest fires; forest management; national forests)
C . Rangelands
(Overgrazing; deforestation; desertification; rangeland management; federal rangelands)
D . Other Land Use
1 . Urban land development
(Planned development; suburban sprawl; urbanization)
2 . Transportation infrastructure
(Federal highway system; canals and channels; roadless areas; ecosystem impacts)
3 . Public and federal lands
(Management; wilderness areas; national parks; wildlife refuges; forests; wetlands)
4 . Land conservation options
(Preservation; remediation; mitigation; restoration)
5 . Sustainable land-use strategies
E . Mining
(Mineral formation; extraction; global reserves; relevant laws and treaties)
F . Fishing
(Fishing techniques; overfishing; aquaculture; relevant laws and treaties)
G . Global Economics
(Globalization; World Bank; Tragedy of the Commons; relevant laws and treaties)
V. Energy Resources and Consumption (10–15%) (Ch. 1, 2, 3, 11, 14, 15, 16) (3-4 Weeks)
A . Energy Concepts
(Energy forms; power; units; conversions; Laws of Thermodynamics)
B . Energy Consumption
1 . History
(Industrial Revolution; exponential growth; energy crisis)
2 . Present global energy use
3 . Future energy needs
C . Fossil Fuel Resources and Use
(Formation of coal, oil, and natural gas; extraction/purification methods; world reserves and
demand; synfuels; environmental advantages/disadvantages of sources)
D . Nuclear Energy
(Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types;
environmental advantages/disadvantages; safety issues; radiation and human health;
radioactive wastes; nuclear fusion)
E . Hydroelectric Power
(Dams; flood control; salmon; silting; other impacts)
F . Energy Conservation
(Energy efficiency; CAFE standards; hybrid electric vehicles; mass transit)
G . Renewable Energy
(Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale
hydroelectric; ocean waves and tidal energy; geothermal; environmental
advantages/disadvantages)
VI. Pollution (25–30%) (Ch. 3, 8, 17, 18, 20, 21, 22, 23) (5-6 Weeks)
A . Pollution Types
1 . Air pollution
(Sources—primary and secondary; major air pollutants; measurement units; smog; acid
deposition—causes and effects; heat islands and temperature inversions; indoor air
pollution; remediation and reduction strategies; Clean Air Act and other relevant laws)
2 . Noise pollution
(Sources; effects; control measures)
3 . Water pollution
(Types; sources, causes, and effects; cultural eutrophication; groundwater pollution;
maintaining water quality; water purification; sewage treatment/septic systems; Clean
Water Act and other relevant laws)
4 . Solid waste
(Types; disposal; reduction)
B . Impacts on the Environment and Human Health
1 . Hazards to human health
(Environmental risk analysis; acute and chronic effects; dose-response relationships; air
pollutants; smoking and other risks)
2 . Hazardous chemicals in the environment
(Types of hazardous waste; treatment/disposal of hazardous waste; cleanup of
contaminated sites; biomagnification; relevant laws)
C . Economic Impacts
(Cost-benefit analysis; externalities; marginal costs; sustainability)
VII. Global Change (10–15%) (Ch. 9, 18, 19) (2-3 Weeks)
A . Stratospheric Ozone
global
(Formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion; effects
of ozone depletion; strategies for reducing ozone depletion; relevant laws and treaties)
B . Global Warming
(Greenhouse gases and the greenhouse effect; impacts and consequences of global
warming; reducing climate change; relevant laws and treaties)
C . Loss of Biodiversity
1 . Habitat loss; overuse; pollution; introduced species; endangered and extinct species
2 . Maintenance through conservation
3 . Relevant laws and treaties
Lab Activities
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Tragedy of the Commons: Consumption of Common Resources
Power of Doubling: Environmental Effects of Power of Doubling
Something Fishy: Mark and Recapture Lab
Build an Ecosystem Project: Create Artificial Ecosystem; Manipulate One Variable
Bottle Biology: Grow Seeds; Manipulate a Variable
Lake Conway Visits: Ongoing Study of Seasonal Lake Changes (pH, Temperature, Turbidity)
Wanted Poster: Research Exotic Species; Create Poster of Effects on Native Species
Owl Pellet Studies: Dissect Owl Pellets; Food Web
Population Growth in Yeast: Factors that Affect Growth
Soil Chemical Properties: Soil Samples from Various US Cities
Soil Physical Properties: Study and Analyze Physical Properties of Soil Samples
Salinity Lab: Design Experiment to Study Effects of Salinity on Plant Growth
Chemical/Physical Analysis of Water
Acid Deposition: Calculate H Ion Content of Water Samples
Plastics Lab: Study Physical/Chemical Properties of Types of Plastic
Evolution Lab: Use Chi Square Test to Determine Probability of Evolution
I’m looking forward to a great year and am excited to get to know each of you! If you have questions or concerns
regarding the course or grades don’t hesitate to talk with me. Let’s make it a fantastic year!
Laboratory Safety Contract
1.
Conduct yourself in a responsible manner at all times in the laboratory. If in doubt about anything, ASK!
2.
Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the
instructor before proceeding.
3.
Never work alone. No student may work in the laboratory without an instructor present.
4.
When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you
are instructed to do so.
5.
Do not eat food, drink beverages, or chew gum in the laboratory.
6.
Perform only those experiments authorized by the instructor.
7.
Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
8.
Observe good housekeeping practices. Work areas should be kept clean and tidy at all times.
9.
Keep aisles clear. Push your chair under the desk when not in use.
10. Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safety shower,
fire extinguisher, and fire blanket. Know where the fire alarm and the exits are located.
11. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those
solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be
disposed of in the proper waste containers, not in the sink.
12. Keep hands away from face, eyes, mouth and body while using chemicals or preserved specimens. Wash your hands with soap
and water after performing all experiments. Clean (with detergent), rinse, and wipe dry all work surfaces (including the sink)
and apparatus at the end of the experiment. Return all equipment clean and in working order to the proper storage area.
13. Experiments must be personally monitored at all times. You will be assigned a laboratory station at which to work. Do not
wander around the room, distract other students, or interfere with the laboratory experiments of others.
14. Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no exceptions to this rule!
15. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the
laboratory. Long hair must be tied back and dangling jewelry and loose or baggy clothing must be secured. Shoes must
completely cover the foot.
16. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter how trivial it may
appear. Never handle broken glass with your bare hands. Tell Miss Coder and SHE will clean it up!
17. If a chemical should splash in your eye(s) or on your skin, immediately flush with running water from the eyewash station or
safety shower for at least 20 minutes. Notify the instructor immediately.
18. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically
instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you. Never remove chemicals or
other materials from the laboratory area.
19. When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be completely dry before
touching an electrical switch, plug, or outlet.
20. Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware. Do not immerse hot
glassware in cold water; it may shatter.
21. Exercise extreme caution when using an alcohol burner. Take care that hair, clothing and hands are a safe distance from the
flame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed
flame. Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended. Always
turn the burner or hot plate off when not in use.
Course Agreement
I, ______________________________________ (write name legibly)
have read and agree to follow all of the classroom policies and safety rules set forth in this document. I agree to obtain
all necessary materials for the course and tell Mrs. Perkins ASAP if I am unable to get any of the necessary materials. I
realize that I must obey the safety rules listed in order to ensure my own safety, and that of my fellow students and
instructors. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe lab
environment. I will also closely follow the oral and written instructions provided by the instructor. I am aware that
any violation of the safety contract may result in my being removed from the laboratory, detention, and/or receiving a
failing grade.
Student Signature _____________________________ Date ________________________
Dear Parent or Guardian:
I feel that you should be fully informed about your child’s opportunities and experiences in my class, as well as my
expectations of him/her.
Please read through this syllabus, especially the general policies, expectations and safety contract. No student will be
permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and
is in the student’s notebook on the day of lab work.
Your signature on this contract indicates that you have read this document, are aware of my expectations and the
measures taken to ensure the safety of your son/daughter in the science laboratory, and will instruct your
son/daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.
Parent/Guardian Name ______________________________________ (write name legibly)
Parent/Guardian Signature _______________________________ Date ________________
Parent Email
_________________________________________________________________________
Parent Phone _______________________________