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AP Environmental Science
Wilbraham & Monson Academy
The AP Environmental Science course is designed to be the
equivalent of a one-semester, introductory college course in
environmental science, through which students engage with the
scientific principles, concepts, and methodologies required to
understand the interrelationships of the natural world. The
course requires that students identify and analyze natural and
human-made environmental problems, evaluate the relative
risks associated with these problems, and examine alternative
solutions for resolving or preventing them. Environmental
Science is interdisciplinary, embracing topics from geology,
biology, environmental studies, environmental science,
chemistry, and geography
For more information, please visit The College Board Website
Syllabus 2016/2017
Grace Rousseau
[email protected] or
[email protected]
429 Mattern Hall
Wilbraham & Monson Academy
Phone: 413.596.6811 ext. 387
The six main themes of this course






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
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
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
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
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
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
Student Textbook
Cunningham, William P., and Mary Ann. Cunningham. Environmental Science:
A Global Concern. 13th ed. New York: McGraw-Hill Education, 2015. Print.
This is the main text for the course.
Additional Class materials
 A composition notebook will be used as your main lab journal.
 A calculator, a ruler, a highlighter and colored pencils will be useful at
different points during the course
The AP Course at WMA
This is a laboratory-based course that utilizes the wonderful setting of the Academy to conduct research
into environmental problems in the field, through interactions with professionals and by utilizing the
available technology. In the field, we will be conducting a yearlong environmental study
AP Environmental Science
Wilbraham & Monson Academy
Syllabus 2016/2017
of the Darcy Greenhouse to collect base-line data, to conduct an environmental impact assessment and to
implement and evaluate proposed changes. We will continue the WMA collaboration with the American
Chestnut Foundation to monitor the trees on campus and to work with local experts in the field in policy
and planning. We will utilize digital data collection and web-based resources to collect and analyze
environmental data.
WMA: A Global school
One of the primary missions and visions for WMA involves
preparing global citizens. This statement particularly fits with
our studies in AP® Environmental Science. It is a course that
integrates knowledge and ways of understanding from many
different fields of study. In addition to the science, many of the
course objectives require additional context from a variety of
disciplines. Environmental Science problems, such as global
warming, cannot be investigated or even solved outside of a
global context.
Wilbraham & Monson Academy, The Global School®, is
dedicated to preparing students for successful admission to
competitive colleges and for facing the challenges of global
citizenship and leadership throughout their lives. Our
academic program and curriculum create global thinkers by
integrating the mastery of traditional core disciplines,
including English, Math, Science, Foreign Language and the
Arts, with the study of economics, entrepreneurship and
global studies.
Globally competent students are able
to investigate the world in the
following ways:
• Identify an issue, generate a
question, and explain the significance
of locally, regionally, and globally
focused researchable questions.
• Use a variety of languages and
domestic and international sources to
identify and weigh relevant evidence
in addressing a globally significant
researchable question.
• Analyze, integrate, and synthesize
evidence to construct coherent
responses to globally significant
researchable questions.
• Develop an argument based on
compelling evidence that considers
multiple perspectives and draws
defensible conclusion.
The Asia Society: Educating for global
competence. p22.
As a former U.S. Peace Corps volunteer in Kenya, a teacher intern
in Thailand and a Teaching fellow with the U.S. State Department,
a number of examples for understanding the global context come
from my own experience. In addition, this course will aim to
develop global competencies particularly in the analysis of evidence and multiple perspectives required
to produce a scientifically based argument.
Scientific Argumentation
Argument can be seen to take place as an individual activity and through thinking and writing within a
group— a negotiated social act. An important aspect of thinking and writing about the environment is to
understand that it is important to use data and the big ideas of science to justify a claim on how to solve a
problem or answer a question. Justifying your reasoning is a social act, particularly when it will have an
impact on how people live.
Here are a few definitions:
● Claim: a statement that indicates your answer to the problem
● Data: these are the facts that support of the claim. Ideally this is data that you have generated.
● Warrants: scientific (rules, principles, etc.) that show the connections between the data and the
claim, or conclusion.
● Qualifiers: these specify the conditions under which the claim can be taken as true; they represent
limitations on the claim.
A good deal of the work in this course involves being able to examine and construct arguments. It is
tempting to accept an idea without critically examining the evidence. In this course, social and
AP Environmental Science
Wilbraham & Monson Academy
Syllabus 2016/2017
cultural considerations inform our scientific understanding. Understanding Solar Energy for example,
involves ideas from Physics and Earth Science as well as an understanding of economics and local
housing.
For a more complete discussion of the role of argumentation in Science, please see:
Driver, Rosalind, Paul Newton, and Jonathan Osborne. "Establishing the Norms of Scientific
Argumentation in Classrooms." Science Education Sci. Ed. 84.3 (2000): 287-312. Web. Available at
https://cset.stanford.edu/sites/default/files/files/documents/publications/OsborneEstablishing%20the%20Norms%20of%20Scientific%20Argumentation.pdf
Schedule
Given the depth of the AP® Curriculum in Environmental Science, the students will need to do a
considerable amount of work in and out of the formal classroom environment. As you will see in the later
description, the amount of material necessitates a certain amount of reading and preparation. Each full
week of the course will present a new topic. The schedule at WMA provides three periods of 45 minutes
and one period of 65 minutes. A typical week will include the following activities:
Monday – Topic introduction and exploration – These activities or textual materials are designed to
engage and explore the relevance of the topic by specifically addressing student (and public)
conceptions.
Tuesday – Explanation - The lecture is intended to provide depth to the reading for each week. All of
the materials will be available online via ebackpack.
Wednesday/Thursday – Elaboration – The lab and field studies will take advantage of the longer time
to explore and elaborate the topic.
Friday – Elaboration and Evaluation – The purpose of these activities is to engage students in
discussion about environmental texts, to work with the mathematics of the course, to run
simulations, to conduct quizzes, and to answer student questions.
Course Prerequisites and Requirements:
AP Environmental Science is open to students who have taken biology and chemistry. Admission to this
course is based on the recommendation of the Science Department and the student’s previous academic
record.
Grading:
Grades will be based on work in four different categories.
Grading within a category is based on cumulative points. Every
assignment, test, project or lab will have some point value
assigned to it. Most assignments will not have a specific “correct”
answer and will ask you to provide your reasoning. With such
an assignment a rubric will be provided for determining a score.
In general, a score of 4 means that you have met or exceeded the
expectation (e.g. you have identified the type of correlation
pattern in your lab data.) Your grade can be found by dividing
the total possible points into the number of points you have
scored.
Grading Categories
Lab/Field Notebook
25%
Assignments
25%
Project
20%
Tests/Quizzes
30%
Total = 100%

 Lab/Field notebook – this will consist of more formal writing consistent with typical lab
reporting. To explore the general format, please access; enviroliteracy.org. Lab reports in the
AP Environmental Science
Wilbraham & Monson Academy
Syllabus 2016/2017
notebook should be completed by the end of the next week, so you should have 7 to 8 days to
complete the activity and to seek clarification.
 Assignments – This category consists of activities in class or additional homework and varies by
the material covered. A good example of these assignments is a short 500-word essay or
reaction paper on a topic like your ecological footprint. A few of these assignments will involve
using data to perform calculations or using textual material to contribute to class discussions.
 Project – The project for this year utilizes the Darcy Memorial Greenhouse as a living laboratory.
Working in teams of 3 to 4 students you will conduct a yearlong project related to some problem
to be investigated. Fall term will consist of getting baseline data and conducting research on
your topic. Winter term involves setting up and collecting data to develop a detailed proposal.
The proposal will be reviewed by outside experts. Spring term involves implementation of your
proposal as well as the initial evaluation of the results.
 Testing – Tests will mirror the format for the AP® Environmental Science test and will be based
on the material covered in the lectures and text material.
As per department policy: Students can retake a test if they receive below a 75 percent on the
test. The highest grade that will be awarded is 75% on the retake of the test. An alternative
assignment will usually be offered in place of a retake.
The challenge of APES
The goal is for all of the students to get a score of 4 or 5 on the test on May 1. As noted earlier AP
Environmental Science (APES) is an introductory college course. I will not be teaching to the test,
however. While the score itself is desirable, the outcome of being able to discuss environmental issues in
depth is priceless. The test does discriminate between those that have a basic understanding from those
that can use their knowledge. Using your knowledge means being able to justify a proposal, to critique an
argument, to find alternatives and connections, etc.
Students are expected to put in 45 minutes of additional time outside of class for each class period. Much
of this time should be used to read the text, to practice problems and to complete assigned work. Your
work outside of class should support your work inside of class. One example or assumption that students
make is that they can read the text after the lecture. Reading ahead allows you to get the basic
information, to mentally outline the material and to generate questions. If you read behind the lecture,
you will be missing the context so that it is like listening to strangers talk.
Exam Date: May 1, 2017
All students enrolled in the course are required to take the test as part of their final grade.
Test Preparation
A student may wish to purchase a study guide from a bookstore to provide some additional context
and test preparation materials. It is not required, however the additional practice improves
successful learning. The materials provide an opportunity for students to review, to determine what
is most important and to see how the topics connect. For a good discussion on review visit: APES
Review.
Special review sessions will be offered after school or on Saturday, starting after students return in
January.
Keys To Success
Ultimately, you are responsible for you own learning. Help yourself by paying attention to the following
details:
AP Environmental Science
Wilbraham & Monson Academy
Syllabus 2016/2017
1. Give a consistent and persistent effort – This includes, both what you are asked to do in class and what
you choose to study outside of it. Be aware of the sneaky assignments, for example the work that we
started in class and that will need to be completed later.
2. Attendance means having both your mind and body engaged - Arrive to class on time. If you are absent,
find out what you missed on ebackpack. No work will be accepted for grading after the due date
unless you talk to the teacher. WMA policy also states that an unexcused absence will result in 2%
being taken off your final grade for each offence.
3. Be Prepared! - Come to class prepared with the required materials. Read the assigned material ahead
of when it is presented in class lecture. Come with thoughtful questions.
4. Safety first – This is an Environmental Science course which occasionally involves doing chemistry.
Your actions can really have a life changing result in this class. The general rule of thumb is to ask
rather than assume.
5. You can do it, but two makes it better – If you try to do this on your own, wow! For the rest of us,
getting help from others is a fundamental ingredient in our learning. Before school, after school... we
will do it.
Academic Honesty
(Excerpt from the WMA Academic Handbook.)
...Education presupposes a context in which honesty is a critical ingredient. The following are examples of
academic dishonesty. These examples are not inclusive:
1. Plagiarism (the unacknowledged use of another’s words or ideas)
2. Using unauthorized notes or other aids in a test, quiz, or examination, or copying from or being
influenced by another student’s work during a graded evaluation
3. Giving unauthorized aid to another student; examples include, but are not limited to, allowing
another to copy or use one’s test, paper, or homework
4. Using help on homework, papers, or take-home tests that is beyond the limits specified by a teacher,
including help from other students, siblings, parents, and friends
5. Using translating software or translations of texts studied in class without the permission of the
teacher
6. Submitting the same work for credit to more than one teacher unless both teachers give their
permission, or resubmitting previously submitted work for another grade without permission
Any incident of academic dishonesty will be brought to the attention of the advisor, department chair,
and the Dean of Studies and addressed within the Discipline Policy as outlined in the WMA student
Handbook. In the case of cheating or plagiarizing on standardized tests, AP Exams, … WMA will
cooperate with and follow any protocol set forth by outside institutions, as well as address the incident
within our Discipline Policy.
Technology:
Technology is important to success in this course unless it becomes a distraction. Cell phones should be
placed inside of personal belongings and should remain out of sight during the duration of a class period.
During all tests and quizzes, all technology should be stowed away.
Additional Print Resources
Kump, Lee R., James F. Kasting, and Robert G. Crane. The Earth System. 3rd ed. San Francisco:
Prentice Hall, 2010. Print.
McKibben, Bill. Eaarth: Making a Life on a Tough New Planet. New York: Times, 2010. Print.
AP Environmental Science
Wilbraham & Monson Academy
Syllabus 2016/2017
Molnar, William. Laboratory Investigations for AP Environmental Science. Saddle Brook, NJ: Peoples
Pub. Group, 2005. Print.
Wright, Richard T., and Dorothy Boorse. Environmental Science: Toward a Sustainable Future. 13th
ed. N.p.: Pearson Education, 2017. Print.
Wells, Edward. Lab Manual for Environmental Science. 1st ed. Belmont, CA: Brooks/Cole Cengage
Learning, 2009. Print.
Web Resources
"AP Environmental Science." Course Details. The College Board, 2016. Web. Sept. 2016. available
online at https://apstudent.collegeboard.org/apcourse/ap-environmental-science/course-details
"Students Index - The Environmental Literacy Council." The Environmental Literacy Council. The
Environmental Literacy Council, 2015. Web. 2016.
AP Environmental Science
Wilbraham & Monson Academy
Syllabus 2016/2017
General Sequence of topics
Fall T1 – Humans as part of earth
(50 days)
Main Themes

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

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
AP® syllabus areas
1. Earth Systems and Resources (10–15%)
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 and groundwater issues; global problems; conservation)
D. Soil and Soil Dynamics
(Rock cycle; formation; composition; physical and chemical properties; main soil types;
erosion and other soil problems; soil conservation)
Text Resources
1. Chapter 14: Geology and Earth Resources (14.1, 14.2 and 14.4)
2. Chapter 15: Climate change (15.1 to 15.3)
3. Chapter 17: Water use and Management (17)
4. Chapter 10: Farming – Conventional and sustainable practices. (10.1 and 10.2)
2. Population (10–15%)
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)
Text Resources
4. Chapter 6: Population Biology
5. Chapter 7: Human Populations
3. The Living World (10–15%)
AP Environmental Science
Wilbraham & Monson Academy
Syllabus 2016/2017
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)
Text Resources
1. Chapter 3: Matter Energy and Life
2. Chapter 4: Biological Communities and Interactions
3. Chapter 5: Biomes
Winter T2 – Human needs
(49 Days)
Main Themes


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
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
AP® syllabus areas
4. Land and Water Use (10–15%)
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.
4.
Public and federal lands
(Management; wilderness areas; national parks; wildlife refuges; forests; wetlands)
Land conservation options
(Preservation; remediation; mitigation; restoration)
AP Environmental Science
Wilbraham & Monson Academy
Syllabus 2016/2017
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)
Text Resources
1. Chapter 9: Food and Hunger
2. Chapter 10: Farming and sustainable practice
3. Chapter 11: Biodiversity- Preserving species
4. Chapter 12: Biodiversity – Preserving landscapes
5. Chapter 13: Restoration Ecology
6. Chapter 22: Urbanization and Sustainable Cities.
5. Energy Resources and Consumption (10–15%)
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
global 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)
Text Resources
1. Chapter 19: Conventional Energy
2. Chapter 20: Sustainable Energy
Spring T3 – Human survival
(35 days)
Main Themes


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
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
AP® syllabus areas
6. Pollution (25–30%)
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
AP Environmental Science
Wilbraham & Monson Academy
Syllabus 2016/2017
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; ground- water 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)
Text Resources
1. Chapter 8: Environmental Health and Toxicology
2. Chapter 16: Air Pollution
3. Chapter 18: Water Pollution
4. Chapter 21: Solid, Toxic and Hazardous Waste
5. Chapter 23: Ecological Economics
7. Global Change (10–15%)
A. Stratospheric Ozone
(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
Text Resources
1. Chapter 15: Climate change
2. Chapter 24: Environmental Policy, Law and Planning
3. Chapter 25: What then shall we do?