Download AP environmental science

Name:_____________________________________________
AP Environmental Science Syllabus
Rahway High School
Instructor- Mrs. Jessica Merrill
[email protected] Room 222
2015-2016
Date:____________
Course Description: AP Environmental Science is a lab based course that is designed to examine ecological,
biological, chemical, physical and environmental concepts and interactions. A student of this course should be
familiar with local, regional and global concerns within their own environment. Environmental Science
combines concepts from all disciplines of science. A deeper understanding of the natural world and human
impact will be achieved through discussion, videos and lab experiments.
The APES course is equivalent of a one-semester introductory college level course. Lab experiments are used
to build student problem-solving skills and working as part of an informed research team. Students should leave
this course with knowledge of the environment and the skills to make informed discussions later in life.
Textbook: Living in the Environment, 17th Ed., by G. Tyler Miller, Jr.
AP Environmental Science Exam: Monday, May 2nd 2016 at 8:00am
Course Overview
*Each chapter will be covered within a full school week.
*Labs are subject to change based on materials and supplies.
Unit 1 Biotic and Abiotic Environments: 3 weeks
Chapter 2: Science, Matter, Energy, and Systems
Topics: Biogeochemical cycles, energy, and Law of Thermodynamics
Labs and Activities: Students will investigate the specific heat of water and soil.
Chapter 3: Ecosystems: What Are They and How Do They Work?
Topics: The major components and energy movement within an ecosystem.
Labs and Activities: Students will simulate the tragedy of the commons with candy representing
organisms which are being overfished. Students will create posters and flip charts of each
biogeochemical cycle to share with their classmates.
Chapter 7: Climate and Biodiversity
Topics: Climate patterns and effect on biodiversity
Labs and Activities: Biome project: Students will be given a biome to research. The students will create
a “recipe card” to create their assigned biome. Each student will create a biome “cook book” which they
will need to add a secret ingredient to each biome.
Unit 2: Interactions between Species and the Environment: 3 weeks
Chapter 4: Biodiversity and Evolution
Topics: Earth Systems and Resources, Ecosystem Diversity and Change.
Labs and Activities: Parking lot diversity: Students will find the diversity of cars found in the schools
parking lot using the Shannon Wiener Diversity Index
Name:_____________________________________________
Date:____________
Chapter 5: Biodiversity, Species Interactions, and Population Control
Topics: Species relationships, changes in population size and limiting factors
Labs and Activities: Students will use provided data based on the two populations over a ten year
period. Students will use the data to argue the type of relationship and the overall pattern of each
population.
Chapter 9: Sustaining Biodiversity: The Species Approach
Topics: Ecosystem diversity, Human Impact, and Loss of biodiversity
Labs and Activities: Students will create a wanted poster of an invasive or endangered species.
Chapter 10: Sustaining Terrestrial Biodiversity: The Ecosystem Approach
Topics: Forestry, Rangeland, Land use and Conservation
Labs and Activities: Students will be assigned roles in a fictional community. The students will debate
the best action to take to manage a forest.
Unit 3: Aquatic ecology
Chapter 8: Aquatic Biodiversity
Topics: Aquatic ecosystem structure and natural changes of aquatic ecosystems
Labs and Activities: Evaluation of Natural Water Resources (continued): Students will visit a local
aquatic system to perform various water testing. Students will also conduct research on the local water
shed and human impact.
Chapter 11: Sustaining Aquatic Biodiversity
Topics: Water and land usage and conservation options
Labs and Activities: Students will calculate the amount of water wasted drop by drop. Fishbanks Game
Online Simulation: Students will work as a class to simulate a fishing community. Students will make
decisions based on ecological, economical and human needs.
Chapter 13: Water Resources
Topics: Global water resources and usage
Labs and Activities: Evaluation of Natural Water Resources: Students will visit a local aquatic system
to perform various water testing. Students will also conduct research on the local water shed and human
impact.
Unit 4: Human population and human concerns
Chapter 6: The Human Population and Its Impact
Topics: Human population dynamics and human impact on the environment
Labs and Activities: Cemetery Investigation: Students will survey a local cemetery to create an age
structure diagram and make predictions on future populations.
Chapter 12: Food, Soil, and Pest Management
Topics: Soil dynamics, agriculture, and pollution and human impact/affect
Labs and Activities: Students will conduct a detailed soil analysis of several soil samples.
Name:_____________________________________________
Date:____________
Unit 5: Hazardous waste and waste management
Chapter 17: Environmental Hazard and Human Health
Topics: Pollution types and impacts on the Environment and Human Health
Labs and Activities: Students will test the effect of varies does of toxins on living organisms and
construct LD50.
Chapter 21: Solid and Hazardous Waste
Topics: Types and sources of waste, Hazards to human health and the environment
Labs and Activities: Trip to Coventa Waste to Energy Plant and inventory their trash over a week.
Unit 6: Air and Water Pollution
Chapter 20: Water Pollution
Topics: Types and sources of water pollution and impacts on the environment and human health.
Labs and Activities: Students will simulate the water treatment process.
Chapter 18: Air pollution
Topics: Sources of major air pollution and human impacts
Labs and Activities: Student will create their own experimental design to test the emissions released by
cars. Students will also create a story about one of the “dirty dozen”
Unit 7: Energy Sources and Global Impact
Chapter 15: Nonrenewable Energy
Topics: Historical energy consumption, Fossil fuel resources, nuclear energy and impact on humans
Labs and Activities: Electricity Use and Efficiency: Students will calculate the energy consumption of
their own appliances and design a plan to decrease energy usage. Students will act as salesmen to sell
one of the nonrenewable energy types.
Chapter 16: Energy Efficiency and Renewable Energy
Topics: Energy conservation and renewable energy options
Labs and Activities: Students will revise their sales pitch to sell the latest renewable energy.
Start exam review
Unit 8: The left overs
Chapter 14: Geology and Nonrenewable Mineral
Topics: Mining and material usage and effect on environment/humans
Labs and Activities: Cookie Mining lab: Students will dissect different cookies and determine the
simulated economic and ecological effects of mining.
Chapter 19: Climate Disruption and Ozone Depletion
Topics: Stratospheric ozone and global climate change
Labs and Activities: How Hot is it Here on Earth? Lab: Students will design an experiment to test how
CO2 is affecting our atmosphere.
Ozone Depletion Interactive From NOAA
Chapter 23/25: Economics, Environment and Sustainability
Topics: Global economics changed by land and water use, pollution, global warming and loss of
biodiversity
Labs and Activities: Considerations of Climate Change: Students will simulate the Intergovernmental
Panel on Climate Change by acting as the UN.
Name:_____________________________________________
Date:____________
Summer Packets
Every student in the Rahway School system is required to obtain a summer science packet from the year prior.
The summer packet is worth two full test grades. Packets handed in after the due date will NOT BE
ACCEPTED.
Grading System
Your grade for this class will be based on tests, quizzes, labs, class participation, completion of class and
homework assignments as well as the maintenance of a notebook. Please see the grading policy information
below for further details.
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Class Participation and Class Assignments – 15% of Grade; as evidenced by completion of all class
work assignments and, asking and responding to questions, offering relevant comments, and respecting
the classroom learning environment. Preparedness – a notebook, pen, pencil and agenda must be in
class EVERYDAY!
Homework Assignments – 20% of Grade
Laboratory Assignments - 25% of Grade
Tests/Quizzes - 40% of Grade; includes all tests, quizzes, and projects. All projects will count as test
grades.
o Tests are structured to mirror the AP exam. 60% Multiple choice and 40% FRQ.
Materials
The following materials you will need for class everyday:
1. Three ringed binder ( at least 2 inches)- Notes kept in order by date
2. Calculator to check math questions.
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Classroom Expectations
Students must follow rules in the student handbook at all times. (Including cell phone use)
Coping work including homework, classwork (from others or the internet), and tests is taken
seriously and will be reported to Rahway High School Administration, guidance and guardians.
Be prepared every day by having your materials ready and open for discussion.
Actively engage in class discussion and ask questions. Your questions will only help you and other
students learn. Discussion and debates will aid in learning new material and critical thinking.
Absents
If you are absent you will have only the amount of days you were absent to complete missing work. If you miss
a test during the time you are absent, you will only have the amount of days you were absent to make up the
test. YOU ARE RESPOSIBLE FOR ALL OF THE MISSING WORK. Most labs are very difficult to repeat
independently, only miss lab days if it is absolutely necessary. If you do not make up work/ labs in the amount
of time given you will be given a ZERO for missing work.
Late Policy
Any assignment (except tests and quizzes) turned in 1 day will be marked down 50%. Assignments will not be accepted
after 24 hours from the do date.
Name:_____________________________________________
Class Contract
Date:____________
I,_____________________________, agree to abide by the 2015-2016 syllabus and the current grading policy.
I will give my full attention during each class period and try my hardest regardless of how difficult the topic
may be. I will seek assistance if I start to struggle or begin accepting failure. I will be respectful, responsible,
cautious and hard working from this time forward.
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Student Signature
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Student Printed Name
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Parent Signature
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Parent Printed Name
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