Download ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE

Course Syllabus and Student Expectations:
AP Environmental Science 2016-2017
Instructor: Mrs. Cynthia Hofferth, M.Ed.
Welcome to Advanced Placement Environmental Science and thank you for choosing to make this course part of
your 2016-2017 school year.
Course Description
In a word, this course is interdisciplinary, involving the fields of ecology, biology, ocean and atmospheric sciences,
climatology, chemistry, geology, physics, toxicology, geography, economics, politics, and ethics, to name a few.
Because of this blend of academic disciplines, this course is often perceived as a class somewhat “different” from
what many students have encountered in their previous coursework. This course is designed to be the equivalent of
a college introductory environmental science course, both in the wide range of topics studied, and in the depth,
specificity and detail of course material.
The goals of the AP Environmental Science course are to
1. Provide students with the scientific principles, concepts, and methodologies required to understand the
interrelationships in the natural world
2. Identify and analyze environmental problems or challenges (both natural and human-made)
3. Evaluate the relative risks associated with these problems
4. Examine alternative solutions for resolving and/or preventing the problems
While this course explores many different topic areas, the following themes serve as a
foundation for the course.
1. Interconnectedness: the Earth itself is one (very large) Interconnected System.
2. Sustainability: the environment functioning indefinitely without decline due to overuse.
3. Energy Conversions: they underlie all Ecological Processes.
4. Environmental Challenges (“Problems”): these often have a Social & Cultural context.
5. Human beings affect/alter natural systems: Human Systems rely on Natural Systems
6. Environmental Science as a Process: Experimental Design, Critical Thinking
Who is taking AP Environmental Science?
The prerequisites for this course are successful completion of one year of biology and one year of chemistry. Given
these prerequisites, the majority of students are juniors and seniors. Perhaps the most important prerequisite is a
student’s interest, initiative, and motivation in the class.
For some students, this course marks the tenth, eleventh, etc., AP course which they have taken. For others, APES
is the initial AP science course they have enrolled in and/or the first AP course in any discipline they have taken.
The diversity of students in the course is one of the unique aspects of APES. This diversity may contribute to an
outstanding “class discussion” component of the course. I encourage you to ask questions, offer comments, and to
share your ideas and perspectives on the environmental science topics we explore. Many of the topics and issues
explored in the course do not necessarily have “right” or “wrong” answers; there are typically many “shades of gray”
and a spectrum of potential options. It is my hope that you will feel sufficiently comfortable in this class to actively
participate on a regular basis.
Brief History of AP Environmental Science Globally
The 2016-2017 academic year marks the 21st year that Environmental Science AP has existed as a College Board
AP course. Using the number of students taking the May International AP Environmental Science Exam as one
measure of how the course has grown globally, there were approximately 5,200 students who took the first exam
offered in 1998. By 2015, that number had grown to nearly 143,000.
AP Environmental Science “General” Course Outline
Outline of Topics: The following is an outline of major topics and serves to define the scope of both the AP
Environmental Science Course and the May AP Exam. The order of the topics in the outline holds no special
significance, since there are many different sequences in which the topics could be appropriately addressed in the
course. The percentage after each major topic heading indicates the approximate proportion of questions on the
May 1, 2017 international AP Environmental Science examination which pertain to that heading; thus the
percentage also indicates the relative emphasis that will be placed on the topics in the course.
Seven Major Environmental Science AP Topic Areas
I. 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; atmosphereocean 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)
II. The Living World: (10-15%)
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%)
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%)
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: Pesticide types, costs & benefits of pesticide use, IPM, and relevant laws.
B. Forestry
(Tree plantations; old growth forests; forest fires; forest management; national forests)
C. Rangelands
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(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%)
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 fossil fuel energy 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%)
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 amendments to it) and other relevant laws)
2. Noise Pollution
(Sources; effects; control measures)
3. Water pollution
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(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 Impact
(Cost-benefit analysis; externalities; marginal costs; sustainability)
VII. 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
Laboratory Experiments and Field Investigations
Laboratory experiments and field investigations are designed to complement the “indoor classroom”, lecture-discussion
portion of the course. Examples of lab and field work include the following:
-Ecosystem Dynamics -Soil Analysis
-Ecological Succession -Air Pollution
-Population Studies
-Ozone Testing -Carrying Capacity
-Solid Waste
-Energy Consumption -Toxicity Testing -Water-Quality
-Water Inventory
-Urban Planning
-UV Light Intensity
These labs and others are intended to encourage and promote students to:
1. Think critically about environmental systems
2. Develop and conduct well-designed experiments
3. Utilize appropriate techniques and instrumentation
4. Analyze and interpret data, including statistical and graphical presentations
5. Think analytically and apply concepts to the solution of environmental problems
6. Form conclusions and to evaluate their quality and validity
7. Propose further questions for study, and
8. Communicate accurately and meaningfully about observations and conclusions.
Lab and field investigations/experiments will typically include a lab summary report or other written/typed “deliverable”
upon completion of the lab.
Textbook
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Dan Botkin & Ed Keller’s Earth as a Living Planet, 6th edition, published by Wiley & Sons /Peoples Publishing. You
will not necessarily need to bring your textbook to class daily. If you are/when you are going to bring it to school,
please have a durable and protective cover on it.
Grading:
Students will be evaluated through performance on the following:
Chapter/topic Exams, Quizzes, two Quarter Finals and a Semester I and II Final Exams, Question-Sets, Laboratory
and Field Reports, Written & Oral Reports and other written work. Grades are calculated based on total points.
Letter grades --- scale:
A = 90- 100% B = 80-89% C = 70-79% D = 60-69% F = 59% and below
1. Exams:
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3.
4.
5.
a. Chapter/topic exams over 1, 2, 3, or 4 chapters at a time - - please see our Course Timeline; 35-85
Multiple-Choice (M/C) at 2 points each, generally; Free-Response Questions (FRQs) will typically be
given every 1-3 chapters and are worth 10-30 points. You may also see fill-in-the blank test questions.
Please Note: Make-Up Exams may be of a different format than the scheduled exam. Exams will
comprise approximately 60 percent of the total grade.
b. Quizzes: announced, unannounced, no-notes, open-note; generally 5-15 questions, 10-30 points, given
once (or twice) a week. Please “be good to yourself” by keeping up with the assigned reading and
asking questions.
c. Quarter Exams: Cumulative First Qtr. Final Exam:100 M/C = 200pts. and a Third Qtr. Final Exam: 100
M/C questions = 200 pts.
d. Semester Exam: Semester I Cumulative Final Exam, Semester 2 Cumulative Final Exam TBD.
Assignments:
a. Chapter Question Sets: typically 20-25 points; generally due the day of that topic exam.
b. Article/Essay/Reading questions, opinion pieces, summaries, and responses. (~1-page); generally
worth 15-25 points each
c. Lab Notebook: Students are required to take notes on assigned readings and log
Lab/Field Work and Projects:
a. Laboratory and Field work Reports/Write-ups: 20-50 points each, generally. Some of these will be more
formal/expanded, while some will be rather brief.
b. Other assignments and projects: Special reports and oral presentations.
c. Post-May AP Exam Assignments: assignments between May 1 and May 30 TBD
Participation Points: those who participate will gain the most from the class as this class requires much
interaction for success.
Bonus Point Opportunities: to be announced in class, will comprise no more than 2% of grade
“Homework”, Taking Notes, “Being Present”, “The Approach”
As will be the case in many of the science (and other) courses that you will take in college, “homework” is primarily
READING (and thinking about what is read) in AP Environmental Science. A “typical” reading assignment for a
given day is 6 to 9 pages in our text. While our text is quite comprehensive and generally viewed as one of the best
textbooks available for an introductory, college-level Environmental Science course on the market, all course &
exam content of significance is NOT in the textbook. You will see information on exams and quizzes which is NOT
from the text. In the event that you are not able to be in class due to illness, an appointment or other reason, it may
be helpful to have several friends in the course whom you could easily contact to touch base with regarding class
notes and other material that you might have missed.
Being attentive, listening, contributing, asking questions, sharing your perspective and opinion on topics and issues,
offering comments, observing, thinking, pondering, weighing and taking notes is definitely recommended. By taking
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notes on text readings, class lectures and discussions, videos, and other sources, you will be creating what should
be a very valuable STUDY GUIDE to prepare for all exams and quizzes, including the May AP Exam on Monday,
May 1,2017.
Taking Notes is required for full notebook and participation points.
Attendance:
Absences- If a student is absent for any reason, then it is his or her responsibility to find out what work has been
missed. Check the daily agenda. The schedule will be posted in class. In the event of an absence, most handouts
will be posted on Haiku for retrieval. It will be difficult to make-up labs, videos, and certain in-class assignments.
Being proactive when you know you will miss class will be much appreciated.
Class Room Procedures:
Class begins each day with a bell work activity, quiz, or straight into lab. Students should pay close attention to the
agenda and dress appropriately for lab days. Bellwork is designed to provide the time necessary for me to take roll,
and check homework from the day before. These activities reinforce the concepts we are studying in class and
provide practice for the types of problems students will see on the May Exam. Work in composition books will be
stamped and is not to be torn out of the original notebook. Work is due at the beginning of each class period.
Academic Integrity:
Academic Dishonesty includes:
1. Plagiarism
2. Cheating
3. Falsification
4. Lying
5. Collusion
IGNORANCE OF WHAT CONSTITUTES ACADEMIC DISHONESTY IS NOT AN EXCUSE. UNINTENTIONAL
INCIDENTS WILL BE TREATED NO DIFFERENTLY THAN INTENTIONAL ACTS.
Integrity expectations are outlined in the period 2 Academic Integrity unit and the DRHS Student Handbook.
The mission of Diamond Ranch High School includes cultivating in each student not only the academic skills that
are required for college readiness, but also the characteristics of integrity that are integral to responsible citizenship.
A breach of academic integrity is viewed not merely as a private matter between the student and an instructor, but
rather as an act which is fundamentally inconsistent with the purpose and mission of the entire school.
The consequences include, among other possibilities, a “0” on the assignment, loss of graduation honors, referral,
removal from honor societies, ISS, and Campus Beautification.
The May AP Exam: Monday, May 1, 2017 - Morning Exam
The AP Environmental Science Exam is three hours in length and consists of two parts:
Part I: 100 Multiple-Choice Questions in 90 minutes = 60% of score
Part II: 4 Free-Response Questions in 90 minutes
= 40% of score
The AP Environmental Science Exam is created by the Test Development Committee, which is supported by the
College Board and the Educational Testing Service. This group is made up of 10 people (3 E.T.S. consultants and 7
individuals who serve a four year term on the committee.)
Part I. Multiple-Choice Questions: The number of M/C questions taken from each of the 7 major topic areas in the
course outline is reflected in the percentage next to each topic. For example, you can expect to see 10-15 M/C
questions dealing with Topic I, Earth Systems and Resources. You will see “Question Sets” (2-5 questions which
draw upon the same set of 5 choices), “stand alone questions”, as well as a few “Roman Numeral” format
questions.
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PART II. Free-Response Questions: The FRQ section emphasizes the application of principles in more depth
than a M/C question can involve. You will need to organize answers to questions, demonstrating reasoning and
analytical skills, as well as the ability to synthesize material from several sources into cogent and coherent written
responses. You should note that Environmental Science AP FRQs are best described as written responses in which
the student specifically and comprehensively addresses the question stems. Given this, Environmental Science AP
FRQs are NOT five paragraph “classic” essays. Unless specifically called for in the question, there is no need for
an introductory paragraph, concluding paragraph, or restatement of the questions.
There are 3 types of FRQs:
1. Data analysis/Calculation-based/Lab-based or Lab-design: (1 FRQ)
2. Document-based (could involve a Lab-design and/or a Calculation): (1 FRQ)
3. Synthesis and Evaluation: (2 FRQs)
The data analysis/calculation-based FRQ provides you with one or more data sets, or
numerical values and then asks you to respond to specific questions regarding this data.
In a lab-design FRQ you are asked to set up an experiment based on information given.
The document-based FRQ presents you with a news article, an advertisement, a pamphlet, or other document, and
asks you to apply knowledge of environmental science in responding to 2-6(a, b, --- a, b, c, d, e) question stems
related to the document.
The synthesis/evaluation FRQ is a series of 2-5 question stems which do not include a data-set or a document. Most
FRQs consist of 3 (a, b, c) or 4 parts (a, b, c, d), while two part, five part, and six part FRQs are not as common.
Extra Credit: From time to time, I will provide opportunities to get extra credit points. These can account for no
more than 2% of the final grade. Examples of things that can earn extra points is attending Saturday review
sessions, reading and writing a report related to the concepts we are studying.
Communication: I have an open door policy. I will be available before and after school for help or clarification. I am
usually here by 7:15 in the morning and stay until at least 4:30 most afternoons. Each week, I will post the
assignments and homework in class. I will also post notes and handouts for the chapters we cover in class on
Haiku. Outside of the classroom, the best way to reach me is by email. My email is: [email protected]. I
will respond within the same day in most instances. You may also contact me by phone at school at (909) 3974715.
The Course and The May AP Exam
Students enrolled in AP Environmental Science are highly encouraged to take the May AP Environmental Science
Exam. We will meet as a class approximately 175 times, with most of these class meetings taking place prior to the
May AP Exam. Over the course of the academic year, we will thoroughly explore every major Environmental
Science topic. Given the format of the May 1st AP Exam (only 100 M/C and 4 FRQs), it is not possible for this exam
to be as detailed and comprehensive as the “sum” or “product” of the ~150 class meetings which we will share this
year prior to the May 1st Exam. You will have 3 hours to take the May AP Exam, responding to questions dealing
with those major Environmental Science topic areas which we have spent about 50x that in class exploring, plus all
of the hours devoted to text readings, note-taking, and preparation for exams, quizzes and assignments outside of
class throughout the year. The May AP Exam is One part of this course; - This three hour exam is important for
multiple reasons, but it is not necessarily “The End” or “The Summit”. Your consistent interest, involvement, focus,
and effort in this course will put you in fine position for doing a superb job on the May Exam.
Again, thanks for choosing to be a part of AP Environmental Science. I am very glad that you are here and hope
that this course proves relevant, meaningful, practical, and applicable this year and for the rest of your life.
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Last Name________________________ First Name_________________________ Period_____
Welcome to AP Environmental Science! I am anticipating a successful year full of learning new things
about the world we inhabit. Attached you will find a list of my classroom rules, procedures, materials, and grading
policies.
Please read these carefully, and sign below. Return the signed form to me by Wednesday, August 17,
2016. If at any time you have a question or concern, don't hesitate to contact me at the school (397-4715). You may
also contact me via E-mail. My email address is [email protected].
I will be using the school’s software program to post all grades; so, you can keep track of academic
progress via Parent Connect. I will post updated grade reports in the classroom regularly.
Sincerely,
Mrs. Cynthia Hofferth, M.Ed.
I have read and understood the rules and grading policy, and agree to abide by them.
Student's signature _________________________________________ Date _______________
Student’s printed name ______________________________________ Period _____________
Parent/Guardian signature ____________________________________ Date ______________
Parent/Guardian printed name _____________________________________
Parent/Guardian Email ____________________________________________
Parent/Guardian Phone ___________________________________________
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