Download APES Syllabus - Trinity School District

AP Environmental Science Syllabus
Mrs. Monteleone
[email protected]
Welcome to APES!
Course Description:
The AP Environmental Science course is a full-year course designed to be the
equivalent of a one semester, introductory college course in environmental science. The goal of
AP Environmental Science 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.
2. Energy conversions underlie all ecological processes.
3. The Earth itself is one interconnected system.
4. Humans alter natural systems.
5. Environmental problems have a cultural and social context.
6. Human survival depends on developing practices that will achieve sustainable
systems.
Class Expectations:
In the classroom:
This is an Advanced Placement class. With AP, high and rigorous expectations are
set in regards to the pacing and content of the course. In the classroom, students must be
responsible for their actions both academically and socially. Students are to be respectful of
teachers and fellow students. Being prepared and having a positive attitude for class is a
necessity. Participation in assignments, class discussion, small group activities, and lab
activities is an integral part of the class. Students need to minimize distractions, so electronic
devices should be turned off and out of sight. Distractions and disruptions will not be
tolerated! It is also expected that students maintain academic honesty and complete their
own work. Cheating in any form on class work, homework, tests (copying, etc.) is not
acceptable! Students will receive a 0 on the assignment. Refer to the student handbook for
further information.
Absences:
If you are absent, it is your responsibility to complete all missed work. Assignments
due on a day you are absent must be turned in within 2 days of your return to class. Missed
lab work and activities must be completed in the designated timeframe. Tests must be made
up within 5 school days of the test date. If at anytime you have questions or want help, be
responsible and ask!
Communication:
Communication is also key. Grades are updated on through the new Student Grade
System. (Information will be sent by the school district.) On the class website, you will have
access to lesson plans, notes, contact information, and other class resources. Remind 101 is
available to receive class reminders. Students and parents can sign up for this service.
(Information and signature sheet is attached.)
Homework, Notebooks, Chromebooks:
 Homework assignments are to be completed and turned in on time. Late homework
will not be accepted.
Homework may include but not be limited to:
• Reading the current chapter and answering textbook questions
• Reviewing notes and class materials
• Supplemental readings and/or case studies
• Lab write-ups, Essays, and Projects
 Notebooks are required! Notebooks should be organized and divided into two sections:
Class notes/documents and Labs.
 Chromebooks are to be charged and brought to class every day!
Tests:
Tests will be given for each topic or chapter in addition to possible quizzes. Tests
will be composed of multiple choice questions and essay questions. Sources for test questions
will include class notes, textbook readings, labs, and any additional class assignments or
activities. The course will also include a midterm and final project.
Additional Course Information:
 Class meets 7 or 8 periods (1 period = 42 minutes) a week, which includes a double lab
period every other day for a full year.
 On average, a minimum of 1-3 periods per week will be spent engaged in lab work or
analysis.
 Each week will consist of textbook interaction, formal lecture, labs, activities, and project
work. (This is a tentative outline; it will be adjusted as needed.)
 Current events in Environmental Science will be incorporated to coursework. Additional
details will be announced.
Text:
Brennan, Scott R. and Jay H. Withgott. Environment: The Science Behind the Stories. 2015.
San Francisco, CA: Pearson Education.
Additional Resources:
Molnar, William. Laboratory Investigations for AP Environmental Science. 2010. Peoples
Publishing Group.
Roa, Michael. Environmental Science Activities Kit. 2009. Josey-Bass, San Francisco, CA.
Various environmental textbooks, lab manuals, readings/case studies, and internet resources.
Course Outline: (tentative)
**Please note: Pacing and labs/activities may be adjusted during school year as necessary.
Class Introduction: Ch. 1
Earth Systems and Resources
 Earth Science Concepts (Geologic time scale; plate tectonics, earthquakes, volcanism;


seasons; solar intensity and latitude)
 Ch. 2, 17, 18
The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the
Coriolis Effect; atmosphere–ocean interactions; ENSO)
 Ch. 16, 17, 18
Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural,
industrial, and domestic use; surface and groundwater issues; global problems; conservation)
 Ch. 15, 16, 18

Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties;
main soil types; erosion and other soil problems; soil conservation)
 Ch. 2, 9, 10
Possible Labs/Activities:
Geologic Time Line
Salination of Seeds lab
Plotting Volcanoes and Earthquakes
Soil Analysis lab
The Living World
 Ecosystem Structure (Biological populations and communities; ecological niches; interactions




among species; keystone species; species diversity and edge effects; major terrestrial and
aquatic biomes)
 Ch. 3, 4, 5, 11, 16
Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological
pyramids)
 Ch. 2, 4, 5
Ecosystem Diversity (Biodiversity; natural selection; evolution; ecosystem services)
 Ch. 3, 4, 5, 6, 11
Natural Ecosystem Change (Climate shifts; species movement; ecological succession)
 Ch. 3, 4, 18
Natural Biogeochemical Cycles (Carbon, nitrogen, phosphorus, sulfur, water, conservation of
matter)
 Ch. 2, 5
Possible Labs/Activities:
Biotic Assessment
Owl pellet lab
Biome investigations
Biogeochemical cycle presentations
Population
 Population Biology Concepts (Population ecology; carrying capacity; reproductive strategies;
survivorship)
 Ch. 3

Human Population
 Human population dynamics (Historical population sizes; distribution; fertility rates;


growth rates and doubling times; demographic transition; age-structure diagrams)
 Ch. 1, 8
Population size (Strategies for sustainability; case studies; national policies)
 Ch. 8
Impacts of population growth (Hunger; disease; economic effects; resource use;
habitat destruction)
 Ch. 8, 10, 11
Possible Labs/Activities:
Demography Lab
Population Pyramids
Land and Water Use
 Agriculture
Population Lab
Story of Stuff www.storyofstuff.org




Feeding a growing population (Human nutritional requirements; types of agriculture;
Green Revolution; genetic engineering and crop production; deforestation; irrigation;
sustainable agriculture)
 Ch. 9, 10, 12
 Controlling pests (Types of pesticides; costs and benefits of pesticide use; integrated
pest management; relevant laws)
 Ch. 10, 14
Forestry (Tree plantations; old growth forests; forest fires; forest management; national forests)
 Ch. 12
Rangelands (Overgrazing; deforestation; desertification; rangeland management; federal
rangelands)
 Ch. 9
Other Land Use
 Urban land development (Planned development; suburban sprawl; urbanization)
 Ch. 13
 Transportation infrastructure (Federal highway system; canals and channels; roadless
areas; ecosystem impacts)
 Ch. 12, 13, 15

Public and federal lands (Management; wilderness areas; national parks; wildlife
refuges; forests; wetlands)
 Ch.3, 6, 11, 12, 19





Land conservation options (Preservation; remediation; mitigation; restoration)
 Ch. 3, 4, 6, 11, 12, 22, 23
Sustainable land-use strategies
 Ch. 9, 11, 12, 13
Mining (Mineral formation; extraction; global reserves; relevant laws and treaties)
 Ch. 6, 19, 23
Fishing (Fishing techniques; overfishing; aquaculture; relevant laws and treaties)
 Ch. 10, 16
Global Economics (Globalization; World Bank; Tragedy of the Commons; relevant laws,
treaties)
 Ch. 1, 6, 7, 24
Possible Labs/Activities:
Cookie Mining Lab
Radiated Seed Growth Lab
Law Project
Tragedy of the Commons Lab
Food Scavenger Hunt
Land use project
Energy Resources and Consumption
 Energy Concepts (Energy forms; power; units; conversions; Laws of Thermodynamics)
 Ch. 2, 19
 Energy Consumption: Ch. 1, 2, 8,19, 20, 21





History (Industrial Revolution; exponential growth; energy crisis)
Present global energy use
Future energy needs
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)
 Ch. 19, 20
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)
 Ch. 20



Hydroelectric Power (Dams; flood control; salmon; silting; other impacts)
 Ch. 15, 20
Energy Conservation (Energy efficiency; CAFE standards; hybrid electric vehicles; mass
transit)
 Ch. 13, 18, 19
Renewable Energy (Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy;
small-scale hydroelectric; ocean waves and tidal energy; geothermal; environmental
advantages/disadvantages)
 Ch. 2, 20, 21
Possible Labs/Activities:
Solar car design
Alternate Energy Report
Home & School Energy Audit and Analysis
Wind Energy
Pollution
 Pollution Types
 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)
 Ch. 13, 17, 18, 19
Noise pollution (Sources; effects; control measures)
 Ch. 13
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)
 Ch. 5, 7, 15, 16, 19
Solid waste (Types; disposal; reduction)
 Ch. 22
Impacts on the Environment and Human Health
 Hazards to human health (Environmental risk analysis; acute and chronic effects;
dose-response relationships; air pollutants; smoking and other risks)
 Ch. 14, 17
 Hazardous chemicals in the environment (Types of hazardous waste;
treatment/disposal of hazardous waste; cleanup of contaminated sites; biomagnification;
relevant laws)
 Ch. 14, 22
Economic Impacts (Cost-benefit analysis; externalities; marginal costs; sustainability)
 Ch. 1, 6, 7, 14
Possible Labs/Activities:
Rainwater collection and analysis lab
Water Audit and Analysis
LD lab
Water quality Lab
House Toxicology Analysis
Atmosphere Particulate lab
Global Change
 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)
 Ch. 17
Global Warming (Greenhouse gases and the greenhouse effect; impacts and consequences of
global warming; reducing climate change; relevant laws and treaties)
 Ch. 3, 4, 6, 11, 18

Loss of Biodiversity: Ch. 3, 4, 11, 12, 16



Habitat loss; overuse; pollution; introduced species; endangered and extinct species
Maintenance through conservation
Relevant laws and treaties
Possible Labs/Activities:
Endangered species project
Invasive species project
Biodiversity Loss Lab
Six degrees video
Parent and Student Syllabus Acknowledgement
I understand: Classroom Expectations
 This is an AP class with high and rigorous expectations
 Pacing and labs/activities may be adjusted during school year as necessary
 Students are to be:
o responsible for their actions both academically and socially
o respectful of teachers and fellow students
o prepared and have a positive attitude
 Electronic Devices are to be turned off and out of sight
 Distractions and disruptions will not be tolerated
 Students are to maintain academic honesty
o complete their own work (no cheating or copying)
I understand: Absences
Students are:
 responsible to complete all missed work
o assignments due on a day absent must be turned in with 2 days of returning to class
o lab work and activities must be completed in designated timeframe
o tests must be made up within 5 school days of test date
I understand: Homework and Notebooks
 Assignments are to be turned in on time
 Late homework will not be accepted
 Homework will be a variety of assignments
 Notebooks are required and should be organized into Class notes/documents and Labs.
I understand: Tests
 Tests will be given for each topic or chapter in addition to possible quizzes.
 Tests will be composed of multiple choice questions and essay questions.
 Sources for test questions will included class notes, textbook readings, labs, and any additional
class assignments or activities.
 The course will also include a midterm and final project.
I understand: Communication
 Grades updated through the new student grade system. (Info. will be sent by the school district.)
 Class webpage has access to lesson plans, notes, contact info.,and other resources
 Mrs. Monteleone can be contacted through email ([email protected]) or phone
(724-225-5380 ext. 6123)
 REMIND101 is available for students and parents for class reminders.

Students are responsible to ASK QUESTIONS and COMMUNICATE with the teacher!
Contact Information: Please write clearly!
Student Name: __________________________
Parent/Guardian Contact Information:
1. (First/Last name): ____________________________ Relation to student: __________
Phone number(s): _________________________________
Email: _____________________________________
2. (First/Last name): ____________________________ Relation to student: __________
Phone number(s): _________________________________
Email: _____________________________________
Notes/Information teacher should know about contact information:

By signing below, I acknowledge that I have read the entire syllabus and this
contract. I understand the expectations and responsibilities of APES. I also
acknowledge that I provided the correct contact information.

Student Signature: ______________________________

Parent/Guardian Signature: ______________________________
Date: ________
Date: ________
Technology Information
1. Remind 101 sign-up
2. Teacher page: Found on www.trinitypride.org
3. Class notes page
Go to your Google Classroom!
4. Online Textbook access
http://www.pearsonmylabandmastering.com/
Username: APES-THS
Password: APESTHS2017