Download AP Environmental Science

AP Environmental Science
2010­2011 Syllabus
Course Description:
AP Environmental Science is designed to be the equivalent of a one­semester, introductory college course in environmental science. The goal of the AP Environmental Science course is to provide students with the scientific concepts, principles, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human­made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. To achieve these goals, we will focus on the following: personal experience in experimental design; understanding the unifying themes that integrate all biological and environmental science topics; and the application of knowledge and critical thinking to environmental and societal concerns. Taking the AP Exam is not required but it is encouraged. College credit may be given for exam scores of three and above. Exactly what scores will be accepted and how much credit will be awarded depends on the individual college. Course Prerequisites: Biology, Chemistry, Algebra I
Resources:
Text:
•
Supplemental Resources:
Websites:
Environmental Science: Earth as a Living Planet , 6th Edition, Botkins & Keller • Assorted texts found in classroom library; peer reviewed science publications
• www.wiley.com/college/botkin • www.xxxxxxxxx.com • www.hippocampus.org Materials:
Notebook – 3 ring binder, laboratory journal, Graphing Calculator, graph paper, pens, pencils, markers, colored pencils Evaluation:
Cobb County Grading Scale:
90 – 100% A
80 ­ 89%
B
75 – 79 %
C
70 – 74%
D
Approximate Grading Breakdown:
Grading Policy: Class grade is found by using the formula: (Total Earned Points / Total Possible Points) * 100. Tests, Quizzes & Assessments = 50 % of the student’s grade. Laboratory Work & Reports = 25% of the student’s grade.
____________________________________________________________________________________________________________________________
p. 1 of 6
AP Environmental Science
2010-2011
0 – 69 %
NOTE:
F
Homework & Classwork = 15% of the student’s grade.
Projects = 10% of the student’s grade.
Material in this syllabus is subject to modification by instructor if deemed necessary
Laboratory Work:
AP Environmental Science will contain laboratory experiences from lab manuals, data sets, fieldwork and student­designed experiments. Emphasis is placed on in­depth investigation and experimental design regarding environmental science concepts. These lab activities emphasize development and testing of hypotheses; collection, analysis, and presentation of data; and clear discussions of results. Formal reports are required and must include the previously mentioned elements, as well as proper labeling of tables and graphs. In many cases, software and Internet simulations will be conducted in support of the lab being undertaken. With the addition of computers to our labs, we will be using Pasco scientific probes and software as part of the lab procedure. Each lab will require:
• The formation of an hypothesis or hypotheses, based on in­class discussion of the presented problem or focus of each experiment
• Design of (an) experiment(s), also based on in­class discussion, to test the hypothesis or hypotheses
• Collection of data and observations
• Calculations using the collected data
• Conclusions about how well the hypothesis or hypotheses held up based on the experiment
• Class discussion of variance and error analysis
• Written report: formal or informal (in the lab notebook) TECHNICAL WRITING REVIEWS: Students will be given technical articles to read. The Students will do various writing and reading comprehension activities throughout the year to enhance their skills. This will happen about once a week.
____________________________________________________________________________________________________________________________
p. 2 of 6
AP Environmental Science
2010-2011
TESTS: All tests are given at the end of each unit. They will be modeled after the AP test (approx 60% multiple choice, 40% essay)
PROJECTS: Projects are assigned according to topic, with descriptions and guidelines provided at time of assignment. A current events project will be assigned at the beginning of the year and presentations will occur throughout the semester (according to a lottery system)
NOTEBOOKS: Students are required to keep all assignments in their 3­ring binders. This must be brought to class every day and kept up to date. PARTICIPATION: Participation consists of class participation, daily warm­ups, preparedness for class (book, paper, writing utensil, etc.), and notes. Professional behavior is always expected. Each day, students will be presented with a question and will be expected to work in small groups to answer that question. New topics will be introduced in this manner, but questions will also address topics already covered to enhance conceptual understanding. Students will have access to books, the Internet, lab equipment, computer simulations, etc. The teacher will act as a facilitator assisting and guiding students, at all times encouraging carefully articulated responses based on principles of environmental science.
DAILY WORK: Daily work is broken into 2 categories, class work and homework. CLASS WORK consists of work assigned in class ­ it may be bookwork, laboratories, research, a worksheet, and/or vocabulary. It is due at a specific time during class. HOMEWORK is assigned at the end of each class period, and DUE at the beginning of class, PRIOR TO warm­ups, notes, etc. Getting missed work due to ANY KIND of absence is the student’s responsibility.
LATE WORK: Late work is accepted for EXCUSED absences only. Arrangements must be made with the instructor for lab time if necessary.
Course Outline:
• Earth Systems & Resources (10-15%)
• The Living World (10-15%)
• Population (10-15%)
• Land & Water Use (10-15%)
• Energy Resources and Consumption (10-15%)
• Pollution (25-30%)
• Global Change (10-15%)
Major Themes:
Concepts and topics are organized into unifying themes that recur through the course. These themes
____________________________________________________________________________________________________________________________
p. 3 of 6
AP Environmental Science
2010-2011
are applied across the curriculum to provide a unity of concepts. They are:
• 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.
Course Planner:
Students will be given monthly calendars detailing chapter reading assignments, laboratory assignments, as well as due dates for all work. This information will also be available on the course website, www.xxxxxxxxxx.com with available downloads. AP Environmental Science Course Planner
Unit
Est. time
(GPS)
Unit 1
1 week
(SCSh8,
SEV2)
Unit 2
1-2 weeks
(SEV1,
Topic
Introduction to
Environmental
Science
Life on Earth,
Part I
(Ecology)
Chapters & Description
Chapters 1-3
The first unit of AP Environmental
Science (APES) acquaints students
with environmental science. It
introduces the theory, philosophy,
rhetoric, and terminology that will
be used throughout the course.
Chapters 4-6
The second unit of APES is an
introduction to two of the
Labs & Activities
•
•
•
•
•
•
•
•
A Brief History of the
Environmentalist Movement
Seed Germination Lab
Parts of a Good Experiment
Carrying Capacity Lab
Calculating Population
Doubling Time
The Power of Doubling
Lily Pond
Population Profile – The
Power of Pyramids
____________________________________________________________________________________________________________________________
p. 4 of 6
AP Environmental Science
2010-2011
SEV2 ,
SEV3)
Unit 3
1-2 weeks
(SEV1,
SEV2 ,
SEV3)
Unit 4
1-2 weeks
(SEV5)
Unit 5
1-2 Weeks
(SEV5)
fundamental underpinnings of
environmental science: basic
ecology and the study of human
populations
Life on Earth,
Part II
(Ecology)
Chapters 7-10
This unit completes the study of
basic ecology.
•
•
•
•
•
•
•
Food and
Agriculture
Land Use
Chapters 11-12
In this unit, students study the basic
nutritional needs of human beings,
what happens when these needs are
not met, and what is being done in
an attempt to make certain these
needs are met for all people.
Students also study agriculture,
including the various methods of
growing crops, the history of
agriculture, and the “green
revolution.”
Chapters 13-14, 29
This is a transition from the study of
ideal ecosystems and ecology to the
study of human impact on the
environment. Students study the
roles of wildlife management, land
use, species protection,
conservation, and preservation in
determining how “natural” the
Earth will remain.
Unit 6
1-2 Weeks
(SEV5)
Health, Risk
and
Toxicology
Chapters 15-16
Unit 7
1-2 Weeks
(SEV4)
Energy
Resources and
Energy Use
Chapters 17-20
This unit includes the effects that
environmental hazards have on
human health, as well as on the
health of the environment, and an
examination of the risks we face in
our environment.
Fossil fuel reserves are finite and
the use of other energy sources will
need to be increased in the future.
Students study the advantages and
•
•
•
•
•
•
•
•
•
Estimating population sizes
activity
Tectonics Web quest and
Build an Earthquake
Carbon Cycle Game
Predator/Prey Simulation
Leaf-litter Biodiversity
Biome research & minipresentation
Predator/Prey Simulation
Lab
Ecological succession hunt
Fertile Minds activity
Soil Nutrient lab
Ecological Impacts of Rice
Farming: Analysis of Rice
Sample Experiment
Famine Activity
"The Worst Mistake In The
History Of The Human
Race" article discussion
Tree Mensuration
Fisheries and Endangered
Species activity
Designing Sustainable
Urban Areas
•
•
•
Toxicology LD-50 Lab
Natural Disaster pamphlet
Risk: perception vs. reality
survey and analysis
•
•
Half-life Lab
Investigation of CO2 from
the burning of fossil fuels
BioFuels investigation Lab
•
____________________________________________________________________________________________________________________________
p. 5 of 6
AP Environmental Science
2010-2011
disadvantages of alternative sources
of energy that can be used in place
of fossil fuels.
Unit 8
1-2 Weeks
(SEV5)
Water
Unit 9
1-2 Weeks
(SEV5)
Atmospheric
Dynamics, Air
Pollution,
Ozone
Depletion &
Global
Warming
Unit 10
1Week
(SEV5)
Chapters 21-22
This is perhaps the most relevant
unit of study for environmental
science students in our area of the
world. The world’s best examples of
water development are in our
backyards, and we focus on these
local examples throughout the unit.
Soil Minerals
& Mining
Chapters 23-26
Following a brief introduction to the
structure and characteristics of the
Earth’s atmosphere is a survey of
several air pollution problems. This
unit includes the study of some of the
most serious global environmental
problems we face.
Chapters 27-28
An introduction to earth science,
which includes hands-on activities
designed to introduce rock, mineral,
and soil identification
•
•
•
•
Water quality index
Creek pollution assessment
Home water use survey
Field trip – Water treatment
plant
•
•
EcoBadge
Air Pollution Combustion
lab
Testing for Tropospheric
Ozone Pollution
CO2 audit – Your
contribution to Global
Warming
Airborne particulate lab
Cookie Mining
Soil composition lab (soil
triangle experiment)
•
•
•
•
•
*Please see a description of the standards at: https://www.georgiastandards.org/standards/Georgia%20Performance
%20Standards/EnvironmentalScienceStandards­Approved2006.pdf
____________________________________________________________________________________________________________________________
p. 6 of 6
AP Environmental Science
2010-2011