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AP Environmental Fall 2016-2017 — Don Lugo High School Instructor: Room: Period: Office Hours: E-mail: Mr. Ciccone (Mr. “C”) 201 5 MWF 6:30 AM — 7:25 AM, Tutoring: Tue 4:00-5:00 PM Textbook: Environmental Science, Earth as a Living Planet by Daniel B. Botkin and Edward A. Keller, 6th edition, 2007, John Wiley and Sons Inc. [email protected] 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. Unlike most introductorylevel college science courses, environmental science is offered from a wide variety of departments, including geology, biology, environmental studies, environmental science, chemistry, and geography. The AP Environmental Science course has been developed to be like a rigorous science course that stresses scientific principles and analysis and includes a laboratory component: as such, it is intended to enable students to to undertake, as first year college students, a more advanced study of topics in environmental science or, alternatively, to fulfill the basic requirement for aa laboratory science and thus free time for taking other courses. In both breadth and level of detail, the content of the course reflects what is found in many introductory courses in environmental science. The goal of the course 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, to examine alternative solutions for resolving and/or preventing them, and to develop and focus their own political perspective. 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: • Science is a process • • • • • Energy conversions underlie all ecological processes The Earth itself is one interconnected system Humans alter natural systems Environmental problems have a cultural and social context Human survival depends on developing practices that will achieve sustainable systems. Materials: Students will need a college-ruled notebook binder, black pen, pencil, metric ruler, scientific calculator, and textbooks. Expectations: Optimum learning occurs when there is three-way communication in the classroom: teacher to student, student to teacher, and student to student. For this to happen, students must arrive each day prepared to learn and eagerly participate in all classroom activity. Students must come to class with all required materials everyday. All students have strengths and weaknesses, which will determine their time investment for mastery of the course. Each student must assess their time requirement and prioritize this class in their busy schedule to ensure their success. Requirements for success: 1. 2. 3. 4. Attend all classes. Complete all homework and labs. Maintain an organized notebook. Be prepared for all discussions and prelabs. (Completing reading assignments is mandatory) 5. Study everyday for unit and final exams. a. Read your notes daily. b. Explain concepts to parents at dinner. c. Review your completed labs. d. Use the language of the course in all written and oral explanations. Grading: Grades will be awarded based on a percentage scale, according to The total points earned divided by the total points possible. 90-100% = A 80-89% = B 70-79% = C 60-69% = D Below 60%= failing Assignments will represent the following proportion of the student’s grade: Notebook/Homework Final Exam Labs Assessment 15% 10% 25% 50% Interactive Notebook: Students will keep all work in a spiral notebook, which will be checked on a daily basis. Notebooks that receive an unsatisfactory grade will require the student to be present in their Biology CP classroom during their free time and edit their notebook to meet classroom standards. The Left Side- The left side demonstrates your OUTPUT, or understanding of the information from the right side of the page. Work with the IMPUT and interact with the information in creative, unique, and individual ways. The Right Side- INPUT goes on the right side! Input is all the information that you are responsible for learning. Some examples of input are: objectives, standards, thrilling notes from lectures, your textbook, or videos; vocabulary terms and their definitions; and sample problems. Labs: Labs will be inquiry based and used to enhance student’s understanding of environmental issues as well as collect, analyze, evaluate, scientific data to offer possible solutions to those issues. Quizzes: Will be random and unannounced. Homework: Homework will be assigned according to the classroom activity and can include questions from the textbook, reading, and preparation for labs and review for exams. For everyday missed a student will have the equivalent time to make up their work. Unit Exams: There will be approximately four unit exams and a cumulative final exam each semester. Each exam will consist of multiple choice, true false and short answer questions. Course Outline: Unit 1 Four Weeks • Introduction to Environmental Science • • • Earth Science Concepts (geologic time scale, plate tectonics, earthquakes, volcanism, seasons, solar intensity, and latitude) The Atmosphere (composition, structure, weather and climate, atmospheric circulation and the Coriolis Effect, atmosphere-ocean interactions, ENSO) Global Water Resources and Use (freshwater/saltwater, ocean circulation, agricultural, industrial, and domestic use, surface and ground water issues, global problems, conservation) Labs: • Convection Experiment • Water Cycle Lab Game • Plate Tectonics and Sea Floor Mapping Lab Unit 2 Four Weeks • Ecosystem Structure (biological populations and communities, ecological niches, interactions among species, keystone species, species diversity and edge effects, major terrestrial and aquatic biomes) • Energy Flow (photosynthesis and cellular respiration, food webs and tropic levels, ecological pyramids) • Ecosystem Diversity (biodiversity, natural selection, evolution, ecosystem services) • Natural Ecosystem Change (climate shifts, species movement, ecological succession) • Natural biogeochemical Cycle (carbon, nitrogen, phosphorus, sulfur, water, conservation of matter) Labs: • Plant impacts on dissolved oxygen lab • Squirreling Away lab • Intraspecific and Interspecific Competition lab • Abiotic Factors with Brine Shrimp lab Unit 3 Four Weeks • Population Biology Concepts (population ecology, carrying capacity, reproductive strategies, survivorship) • Human Population • Human Population dynamics (historical population sizes, distribution, fertility rates, growth rates and doubling times, demographic transition, age structure diagrams) • Population size (strategies for sustainability, case studies, national policies) • Impacts of population growth (hunger, disease, economic effects, resource use, habitat destruction) Labs: • Mark and Recapture lab • Island Biogeography lab • Population Growth of Mitotic Beans lab Unit 4 Four Weeks • Agriculture • Feeding a growing population (human nutritional requirements, types of agriculture, Green Revolution, genetic engineering and crop production, deforestation, irrigation, sustainable agriculture) • Controlling Pests (types of pesticides, costs and benefits of pesticide use, integrated pest management, relevant laws) • Forestry (tree plantations, old growth forests, forest fires, forest management, national forests) • Rangelands (overgrazing, deforestation, desertification, rangeland management, federal rangelands) • 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 • Mining (mineral formations, extraction, global reserves, relevant laws and treaties) • Global Economics (globalization, World Bank, tragedy of the commons, relative laws and treaties) Labs: • Cookie Mining lab • Winkler Titration lab • Commons Fishing • Soil Texture lab Unit 5 Four Weeks • Energy Concepts (energy forms, power, units, conversions, laws of thermodynamics) • Energy Consumption 1. History (industrial revolution, exponential growth, energy crisis) • Present global energy use • Future energy needs • Fossil fuels 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) • 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) • Energy Conservation (energy efficiency, CAFÉ standards, hybrid electric cars, mass transit) • Renewable Energy (solar energy, solar electricity, hydrogen fuel cells, biomass, wind energy, small scale hydroelectric, ocean waves and tidal energy, geothermal, environmental advantages/disadvantages) Unit 6 Eight Weeks • Pollution Types 1. Air pollution (sources- primary and secondary, major air pollutants, smog, acid deposition- causes and effects, heat islands and temperature inversion, indoor air pollution, remediation and reduction, 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) Labs: • Fremont Solid Waste Disposal lab • Albedo and Greenhouse Gases lab • Testing for Ozone lab • Air Particulates lab • LD50 lab Field Trip: • Water Discovery Field Trip Unit 7 Four Weeks • 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 wastes, treatment/disposal of hazardous waste, clean-up of contaminated sites, bio magnification, relevant laws) • Economic Impact (cost benefit analysis, externalities, marginal costs, sustainability) Labs: • Commons Fishing lab • LD 50 lab • Albedo and Greenhouse Gases lab Unit 8 Four Weeks • Stratospheric Ozone (formation of stratospheric ozone, ultraviolet radiation, causes of ozone depletion, effects of ozone depletion, relevant laws and treaties) • Global Warming (greenhouse gasses and the greenhouse effect, impacts and consequences of global warming, reducing climate change, relevant laws and treaties) • Loss of Biodiversity (habitat loss, overuse, pollution, introduced species, endangered and extinct species, maintenance through conservation, relevant laws and treaties) Classroom Guidelines: 1. Follow all instructions given by the instructor. 2. No Electronic Devices. 3. No Food or Drink. 4. Clean up after yourself. 5. Sit in your assigned seat. 6. Be polite and respectful. Consequences: 1. 2. 3. 4. Name recorded One-minute after class Parent contact Referral This course outline is intended to be a guide and could be changed according to the needs of the class. Students need to be flexible and adjust to any changes that are necessary. My signature below acknowledges that I have read and understand this course outline. Parent Signature Date Student Signature Date