Download AP Environmental Science – Fall 2012 + Spring 2013

AP ENVIRONMENTAL SCIENCE
Course Packet 2014-2015
Teacher: Mr. Wassmuth
E-mail: [email protected]
If attachments too large for above email address use:
[email protected]
Make sure to copy text of any message to [email protected]
Course Description:
AP Environmental Science is an introductory college-level course modeled after the standards set forth by the
College Board, and culminates in the AP examination. This course provides students with the scientific principles,
concepts, and methodologies required to understand the interrelationships of the natural world. The curriculum
draws upon a variety of scientific disciplines. This course includes methods for analyzing and interpreting
information and experimental data, including mathematical calculations. This course teaches students how to
identify and analyze environmental problems, to evaluate the ecological and human health risks associated with
these problems, and to critically examine various solutions for resolving or preventing them.
This course includes a laboratory and field investigation component. A minimum of one class period or its
equivalent per week is spent engaged in laboratory and/or fieldwork. Assessment is based on labs, activities,
presentations, reports and tests. Tests comprised of multiple choice questions and AP free response questions are
given at the end of each unit. The AP Exam is given in or about the beginning of May. Students will also take the
Earth Science Regents at the end of the year if not satisfactorily completed at an earlier date. This is a great
opportunity to learn a large amount of science within one (1) year.
Lab Requirement (to take Earth Science Regents)
To qualify to take the Regents, successful completion of 1200 minutes of laboratory activities (about 30 complete
labs) are required. You must meet the lab requirement and maintain a record of that requirement in order to take the
Earth Science Regents exam in June. This requirement will be fulfilled during lab time so it is imperative that you
attend that class. The purpose of labs is to immerse yourself in science and learn by doing. Therefore, we shall be
engaging in many “hands-on” lab activities in this class.
Required Materials:
• Textbook: Environmental Science for AP, by Friedland and Relyea
• 1-2 inch 3-ring binder for Notes/classwork, homework and vocabulary
• Lined paper and graph paper
• Writing utensils
Grading Breakdown:
Exams/Quizzes/Projects 70%
Homework 5%
Labs 20%
Class Participation 5%
The Course: (taken from the College Board’s APES website)
The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college
course in environmental science. The course goal 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 manmade, to evaluate the relative risks associated with these problems,
and to examine alternative solutions for resolving and/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 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.
a. Science is a method of learning more about the world.
b. Science constantly changes the way we understand the world.
2. Energy conversions underlie all ecological processes.
a. Energy cannot be created; it must come from somewhere.
b. As energy flows through systems, at each step more of it becomes unusable.
3. The Earth itself is one interconnected system.
a. Natural systems change over time and space.
b. Biogeochemical systems vary in ability to recover from disturbances.
4. Humans alter natural systems.
a. Humans have had an impact on the environment for millions of years.
b. Technology and population growth have enabled humans to increase both the rate and scale of their
impact on the environment.
5. Environmental problems have a cultural and social context.
a. Understanding the role of cultural, social, and economic factors is vital to the development of solutions.
6. Human survival depends on developing practices that will achieve sustainable systems.
a. A suitable combination of conservation and development is required.
b. Management of common resources is essential.
Topic Outline: (also taken from the College Board’s APES Website. Topics will not necessarily be covered in this
order)
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; atmosphere–
ocean 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
(Types of pesticides; costs and benefits of pesticide use; integrated pest management; relevant laws)
B. Forestry
(Tree plantations; old growth forests; forest fires; forest management; national forests)
C. Rangelands
(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 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 other relevant laws)
2. Noise pollution
(Sources; effects; control measures)
3. 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)
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 Impacts
(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
This course is being offered in part from a grant from the National Math and Science Institute (NMSI) which
recommends a specific pacing guide for AP Environmental Science. This sequence is based on putting the hardest
material at the beginning of the year, starting with energy. This allows the teacher to assess math and graphing
skills early and to reinforce these skills throughout the year. This is a critical component of the course. Students will
see calculations and graphing across the entire curriculum and they must be adept at these skills.
The following order of subjects, which will be periodically assessed, includes the non-human world which is
covered in units 1-4 on Energy, Soil & Geology, Ecology, and Nutrient Cycles. The fifth chapter is on populations
followed by land & water use and atmosphere. As you near the AP exam, the largest unit is taught on pollution
which requires students to be able to synthesize chapters 1-7. The year concludes with laws, policy, and toxicity
which is also a unit that requires students to synthesize the content. You will be taking benchmark assessments
throughout the year which will be administered by NMSI so it is important that we stay the course
Rules for the classroom:
1. Be respectful to your peers, to me, and to your learning environment.
2. Absolutely no food or drinks other than water is allowed.
3. Students should be sitting down in assigned seats and working quietly when the bell rings—otherwise, s/he must
sign the late book (even if the lateness is excused with a note.) COME TO CLASS PREPARED.
4 Always maintain academic integrity.
5. Raise your hand if you want to contribute to the class.
Homework:
Homework will include assigned reading in textbooks and supplementary materials, manipulating and interpreting
data, preparing group responses to position papers, analyzing articles published in scientific journals, critical
analysis of environmental news from various sources, and preparing opposing arguments for controversial issues.
Classwork:
Instruction will include lecture, discussion, selected videos, case studies, reinforcing activities, laboratory
experiments, and fieldwork.
Laboratory Policy:
At least one period per week will be devoted to hands-on laboratory work or fieldwork. Some laboratory activities
will span several days. Labs encourage you to think critically, observe environmental systems, design and conduct
controlled experiments, utilize appropriate techniques and instruments, present data graphically, analyze and
interpret data using common statistics, form conclusions, and propose further study.
Safety is the most important consideration while participating in all lab activities. All safety rules MUST be
followed at all times. Students need to be on task and working quietly with their group. Gum chewing, eating, and
drinking are not allowed.
Please wear appropriate clothing on days when lab or fieldwork will take place.
Exams / Quizzes:
Unit examinations will be given after each unit. Each unit test shall take two periods to complete. Quizzes will be
given in the interim. On these days, it is absolutely imperative you come to class on time and prepared, with a pencil
and a pen. If a student is absent, a signed note documenting a legitimate excuse must be presented when the student
returns to make up the test or quiz without a penalty.
Academic integrity is very important. You are not allowed to go to the bathroom at all on test days until you have
completed your exam. Unauthorized talking during an exam will result in a grade of “0.” Additionally, unexcused
lateness may result in a penalty.
Attendance Policy:
Students who are absent must present a legitimate letter of excuse in order to make up work without penalty. It is
your responsibility to make up assignments and obtain notes from classmates; notes will NOT be posted on the class
website.
If you anticipate being absent for whatever foreseeable reason, please let me know in advance.
Late Work Policy:
Students who are legitimately absent will have until the day after they come back to turn in make-up homework
without penalty, assuming they have a signed note. For instance, if you are sick on a Monday, and you come back on
Tuesday, you have until that Wednesday to turn in late work; otherwise the assignment will be marked as “late,”
with points taken off.
Homework submitted excessively late without a legitimate excuse will not be granted credit, however it will be
checked for correctness. (The official time frame is two weeks – in other words, the latest you can submit an
assignment is two weeks after it was due in order to receive any credit.)
Class Participation:
Class participation encompasses all types of classroom behavior. Tardiness and incessant talking are examples of
behaviors that could lower one’s participation grade.
If you have any other questions, do not hesitate to ask me during class, or e-mail me at my e-mail address which is
[email protected].
Your homework for tonight is to read this over with your parent/guardian, sign the bottom, detach it, and turn it in.
AP Environmental Science 2014-2015 – Mr. Wassmuth – Expectations / Contract (Homework #1)
----------------------------------------------------------------------------------------------------------------------------- --------------I have read this sheet and fully understand the class rules and expectations.
Student Name (print) ________________________ Student Signature _______________________ Period _____
Parent Name (print) _________________________ Parent Signature _________________________
Parent’s e-mail: _________________________
Student’s e-mail: ________________________