Download EARTH SCIENCE - AP Environmental Science

ENVIRONMENTAL SCIENCE AP : 2012-2013
Instructor: Mr. Murdock
Room: 309
Email: [email protected]
Phone #: 408.535.6310
Website: PioneerHigh.org/Murdock
Campus Portal (Grade Viewer): https://ic.sjusd.org/campus/portal/sanjose.jsp
Textbook: Environmental Science: A Global Concern, 10th Ed., Cunningham & Cunningham
Web Resource: www.mhhe.com/cunningham10e
Mr. Murdock’s Availability:
First Semester – Before School, Brunch, Lunch, After School, S-periods
Second Semester – Before School, Brunch, Lunch, S-periods
*note: Available by appointment after school due to coaching commitments.
Welcome to Advanced Placement Environmental Science (APES) and thank you for choosing to make this
course part of your 2012-2013 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) to identify
and analyze environmental problems or challenges (both natural and human-made), (3) to evaluate the relative
risks associated with these problems, and (4) to examine alternative solutions for resolving and/or preventing
them.
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?
As you know, 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. The
degree to which a student becomes involved in Environmental Science AP is often indicative of the letter grade
_________________________________________________________________________________________________
Pioneer High School 2012-2013
Murdock
that is earned. If you are willing to devote the time, energy, and focus, you will likely do quite well in the
course.
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 which
they have taken. The diversity of students in the course is one of the unique, and in my opinion, truly
outstanding aspects of APES. This diversity very frequently contributes 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 that we explore. Many of the topics & 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. The class website offers a web-based forum to conitinue class discussions.
Brief History of APES
The 2012- 2013 academic year marks the 17th year that Environmental Science AP has existed as a College
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 1998 Exam and
84,000 in 2010. This will be my second year teaching the course and the 10th year we have offered it at
Pioneer.
Textbook
William and Mary Ann Cunningham’s, Environmental Science: A Global Concern, 10th edition, published by McGraw Hill.
You will not need to bring your textbook to class daily.
Grading: (fairly straightforward)
Students will be evaluated through performance on the following: Chapter/Topic Exams, Quizzes, two Quarter
Finals and a Semester I Final Exam, Question-Sets, Laboratory and Field Reports, Written & Oral Reports and other
written work.
Category Weights and Letter Grades --- scale:
Tests and Quizzes – 45%
Labs/Projects/Field Work – 35%
HW/Class Assignments/Participation – 20%
A = 90- 100% B = 80-89% C = 70-79% D = 60-69% F = 59% and below
1. Exams: 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 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 65-70% of the total course pts.
2. Quizzes: announced, unannounced, no-notes, open-note; generally 5-15 questions, 1030 points, given once (or twice) a week. Please “be good to yourself” by keeping up
with the assigned reading and asking questions.
3. 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.
4. Chapter Question Sets: typically 20-25 points; generally due the day of that topic exam
5. Article/Essay/Reading questions, opinion pieces, summaries, and responses. (~1-page)
________________________________________________________________________________________________
Pioneer High School 2012-2013
Murdock
6. Notebook will be handed in and graded periodically. Be sure to keep up with your notes both in class and at
home. They will be garded!!!
7. Other assignments and projects: Special reports and oral presentations.
8. Post-May AP Exam Assignments: assignments between May 7 and June 6.
9. Bonus Point Opportunities: to be announced in class
“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. As I have shared with
some of you already, 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, collegelevel 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 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 International May AP Exam on Monday, May 6 2013.
Everyday Materials
 Notebook used for class notes, textbook notes, field notes, and journal entries.
 #2 pencils, pens (thank you for not using red, pink, or orange ink), and highlighters.
 3-ring binder for keeping handouts and other materials organized throughout the year.
MR. MURDOCK’S NOTEWORTHY QUALITIES AND EXPECTATIONS
1. Please be Courteous: it is contagious, it’s free, and the difference that it can make in this world can be truly
amazing!
2. Display honesty, integrity, responsibility, and initiative.
3. FOOD - Thank you for not eating during class. Most of us have times when we’re really hungry but time was
short and breakfast/a snack did not “happen”. Rather than secretively (or perhaps not so secretively)
taking bites out of your Nutty Butter Crisp Promax Bar or your Apple Cinnamon Cliff Bar, I would rather you
simply ask me if you can address your metabolic demands by taking 15 seconds and stepping outside to take a
bite of something so you can be a bit more comfortable. I will probably say “yes”. These cases should be the
exception, not the routine. A policy such as this tends to curb the volume of smashed cheerios, wheat germ,
and scone crumbs that we find on the floor throughout the day. - Thank You.
4. GUM - Thank you, thank you, and thank you again for not chewing, munching, sucking, or blowing on
gum. Further, thank you kindly for NOT “needing” to stick your “used” gum that you are not chewing under
your desk, -- thereby preventing a bacterial and fungal breeding ground from existing directly next to your legs
and arms and those of other individuals. -Thanks.
________________________________________________________________________________________________
Pioneer High School 2012-2013
Murdock
5. BATHROOMS – “Restrooms and Fact-Finding Missions & Networking Opportunities”:
Gotta go? Gotta go! Enough said. Please ask first, instead of just walking out. Please do what you can to
avoid the near daily request to go to the “restroom” for what can somehow mushroom into an eight, ten,
twelve-minute excursion around our fine campus, networking with loved ones and doing other things that may
have great value, but which could be done when you are not in class. –Thanks.
6. GRAFFITI – Should you feel the urge to be creative, please do so on appropriate material. Thank you.
7. CLASS DISMISSAL - Thank you for patiently waiting in your seats while I wish you a proper farewell
and salutation.
The May AP Exam: Monday, May 6, 2013 - Morning Exam
It is my hope and expectation that students enrolled in AP Environmental Science will take this exam. If you are
willing to put forth the effort and devote the necessary time, you will be putting yourself in a desirable position
in terms of being very successful on the May AP 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.
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.
________________________________________________________________________________________________
Pioneer High School 2012-2013
Murdock
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.
The Course and The May AP Exam
As previously stated, students enrolled in AP Environmental Science are expected to take the May AP
Environmental Science Exam. We will meet as a class approximately 180 times, with about 164 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 6th 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 164 class meetings which we will share this year prior to the May 6th 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 160 hours or so of class time 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. Our class meetings, daily readings and other assignments/homework,
notes, discussions, labs, field-work, simulations, video segments, and other class work will prepare you for
our chapter/topic exams and quizzes. This effort, work, and dedication will also prepare you for the May AP Exam.
The Course will take care of the Exam.
The journey is the destination …
Again, thanks for choosing to be a part of AP Environmental Science. I am very glad that you are going to
be with us and hope that this course proves relevant, meaningful, practical, and applicable this year and for the rest of
your life.
Please read, sign, and return to Me by 8/17/2012!!!

………………………………………………………………………………………………
I have read and understand the guidelines and policies for Mr. Murdock’s APES class and have shared them
with my guardian(s).
Student name (print):
Student signature:
___________________________________
___________________________________
Guardian name (print): ___________________________________
Relationship:
___________________________________
Guardian signature:
___________________________________
________________________________________________________________________________________________
Pioneer High School 2012-2013
Murdock
________________________________________________________________________________________________
Pioneer High School 2012-2013
Murdock
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 7, 2012 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.
7 Major Environmental Science AP Topic Areas
(As constructed by the College Board AP Environmental Science Development Committees)
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)
________________________________________________________________________________________________
Pioneer High School 2012-2013
Murdock
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
(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)
________________________________________________________________________________________________
Pioneer High School 2012-2013
Murdock
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
(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
________________________________________________________________________________________________
Pioneer High School 2012-2013
Murdock