Download AP Environmental Science - Mandarin High School

AP Environmental Science
Course Syllabus
Course Description and Overview
The goal of this course is to provide students with the scientific principles, concepts, and
methodologies to understand the interrelationships of the natural world, to identify and
analyze environmental problems and examine alternative solutions for resolving and/or
preventing them.
Class Size and Scheduling
Section size is limited to 25 students. The course meets every other day for the
duration of the school year. Class periods are 90 minutes long; thus, each
section meets for an average of 225 minutes (3¾ hours) per week. Laboratory
activities or field investigations are conducted once a week. [C6]
C6 – The course includes a
laboratory and/or field
investigation component. A
minimum of one class
period or its equivalent per
week is spent engaged in
laboratory and/or field work.
Environmental Science Curricular Requirement
The course provides instruction in each of the following seven content areas
outlined in the AP Environmental Science Course Description: Earth systems and
resources, living world, population, land and water use, energy, pollution, and global
change.
Labs
All students who are enrolled in AP Environmental Science must maintain an organized
laboratory data notebook, conduct laboratory work according to safety rules, and submit
required formal laboratory reports as assigned. They are expected to compete the
assigned readings (approximately two to three chapters per week) with periodic chapter
quizzes and major covering two or three chapters.
Textbook, Lab Manual
Living in the Environment: Principles, Connections, and Solutions, 14th ed. Miller, G.
Tyler (2005); Pacific Grove, CA: Thompson, Brooks & Cole.
(Ancillaries to Miller LITE: Instructor’s Guide to AP Environmental Science and CD-Rom)
Advanced Environmental Science Lab Manual (2006), by Carol L. Matthews and N.
Kathryn Weatherhead (Jacksonville FL: Teaching Point).
Supplemental Materials
Environmental Issues: An Introduction to Sustainability,2e (1999) ;
Robert L. McConnell and Daniel C. Abel
Environmental Science Activities Kit, Roa, Michael L. (1993); The Center for Applied
Research in Education, West Nyack, NY
Course Prerequisites and Requirements
The prerequisites for AP Environmental Science include biology, chemistry and Algebra
1.
Methods
Instruction consists mostly of lectures, discussions, demonstrations, and written
assignments, including research projects, in-class assignments, and homework.
Approximately one class period per week is devoted to hands-on laboratory experiences
of fieldwork. All lab and fieldwork requires a written report. Students will also be given
several opportunities throughout the semester to receive exposure to and practice with
released AP exam items.
Lecture
Because this course closely parallels a college course, lectures are generally delivered
twice per week via overhead transparencies or PowerPoint notes.
Reading Guides
Most chapters will include a reading guide that will be completed by the student in
segments. These will be assigned prior to lecture.
Lab Component
Laboratory experiences include experiments from lab manuals, data sets, fieldwork* (as
weather permits), and student-designed experiments. Students typically work in lab
groups of two to four, depending on the nature of the activity.
*We will be studying the on-campus wetlands often throughout the course. Please keep
a pair old sneakers or boots in your locker.
Small-Group Activities
Problem solving, design projects, and Internet research are the basis for small-group
activities, which provide the opportunity for brainstorming, application, and synthesis of
material from lectures and reading assignments. The groups must also present their
findings to the rest of the class. Occasionally role-playing activities are employed to
emphasize the many viewpoints and professional opinions involved in making
environmental decisions.
Videos
All videos are used in conjunction with a video quiz or a specific assignment, either a
case study or problem-solving exercise.
Student Evaluation
Student grades are determined in the following manner:
 A formal lab report with background research is required for each lab activity.
These will count for twenty-five (25) points each. The reports must follow the
guidelines provided to students per the APES Lab Report Guidelines handout.
 A lab data notebook is to be maintained for all laboratory work. It is collected
weekly or biweekly and checked. Lab notebook checks will count for twenty (20)
points each.
 Grade values for Individual and group projects will vary according to the
complexity of the assignment. Specifics are provided to students at the time the
assignment is given
 Class-work and homework are collected and graded as assigned.
 Quizzes are administered throughout the discussion of a topic or reading
assignment. It is important that students review material regularly and keep
current with their assignments.
 Major tests are administered after each major unit (two or more chapters.) The
tests consist of 45 to 60 multiple-choice questions taken directly or modified from
the author’s test bank. Students are also given three to five essay questions the
week before the test. Students have one week to research, formulate, and
organize their answers. On the day of the test, one student draws a number from
a beaker of folded papers numbered from one to five. The number drawn is the
essay the class will answer for the test; use of notes or other resources is not
allowed. The procedure is repeated for each class section and for make-up tests.
Course Planner
 2 labs for each unit
 2 activities for each unit
Curricular Requirements
 C1 The teacher has read the most recent AP Environmental Science
Course Description, available as a free down-load on the AP
Environmental Science Course Homepage.
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AP Environmental Science Course Home Page
C2 The course provides instruction in each of the following seven content
areas outlined in the Course Description
C2a Earth systems and resources
C2b The living world
C2c Population
C2d Land and water use
C2e Energy resources and consumption
C2f Pollution
C2g Global change

C3 The course provides students with the scientific principles, concepts,
and methodologies required to understand the interrelationships of the
natural world. The curriculum draws upon various scientific disciplines

C4 The course included methods for analyzing and interpreting
information and experimental data, including mathematical calculations
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C5 The 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
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C6 The course includes a laboratory and/or field investigation
component. A minimum of one class period or its equivalent per week is
spent engaged in laboratory and/or field work.
Resource Requirements
 The school ensures that each student has a college-level environmental
science textbook (supplemented when necessary to meet the curricular
requirements) for individual use inside and outside the classrooms.
 The school ensures that students have access to scientific equipment and
all necessary materials to conduct college-level environmental science
laboratory and or field investigations as outline in the teacher’s course
syllabus
 The school ensures that the teacher has copies of recent college-level
text(s) or other appropriate college-level materials for his or her
consultation.
AP Environmental Science Pacing Guide
Assignments available on APES Room: http://mandarin.groupfusion.net
NOTE: Each unit will include a reading guide. Reading guides are not included in the
list of activities although they are mandatory.
Unit 1: Ecology (4 weeks)
Ch. 1, 2, 3, 4, 5, 6, 7, 8, 25
Chapter 1 (Miller, 2005): Environmental Problems, Their Causes and
Sustainability
Overview of environmental issues, their root causes, the controversy over their
seriousness, and ways we can live more sustainably. [C2c; C2d; C2f]
 Video Critique: The Lorax, Dr. Seuss
 Book Review: The Truax
 Open Forum discussion: The Lorax vs. The Truax
 Tragedy of the Commons: Fishing Simulation:
Degradation of free common renewable resources
http://www.scienceteacherprogram.org/biology/szerlip03.html
Chapter 2- Environmental History: Learning from the Past
C2c: The course provides
students with instruction
in Population dynamics
and trends.
C2d – The course
provides students with
instructions in land and
water use.
C2f – The course
provides students with
instructions in pollution
control.
Major effects of hunter-gather societies, agricultural societies and industrialized societies on the
environment; Environmental impact of current information and globalization revolution; Major
phases in history of land and wildlife conservation, public health, and environmental protection in
the United States.
 Environmental Legislation Project: using the World Wide Web, Research
Laws and Treaties listed and include: name, draft year, amendment years;
description of function; environmental issues affected, international or national
agency/group responsible for regulation and enforcement. Create a timeline of
these laws. Include In the timeline, people who have shaped the environmental
movement in the US.
 Worst Mistake Reaction Essay: Read "The Worst Mistake in the History of
the Human Race" by Jared Diamond, and write a personal reaction to the
essay.
Chapter 3: Science, Systems, Matter and Energy
Nature of science; inquiry and experimental design
C3 – The course provides
students with the
scientific principles,
concepts, and
methodologies required
to understand the
interrelationships of the
natural world. The
curriculum draws upon
various scientific
disciplines.
 Lab: Scientific Method; Thumb Wrestling (Nature of Science,
Matter & Energy Folder)[C3]
 Case Study on Easter Island, Chapter 1; Gonnick, Larry,
Outwater, Alice (1996). The Cartoon Guide to the Environment.
New York, NY: Harper Collins
 Lab: Atoms and molecules, A Review of Chemical Concepts
 Effects of Radiation Lab (Matthews & Weatherhead, 2006) – Students design
an experiment to study the effects of radiation on seed germination
Chapter 4: (Miller, 2005) – Ecosystems: What Are They and How Do They
Work?
Populations, communities, food chains, and food webs [C2b]
Energy flow in ecosystems
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C2b – The course
provides instruction in
The Living World.
Biological Energy Transfer Lab (Matthews & Weatherhead, 2006) – Students use
a barn owl’s diet to calculate the biological energy transferred in an open field
food web.
Biogeochemical cycles [C2a]
 Webquest on Water(Nature of Science, Matter & Energy Folder)
 Nutrient Cycle Stories (APES Room) Students compose a story in
first person style, as a molecule traveling through a cycle.
 Soil Lab: covers the particle size, physical and chemical
characteristics of soils, profile of soil layers and importance of
soil.
C2a – The course
provides instruction in
Earth Systems and
Resources.
C2b – The course
provides instruction in
The Living World.
Chapter 5 (Miller, 2005) – Evolution and Biodiversity
Micro- and macroevolution [C2a; C2b]
ISLAND BIOGEOGRAPHY AND EVOLUTION: SOLVING A PHYLOGENETIC
PUZZLE USING MOLECULAR GENETICS (RP Filson) Students use distance and
molecular genetics to determine which lizards in the Canary Islands evolved first.
 Continental Drift Webquest: students complete a series of activities to
gain an understanding of continental drift and plate tectonics.
 Biodiversity Simulation Activity: Access Excellence activity using math to
determine the Biodiversity Index. This is a simplified version of the
Simpson or Shannon equations. A second simulation shows the benefit of a
diverse forest culture as opposed to a monoculture in controlling disease.
Ecological niches and adaptation [C2b]
Chapter 6 (Miller, 2005) – Climate and Terrestrial Biodiversity [C2a]
Weather and Climate

Introduction to Biomes Activity Students identify the global distribution and
characteristics of biomes. [C2b]
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Climatogram Instructions: Step by step instructions in making these graphs.

Greenhouse Effect: Activity explaining our planet’s greenhouse gases,
comparing to other planets and explaining why Earth is “just right”. Includes
Albedo, Goldilocks Principle.
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El Nino Webquest; Students gain an understanding of this weather
phenomenon by assembling data, generating graphs and making conclusions.
They also answer questions dealing with ENSO background.
Chapter 7 (Miller, 2005) – Aquatic Biodiversity [C2a; C2b]

Book CD of images and tutorials covering the various Aquatic Lifezones

Pre-fieldtrip DVD of GTMNERR(Guana-Tolomato-Matanzas National
Estuarine Reserve Research)
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Field Trip to GTMNERR
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Biodiversity in the Library: Calculate the Biodiversity of Book Colors. This
can also be done with cars in a parking lot.
Chapter 8 (Miller, 2005) – Community Ecology [C2b]
Community structure and species diversity
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Ecological Roles Lab (Matthews & Weatherhead, 2006) – Students observe,
monitor, and analyze the ecological roles of native species, non-native
species, indicator species, and keystone species.
Species interactions
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Rabbits and Wolves Internet Activity – Student simulates the predator-prey
relationship as well as the herbivore-vegetation relationship in an ecosystem.
Ecological succession, stability, complexity, and sustainability
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Campus “walk-about” to wetlands, succession survey
Chapter 25 (Miller, 2005) – Sustainable Cities
 Case Study on Watershed Management; Prentice Hall Web-link to:
Environmental Science, Richard Wright, Environment on the Web
Students read about a recent management plan for a Texas watershed,
respond to questions and compare with other management plans.
 Development Challenge: a tutorial to simulate the problems that are faced
when trying to develop a sustainable world.
 Urban Ecosystem Cross-Section and Assessment Report; Miller (2005):
Instructor’s Guide to AP Environmental Science, Lab 25. Author: Robert M.
Sanford, University of Southern Maine, ME
Unit 2: Population Dynamics (4 weeks)
Ch. 9, 11, 12, 13
C2c – The course
provides instruction in
Population.
Chapter 9 (Miller, 2005) – Population Ecology [C2c]
Population Dynamics and Carrying Capacity, Reproductive Patterns and Survival,
Effects of Genetic Variations on Population Size and Human Impacts on Natural
Systems
 How do Populations Grow? A multi step activity that
encompasses the various concepts in population growth
including growth curves, doubling time, competition, carrying
capacity and others.
C2d – The course
provides instruction
in land and water
use
Chapter 11 (Miller, 2005) – Sustaining Terrestrial Biodiversity: Managing and
Protecting Ecosystems [C2a], [C2b], [C2d], [C2e][C2g]

Ecological Footprint: survey that allows students to gain an
understanding of their impact on the environment

CNN video on Deforestation
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Video: Saviors of the Forest (1994): Terry Schwartz, Tod
Darling
C2e – The course
provides instruction in
energy resources and
consumption.
C2g– The course
provides instruction that
leads to understanding
events that may lead to
global change
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Jigsaw/Open Forum Discussion:
ANWAR Debate
Forestry
Rangelands
Public and Federal lands
Land Conservation options
Global Economics
Loss of Biodiversity
Chapter 12 (Miller, 2005) – Sustaining Biodiversity: The Species Approach
[C3], [C4] [C5], [C6]
 Florida’s Most Unwanted (APES Room) Nonnative species poster
 Critically Thinking About Coyotes: A Dilemma in Wildlife Management;
Miller(2005): Instructor’s Guide to AP Environmental Science, Lab #12;
Author: Edward G. Wells, Wilson College, Chambersburg, PA
Chapter 13 (Miller, 2005) – Sustaining Aquatic Biodiversity [C3][C4][C5][C6]
 Can the Oceans Keep Up with the Hunt?, Habitat Media, Excerpts from:
“Empty Oceans, Empty Nets” and “Farming the Seas”
 Measuring and Monitoring Aquatic Conditions*; Miller(2005): Instructor’s
Guide to AP Environmental Science, Lab#13, Author: Michael H. Jackson,
St. Michaels University, Victoria, BC, Canada
C3-C6 are listed below
under Curricular
Requirements
*Monitoring of tanks will begin the first week of school. We will extend this
activity by comparing aquarium data with real-time data, measuring oncampus wetlands, St. John’s River, the Atlantic Ocean and the Estuary at GTMNERR.
Unit 3: Human Population Biodiversity (4 weeks)
Ch. 10, 19, [C2c][C4][C5][C6][C2f]
 Population Histogram Project: APES Room, Population Histogram Ques07
 Tox Town: Introduction to Environmental factors that affect a town
 Operation: Infection Detection, CDC: Interactive site that simulates the
steps and the people involved in tracking down the cause(s) of a disease.
 Toxicity Lab: Miller(2005): Instructor’s Guide to AP Environmental
Science, Lab#13, Author: Ben Smith, Palos Verde Peninsula High School
Effect of various concentrations of nicotine on California Blackworms
Unit 4: Energy (4 weeks)
Ch. (parts of) 16 and17, 18 [C2e][C4][C5]
 Alternative Energy Project: Model Home, Solar Oven or similar design
 Personal Energy Audit: Watts the Cost?; Michael L. Roa, Environmental
Science Activities Kit, Activity #18
 Video: Modern Marvels: Renewable Energy(2006)
 Smart Solution PowerPoint, Sierra Club. Energy solutions.
 Compare/Contrast: Chernobyl, Three-Mile Island: video, BBC site
Unit 5: Resources: Water and Soil (4 weeks)
Ch. 14, 15, 16 [C2a][C2d][C2e][C2g]
 Soils and Food Production Lab Miller (2005): Instructor’s Guide to AP
Environmental Science, Lab#14; Author: Salvatore Engel-DiMauro,
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University of Wisconsin, Stevens Point: Review basic concepts about
characteristics and dynamics of soil and connection to human activities.
Global Grain Production: Can We Beef it Up?, Robert L. McConnell & Daniel
C. Abel; Environmental Issues, Measuring, Analyzing and
Evaluating(1999)
Florida's Waters : Reading Scavenger Hunt
Guest Speakers: Riverkeeper, SJRWMD
Web Quest on Geology and Non-Renewable Mineral Resources
Unit 6: Pollution 1 (4 weeks)
Ch. 20, 21 [C2f][C3][C5][C6]
 Atmosphere: brief overview of the properties associated with the
atmosphere
 Air Pollution, What's the Solution? Online project covering all aspects of air
pollution
 Guest Speaker, Dave Jones, DOH.
Unit 7: Pollution 2 (4 weeks)
Ch. 22, 23, 24 [C2f] C3] [C5] [C6]
 Sewage Treatment: Miller(2005): Instructor’s Guide to AP Environmental
Science, Lab #22; Author: Daniel Hyke, Alhambra High School,
Alhambra, CA: students build model of sewage treatment plant using
plastic bottles to gain an understanding of the process and budget
restraints in sewage treatment.
 Guest Speaker: JEA representative on Wastewater Treatment.
 Field Trip: Waste Management
 Personal Solid Waste Inventory, AP Summer Institute 2005, Workshop
Materials, p.143. Students keep a log of the solid waste they generate in
a week.
 The Impact of Interjurisdictional Waste Disposal: Truckin’ Trash
(McConnell and Abel, 1999) Case study on the economic, social and
environmental impact of hauling solid waste.
 Video Clip: Mobro 4000; Glencoe Biology: A Community Context: story of
the trash barge that traveled from NY to S. America and back to NY.
Unit 8: Human Society (4 weeks)
Ch. 26, 27, 28 [C2a-g][C3][C4][C5][C6]
 World Cities PowerPoint, FSU, Tallahassee, FL: Presentation from a World
Cities Class on various designs of sustainable cities.
 World Population Growth: How Long Will it Take to Fill up the Earth?
(McConnell and Abel, 1999). Case Study
 Wants and Needs. (Roa, 1993), Activity #30: Students list things they
have in their homes, interview a senior citizen to find out how they lived
when they were that age. Students develop distinction between wants
and needs. Time, money, energy and waste are considered.
 Community Planning-Where Do We Put the Landfill? (Miller, 2005), Lab
#27, Author: Dr. Angela Morrow-Baker, University of N. Colorado, CO
 Bringing the World to the US Standard of Living (McConnell and Abel,
1999) Case Study looking at fossil fuel and standard of living.
 Negotiating for a Cooler Planet :( Miller-2005), Lab #28, Author: Edward
Wells, Wilson College, Chambersburg, PA. Encourages critical thinking
and the dimensions of ethics and politics and global climate change.