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AP Environmental Science 2010 - 2011 Course Syllabus Teacher: Subject: Room: Ms. Susan De Rosa Phone: 404-993-5255 AP Environmental Science Email: [email protected] 405 Time/Profile: 1 semester: 90 minute block nd AP Exam Date: May 2 , 8AM Course Description: AP Environmental Science is designed to be the equivalent of a one-semester, 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 human-made, 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: Resources: Text: Supplemental Resources: Websites: Biology, Chemistry, Algebra I 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.hippocampus.org Materials: Notebook – 3 ring binder, laboratory journal, Graphing Calculator, graph paper, pens, pencils, markers, colored pencils Evaluation: Cobb County Grading Scale: 90 – A 100% 80 - 89% B 75 – 79 % C 70 – 74% D 0 – 69 % F 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. Homework & Classwork = 15% of the student’s grade. Projects = 10% of the student’s grade. NOTE: Material in this syllabus is subject to modification by instructor if deemed necessary Ms. De Rosa South Cobb High School p. 1 of 12 AP Environmental Science 2010 - 2011 Laboratory Work: AP Environmental Science will contain laboratory experiences from lab manuals, data sets, fieldwork and student-designed experiments. Emphasis is placed on in-depth 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. Examples of AP Environmental Science laboratories include: 1) Ecosystem Ecology, 2) Plate Tectonics, Volcanism, Earthquakes, 3) Soil Structure & the Rock Cycle, 4) Geotechnical Science, 5) Environmental Factors & Organism Distribution, 6) Calculating Population Data ,7) Sampling Techniques, 8) Human Demographics, 9) Calculating Consumption, 10) Atmospheric Science, 11) Toxicology, 12) Aquatic Ecology, 13) Environmental Engineering, 14) Greenhouse Effect, 15) Acid Deposition, 16) Radiation & Growth Factor, 17) Environmental Impact Summary. Each lab will require: The formation of an hypothesis or hypotheses, based on in-class discussion of the presented problem or focus of each experiment Design of (an) experiment(s), also based on in-class 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 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. TESTS: All tests are given at the end of each unit. They may be multiple choice, essay, performance or any combination of these. PROJECTS: Projects are assigned according to topic, with descriptions and guidelines provided at time of assignment. Projects may be completed individually or in groups depending on the particular assignment and instructor discretion. NOTEBOOKS: Students are required to keep all assignments in their 3-ring binders. This must be brought to class every day and kept up to date. PARTICIPATION: Participation consists of class participation, daily warm-ups, 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 Ms. De Rosa South Cobb High School p. 2 of 12 AP Environmental Science 2010 - 2011 beginning of class, PRIOR TO warm-ups, 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 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.southcobbhs.typepad.com/yderosa with available downloads. Ms. De Rosa South Cobb High School p. 3 of 12 AP Environmental Science 2010 - 2011 AP Environmental Science Course Planner Unit & est. # of Weeks Topic Unit 1 3 Weeks Earth’s Systems Standards Textbook Readings Chapters 1-3, 5, 9-10, 23 Labs & Activities Energy and Recycling (Quantative) Acid Rain (Lab) Eating at a Lower Trophic Level (Quantative) Plate Tectonics (Lab) Particulate Air Pollution (Lab) The Rock Cycle (Project) Formation of Deserts (Project) SEV5.a, SEV5.b, SEV5c, SEV4.b, SEV4.f, SEVd.3, SEV2.a, SEV1.a Unit 2 3 Weeks Human Population Dynamics Standards Textbook Readings Chapters 4-6 Labs & Activities Litter Leaf Community (Lab) Ecosystem Ecology (Project) Global Population Trends (Project) Doubling Time (Quantative) Human Demographics (Quantative) Population Distribution and Survivorship (Lab) Water Loss Drop by Drop (Lab) SEV1.b, SEV1.e, SEV2.a, SEV2.b, SEV2.c, SEV2.d, SEV3.d, SEV3.e, SEV3. a, SEV4.c, SEV5.a, SEV5.b, SEV5.c Unit 3 4 Weeks Chapters & Labs Natural Resources Standards SEV1.a, SEV1.d, SEV2.c, SEV2.d, SEV3.b, SEV3.c, SEV3.d, SEV3.a, Ms. De Rosa South Cobb High School Textbook Readings 11-14, 17- 22, 27 Labs & Activities Nonrenewable Energy Resources CO2 Emissions from Fossil Fuel Burning (Quantative) Water Quality Index (Lab) Soil Structure/ Formation (Lab) Solar Absorption (Lab) Mining Activity (Lab) p. 4 of 12 Content APES Curriculum Requirement The Flow of Energy Energy Conservation Cycling of Matter Earth’s Formation Plate Tectonics Rocks & Rock Cycle Soil Formation The Atmosphere Ecosystem Structure, Diversity & Change C1 - Evidence of Curricular Requirement: Earth System and Resources Population Growth & Demographics Carrying Capacity Cultural and Economic Influences C2 - Evidence of Curricular Requirement: The Living World C5- Evidence of Curricular Requirement: Energy Resources and Consumption C3 - Evidence of Curricular Requirement: Population C6 - Evidence of Curricular Requirement: Pollution C7 - Evidence of Curricular Requirement: Global Change Water Hydroelectric Power Minerals Soil Profile and Conservation Fossil Fuel Resources and Use Nuclear Energy Renewable Energy Agriculture Forestry Rangelands Other Land Use C3 - Evidence of Curricular Requirement: Population C4 - Evidence of Curricular Requirement: Land and Water Use C5- Evidence of Curricular Requirement: AP Environmental Science 2010 - 2011 SEV4.a, SEV4.c, SEV4.d, SEV4.e, SEV4.f, SEV5.d, SEV5.f Genetically Modified Crops (Lab) Biofuels (Lab) Personal Energy Audit (Quantitative) Radiation and Growth Factors (Lab) Mining & Fishing Energy Resources and Consumption C6 - Evidence of Curricular Requirement: Pollution C7 - Evidence of Curricular Requirement: Global Change Unit 4 3 Weeks Environmental Quality Standards Labs & Activities Ozone Monitoring (Lab) Wastewater Treatment (Lab) Superfund Sites (Quantitative) Solid Waste Collection (Lab) Auto and Truck Tires and the Environment (Quantative) Dose Makes the Poison: LD50 (Lab) SEV5.f, SEV5.e, SEV5.c, SEV5.a, SEV4.f, SEV4.e, SEV3.a Unit 5 2 Weeks Standards SEV1.b, SEV1.d, SEV1.e, SEV3.e, SEV3.a, SEV4.c, SEV4.f, SEV5.c, SEV5.e, SEV5.f Textbook Readings 15, 17, 23-25, 30 Global Changes Textbook Readings 7, 8, 23-26 Labs & Activities Greenhouse Effect (Lab) Tragedy of Commons (Lab) VOC Industry vs. Home (Quantative) Species Diversity (Lab) Global Climate Change (Project) Solar Absorption (Lab) Pollution Types Impacts on Environment and Human Health Solid Waste Waste Disposal & Management C2 - Evidence of Curricular Requirement: The Living World C4 - Evidence of Curricular Requirement: Land and Water Use C6 - Evidence of Curricular Requirement: Pollution C7 - Evidence of Curricular Requirement: Global Change First-Order Effects Stratospheric Ozone Global Warming Loss of Biodiversity C2 - Evidence of Curricular Requirement: The Living World C3 - Evidence of Curricular Requirement: Population C6 - Evidence of Curricular Requirement: Pollution C7 - Evidence of Curricular Requirement: Global Change Ms. De Rosa South Cobb High School p. 5 of 12 AP Environmental Science 2010 - 2011 Unit 6 4 Weeks Environment and Society Standards SEV5.f, SEV5.d, SEV5.b, SEV4.f, SEV4.d, SEV4.c, SESV3.a, SEV3.b, SEV3.c, SEV3.d, SEV3.e Textbook Readings 6, 15-16, 23, 28-30 Labs & Activities Acid Deposition (Lab) Carbon Sequestering in Trees (Lab) Law Debate (Project) Environmental Impact (Project) Hurricane Tracking (Lab) Tree Mensuration (Lab) Impacts on Environment and Human Health Economic Impacts Environmental Justice (Federal, State & International Laws) Environmental Ethics Issues & Options C2 - Evidence of Curricular Requirement: The Living World C3 - Evidence of Curricular Requirement: Population C4 - Evidence of Curricular Requirement: Land and Water Use C6 - Evidence of Curricular Requirement: Pollution C7 - Evidence of Curricular Requirement: Global Change Environmental Curriculum Requirements: Suffused into all the Units through labs and classwork. C8 – Evidence of Curricular Requirement: 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. C9 – Evidence of Curricular Requirement: The course includes methods for analyzing and interpreting information and experimental data, including mathematical calculations C10 - Evidence of Curricular Requirement: 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. C11- Evidence of Curricular Requirement. 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 fieldwork. *Please see a description of the standards at: http://www.georgiastandards.org/science.aspx. Course Outline with Major Unit Breakdown Unit 1 – Three Weeks Week 1: The first week 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. o Textbook Reference: Botkin and Keller, Environmental Science, Chapters 1 and 2 o Selected Labs & Activities: Effect of Acid Rain on Seed Germination (pollution) The purpose of this laboratory is to introduce students to the concept of air and water pollution while reiterating the components of proper experimental design. At the conclusion of this experiment, students will work in teams of two, to conduct internet based research in an effort to evaluate and analyze ecological and human health risks associated with acid deposition and to examine various Ms. De Rosa South Cobb High School p. 6 of 12 AP Environmental Science 2010 - 2011 solutions for mitigating the problem. Teams will write a short essay describing their internet based research and findings. Week 2: The second week of APES focuses on changes in systems that may occur naturally or may be induced by humans. Students will study the biogeochemical cycles and be able describe how chemical availability and biogeochemical cycles are important to the solution of many environmental problems. This week’s objectives include how each major component of Earth’s global system are involved and linked with biogeochemical cycles and how humans affect these cycles. o Textbook Reference: Botkin and Keller, Environmental Science, Chapters 3 and 5 and 27 o Selected Labs & Activities: 1) Water Cycle Model, 2) Energy Flow The purpose of these activities is to engage students in an activity that will illustrate the importance of water and energy flow throughout a system. o Video: What’s Up with the Weather? Week 3: Week three focuses on biological productivity, energy flow and energy consumption. Basic ecology will be discussed paying particular attention to energy flow, ecosystem structure, ecosystem diversity and change. Ecological restoration will be considered with a special emphasis on how ecosystems restore themselves through the process of ecological succession. The atmosphere, climate and global warming will be addressed following natural ecological restoration in order to parallel the idea that Earth’s systems are continuously changing and undergoing complex physical and chemical processes. o Textbook Reference: Botkin and Keller, Environmental Science, Chapters 9, 10 and 23 o Selected Labs & Activities: 1) Plate tectonics, 2) Air Pollution & Particulates 3) Global Warming, 4) Ozone Level These selected activities will help students to understand some of the most serious global environmental problems we face. Following a brief introduction to the structure and characteristics of the Earth’s atmosphere is a survey of several air pollution problems and ways students can identify and analyze air pollution problems and evaluate the ecological and human health risks associated with these problems. Students will also propose a number of solutions for these issues. UNIT 1 TEST Unit 2 – Three Weeks Week 4: Unit two begins with an in-depth discussion of population dynamics followed by human population carrying capacity and doubling time. Forecasting population changes in various ecosystems due to density dependent and density limiting factors will be covered. Exponential growth in populations will be considered by conducting hands on activities and laboratories followed by graphical analysis that allows students to critically examine limiting factors and develop solutions for environmental problems that can be associated with exponential growth. Students will study the long term changes in the numbers, individual weights and age composition of several populations. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 4 o Labs & Activities: 1) Doubling time, 2) Carrying Capacity (r versus K selected species) These selected labs will help students understand the concepts surrounding population dynamics and human population growth. Students will analyze different demographic models and evaluate environmental issues and problems related to exponential growth in a population. Students will debate potential Ms. De Rosa South Cobb High School p. 7 of 12 AP Environmental Science 2010 - 2011 solutions for resolving or preventing environmental problems associated with population growth. o Video: World in the Balance Week 5: This week’s content will cover biogeochemical cycles and how humans may unknowingly alter the natural cycling of chemicals to the detriment of the environment. Population growth and associated environmental concerns will be related to the cyclical nature of the earth. Chemical pollution will be discussed in regards to runoff and the water cycle. Increase in carbon dioxide levels will be considered with relation to the carbon cycle and an atmospheric increase in CO2 levels. Macro and micronutrients will be addressed paying special attention to nutrient limiting factors and associated human health risks. The tectonic cycle, hydrologic cycle and rock cycle will also be outlined. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 5 o Labs & Activities: 1) Soil Analysis Structure & The Rock Cycle, 2) Plate Tectonics Webquest, 3) Volcanism and Earthquakes, 4) Nitrogen Cycle Debate The above selected activities and labs will reinforce the earth’s geologic processes while allowing students to identify and analyze environmental problems associated with natural geochemical cycles. Students will examine how human activities are affecting the nitrogen cycle and how these activities can be modified to reduce human contributions to the nitrogen cycle. Week 6: Week six will cover ecosystems and ecosystem management. Students will learn the basic structure of an ecosystem and the flow of energy through the system and that an ecosystem is the simplest entity that can sustain life. The overriding aim of this week is to address ecosystem management and how it is considered key to the successful conservation of life on Earth. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 6 o Labs & Activities: 1) Energy Flow Through an Ecosystem, 2) Sampling a Plant Community, 3) Water Loss Drop-By-Drop, 4) Ecosystem Management Plan The noted labs and activities will reinforce the concept that the human population depends on many ecosystems that are widely dispersed. Furthermore, students will debate ecosystem management plans intended to identify and analyze problems faced by many ecosystems and be required to create solutions for preventing and/or resolving the intricate connections between these systems. o Video: Planet Earth, selected clips UNIT 2 TEST Unit 3 – Four Weeks Week 7: Week seven begins with a detailed discussion on how agriculture depends on the environment. Students will consider if enough food is produced for the entire world population. From their studies they will analyze a solution to the very serious problem of food shortages due to climatic changes and nonrenewable resource depletion. The next major concept covered this week will be how agriculture changes the environment with emphasis on soil quality, erosion, pest management, and genetically modified crops. Students will be asked to identify where desertification is occurring throughout the world and propose a solution to mitigate the problem. Finally, students will consider national forests, parks and various landscapes and understand the Ms. De Rosa South Cobb High School p. 8 of 12 AP Environmental Science 2010 - 2011 basic principles of land management. Implications of clear-cutting will be explored followed by the concept of sustainable forestry. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 11-13 o Labs & Activities: 1) Toxicology and Agriculture, 2) Nonrenewable Resources Depletion, 3) Genetically Modified Crops Research Project The labs will reinforce the concepts learned in week seven. Students will study nonrenewable and renewable resources and how management of these resources is essential. o Video: Planet in Peril Week 8: In week eight we will consider wildlife, fisheries and endangered species paying special attention to the threats faced by major fisheries. Reasons for the conservation of endangered species will be presented with students analyzing the importance of wildlife management and species diversity. The concept of energy independence and consumption will be considered during the second part of the week with special attention being given to production and consumption of the following: natural gas, coal, petroleum, nuclear electric power and hydroelectric power. Energy consumption will be tied into over fishing, wildlife conservation and depletion of resources. Fossil fuels and the environment will be subject for discussion with emphasis on the oil peak as myth or reality. An introduction to alternative energy will be given at the end the week. Solar energy and photovoltaics will be considered and hydrogen, as a possible fuel source, will be introduced laying the foundation for the topic. Energy efficiency, CAFE standards, hybrid electric vehicles and mass transit will also be discussed. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 17-19 o Labs & Activities: 1) Hydrogen Power Investigation, 2) Ethanol Production and Biofuel The above labs will lay the foundation for further investigation into alternative energy and the environment. Students will analyze a variety of alternative energy sources and consider their efficiency. o Video: Crash: Tale of Two Species Week 9: This week’s focus will be on nuclear energy, water supply use and management and water pollution and treatment in regards to efficiency and conservation. Students will be asked to analyze the problems associated with nuclear waste disposal and come up with potential solutions to this problem. Human health risks from radiation emission will also be considered paying particular attention to Three Mile Island and Chernobyl. The future of nuclear energy and efficiency will be discussed and researched. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 20-21 o Labs & Activities: 1) Personal Energy Consumption Audit, 2) Radiation & Growth Factors The selected labs will reinforce topics discussed in class and allow students the opportunity for detailed laboratory investigation and conceptual analysis. Week 10: Environmental impacts of water as a major resource issue and global water shortages will be considered along with water pollution and treatment. The BP Deepwater Horizon Explosion episode will be researched, analyzed and discussed in groups with potential for debate. Students will also investigate hydroelectric power. Students will discuss the importance of water conservation and use the High Plains as an example of the need for a water budget. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 17, 22 and 27 o Labs & Activities: 1) Dissolved Oxygen, 2) Water Pollution & Treatment Ms. De Rosa South Cobb High School p. 9 of 12 AP Environmental Science 2010 - 2011 Labs and activities selected for this week will help students analyze problems associated with water pollution. At the end of each activity/lab, students will understand how to remediate problems associated with water related issues. Students will work to create a water budget and form a water conservation plan for the local area. o Video: NOVA Extreme Ice, Frontline Heat UNIT 3 TEST Unit 4 – Three Weeks Week 11: Week eleven focuses on environmental health, pollution and toxicology. Students will investigate the effect of pollutants such as ozone, lead, mercury and asbestos on human health. Students will also learn that the release of toxins into the environment may result in global patterns of contamination or pollution. Also greenwashing will be discussed. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 15 o Labs & Activities: 1) Toxicology, 2) Ozone Monitoring The selected labs will reinforce the concept of pollution its harmful effects on humans as well as ecological systems. o Video: Minamata Bay or Civil Action Week 12: This week’s focus will be on energy conservation, increased efficiency and cogeneration. Energy conservation will be discussed and students will be asked to design an energy conservation and efficiency plan for the local area. Wastewater treatment and septic-tank disposal will be analyzed in the second part of the week followed by field investigation at a local wastewater treatment plant. Water reuse and environmental law will be considered paying special attention to various types of pollutants found in local water sources. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 17, 22 and 30 o Labs, Activities and Field Investigation: 1) Wastewater treatment, 2) Analysis of a Local Wastewater Treatment Plant, 3) e-waste management and Industrial Ecology The selected laboratory and field analysis will reinforce the concepts of wastewater collection, treatment and water pollution. Field investigation will allow students the opportunity to evaluate the water treatment process and consider ways to improve infrastructure. o Field Trip: Wastewater Treatment Plant Week 13: Week thirteen will focus on climate changes and global warming, indoor and outdoor air pollution and legislation. Students will investigate whether the precautionary principle should be applied to Global Warming. They will also analyze ozone levels in their local environment by conducting a week long field experiment testing these levels. Ozone levels will be recorded and presented to the student body during morning announcements. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 23-25 o Labs, Activities and Field Investigation: 1) Ozone levels in Atlanta, 2) Particulate Pollution and Air Quality, 3) Global Warming webquest The selected labs, activities and field investigations will reinforce the concepts discussed this week while allowing students to analyze pollution problems and design solutions that could help mitigate the situation. UNIT 4 TEST Ms. De Rosa South Cobb High School p. 10 of 12 AP Environmental Science 2010 - 2011 Unit 5 – Two Weeks Week 14: This week’s focus will be on biological diversity and evolution. Introduction of both plant and animal invasive species will be discussed including a detailed explanation of the earth’s biomes. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 7 and 8 o Labs, Activities and Field Investigation: 1) Tragedy of the Commons, 2) Biological Diversity, 3) Natural Selection Simulation, 4) Kudzu (a local invasive species) Field Investigation The chosen activities and labs will reinforce the importance of biological diversity. A main component of this week’s discussion will be a field investigation of a nonnative invasive species that has done serious harm to our local ecosystem. Students will analyze the problem and design solutions to this serious, local problem. Week 15: The focus of this week’s discussions will be on the atmosphere, climate, global warming, indoor and outdoor air pollution, radon exposure and ozone depletion. Students will investigate what the environmental effects of ozone depletion are and what options are available to minimize ozone depletion. Students will consider changes in the biosphere and climate due to greenhouse gases. They will also study the potential effects of global changes. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 23-26 o Labs and Activities: 1) Volatile Organic Compounds in Industry, 2) Human-Made Chemicals and the Ozone “hole”, 3) Radon Webquest The selected activities will help students understand how people are forced to live with higher levels of exposure to ozone and other volatile organic compounds that can affect human health. They will be required to evaluate human health risks due to radon exposure. UNIT 5 TEST Unit 6 – Four Weeks Week 16: Students will analyze and investigate linkages that exist between hazards and between the physical and biological environments. The Indonesian Tsunami, Hurricane Katrina,m and Haitian Earthquake will be discussed with students critically examining various solutions for resolving this type of problem. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 6, 15 & 16 o Labs & Activities: 1) Hurricane Computer Tracking & Simulation, 2) Toxicology The above labs and activities will help to reinforce Hurricane Katrina as the worst natural catastrophe in U.S. history. Students will also learn about other potential natural disasters such as volcanic hazards, earthquakes, landslides and tsunamis. This week will be discussed from a historic point of view with students analyzing scenarios for resolving major human disasters due to nature’s effects. Week 17: This week’s focus will be on the economics of environmental issues. Students will consider when and how it is possible to put a dollar value on the environment. They will also investigate risk-benefit and analysis and environmental policy. Week seventeen and eighteen will surround topics such as environmental law and regulation and environmental economics. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 28-30 o Labs & Activities: 1) Environmental Economics Debate, 2) Cost of Waste Management Ms. De Rosa South Cobb High School p. 11 of 12 AP Environmental Science 2010 - 2011 The selected labs and activities will allow students to critically discuss environmental laws and issues and debate potential environmental problems and how they should be dealt with from a legal perspective. o Video: The Insider Week 18: Week eighteen is a continuation of the previous week with environmental ethics being discussed. Students will evaluate various opinions and continue to discuss environmental laws and how these laws will change as we experience an ever changing world. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 28-30 o Labs & Activities: 1) Environmental Impact Summary The above activity will teach students how to identify and analyze environmental problems/issues and create potential laws that will mitigate these problems. Week 19: Week nineteen will focus on tying together the major concepts in AP Environmental Science. We will continue to discuss environmental laws and ethics as well as discuss strategies for the APES exam. Focus will be given to the student’s environmental multimedia projects with emphasis on presentation and critically examining solutions to local environmental problems. o Textbook Reference: Botkin and Keller, Environmental Science, Chapter, 28-30 o Labs & Activities: 1) Local Environmental Multimedia Project The local environmental multimedia project is a capstone in this course. It will tie together the concepts discussed throughout the entire class and allow students to become involved in their community. UNIT 6 TEST *Please note that other laboratories and activities may be conducted along with or in place of the ones listed. APES Exam Test Prep: Students will attend study sessions, both online and at the school facility, on a weekly basis to discuss proper test taking skills and review content. Ms. De Rosa South Cobb High School p. 12 of 12 AP Environmental Science 2010 - 2011