Download File - AP Human Geo

AP Environmental Science and AP Human
Geography in the University High School
Freshman Year

AP Environmental Science Course Overview
2

AP Human Geography Course Overview
3

APES and APHG Curriculum Comparison
4

APES and Honors Biology Curriculum Comparison
10

APES Global Score Distribution 2015
21

APHG Global Score Distribution 2015
22

UHS APHG Score Distribution 2015
23

UHS Graduation Requirements
25

UHS Graduation with Honors Requirements
26

AZ Board of Regents Requirements
27

TUSD Graduation Requirements
28

Out of State University Science Recommendations
31
AP Environmental Science Introduction
The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college
course in environmental science. Unlike most other introductory-level college science courses, environmental
science is offered from a wide variety of departments, including geology, biology, environmental studies,
environmental science, chemistry, and geography.
Depending on the department offering the course, different emphases are placed on various topics. Some courses
are rigorous science courses that stress scientific principles and analysis and that often include a laboratory
component; other courses emphasize the study of environmental issues from a sociological or political
perspective rather than a scientific one. The AP Environmental Science course has been developed to be most like
the former; as such, it is intended to enable students to undertake, as first-year college students, a more
advanced study of topics in environmental science or, alternatively, to fulfill a basic requirement for a laboratory
science and thus free time for taking other courses.
The AP Course Description and AP Exam have been prepared by environmental scientists and educators who
serve as members of the AP Environmental Science Development Committee. In both breadth and level of detail,
the content of the course reflects what is found in many introductory college courses in environmental science.
The exam is representative of such a course and therefore is considered appropriate for the measurement of skills
and knowledge in the field of environmental science.
The Course
The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts,
and methodologies required to understand the interrelationships of the natural world, to identify and analyze
environmental problems both natural and human-made, to evaluate the relative risks associated with these
problems, and to examine alternative solutions for resolving 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 constructs, or themes, that cut across the many topics included in the study of
environmental science. The following themes provide a foundation for the structure of the AP Environmental
Science course.
1.
2.
3.
4.
5.
6.
Science is a process.
• Science is a method of learning more about the world.
• Science constantly changes the way we understand the world.
Energy conversions underlie all ecological processes.
• Energy cannot be created; it must come from somewhere.
• As energy flows through systems, at each step more of it becomes unusable.
The Earth itself is one interconnected system.
• Natural systems change over time and space.
• Biogeochemical systems vary in ability to recover from disturbances.
Humans alter natural systems.
• Humans have had an impact on the environment for millions of years.
• 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.
• 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.
• A suitable combination of conservation and development is required.
• Management of common resources is essential.
2
AP Human Geography
The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns
and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ
spatial concepts and landscape analysis to examine human social organization and its environmental
consequences. They also learn about the methods and tools geographers use in their science and practice.
The particular topics studied in an AP Human Geography course should be judged in light of the following five
college-level goals that build on the National Geography Standards developed in 1994 and revised in 2012. On
successful completion of the course, the student should be able to:
1.
Interpret maps and analyze geospatial data.
Geography is concerned with the ways in which patterns on Earth’s surface reflect and influence physical
and human processes. As such, maps and geographic information systems (GIS) are fundamental to the
discipline, and learning to use and think about them is critical to geographical literacy. The goal is
achieved when students learn to use maps and geospatial data to pose and solve problems, and when
they learn to think critically about what is revealed and what is hidden in different maps and GIS
applications.
2.
Understand and explain the implications of associations and networks among phenomena in places.
Geography looks at the world from a spatial perspective, seeking to understand the changing spatial
organization and material character of Earth’s surface. One of the critical advantages of a spatial
perspective is the attention it focuses on how phenomena are related to one another in particular places.
Students should thus learn not just to recognize and interpret patterns but to assess the nature and
significance of the relationships among phenomena that occur in the same place, and to understand how
cultural values, political regulations, and economic constraints work together to create particular
landscapes.
3.
Recognize and interpret the relationships among patterns and processes at different scales of analysis.
Geographical analysis requires a sensitivity to scale, not just as a spatial category but as a framework for
understanding how events and processes at different scales influence one another. Thus students should
understand that the phenomena they are studying at one scale (e.g., local) may well be influenced by
processes and developments at other scales (e.g., global, regional, national, state or provincial). They
should then look at processes operating at multiple scales when seeking explanations of geographic
patterns and arrangements.
4.
Define regions and evaluate the regionalization process.
Geography is concerned not simply with describing patterns but with analyzing how they came about and
what they mean. Students should see regions as objects of analysis and exploration and move beyond
simply locating and describing regions to considering how and why they come into being and what they
reveal about the changing character of the world in which we live.
5.
Characterize and analyze changing interconnections among places.
At the heart of a geographical perspective is a concern with the ways in which events and processes
operating in one place can influence those operating at other places. Thus students should view places
and patterns not in isolation but in terms of their spatial and functional relationship with other places and
patterns. Moreover they should strive to be aware that those relationships are constantly changing, and
they should understand how and why change occurs.
3
AP ENVIROMENTAL SCIENCE
AP HUMAN GEOGRAPHY
I. Earth Systems and Resources (10–15%)
I.
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)
Geography: Its Nature and Perspectives (5%–10%)
A. Geography as a field of inquiry
B. Major geographical concepts underlying the
geographical perspective: location, space,
place, scale, pattern, nature and society,
regionalization, globalization, and gender issues
C. Key geographical skills
D. Use of geospatial technologies, such as GIS,
remote sensing, global positioning systems
(GPS), and online maps
E. Sources of geographical information and ideas:
the field, census data, online data, aerial
photography, and satellite imagery
F. Identification of major world regions
I. Geography: Its Nature and Perspectives (5%–10%)
A. Geography as a field of inquiry
B. Major geographical concepts underlying the
geographical perspective: location, space,
place, scale, pattern, nature and society,
regionalization, globalization, and gender issues
C. Key geographical skills
D. Use of geospatial technologies, such as GIS,
remote sensing, global positioning systems
(GPS), and online maps
E. Sources of geographical information and ideas:
the field, census data, online data, aerial
photography, and satellite imagery
F. Identification of major world regions
4
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)
II. Population (13%–17%)
A. Geographical analysis of population
1. Density, distribution, scale
2. Implications of various densities and
distributions
3. Composition: age, sex, income,
education, ethnicity
4. Patterns of fertility, mortality and
health
B. Population growth and decline over time and
space
1. Historical trends and projections for
the future
2. Theories of population growth and
decline, including the Demographic
Transition Model
3. Effects of national population policies
4. Environmental impacts of population
change on water use, food supplies,
biodiversity, the atmosphere and
climate
5. Population and natural hazards, impact
on policy, economy and society
C. Migration
1. Types of Migration
2. Major Historical migrations
3. Push and pull factors
4. Refugees
5. Consequences of migration:
socioeconomic, cultural,
environmental, and political
III. Cultural Patterns and Processes (13%–17%)
A. Concepts of culture
1. Cultural traits, diffusion, regions
2. Globalization and the effects of
technology on culture
B. Cultural differences and regional patterns
C. Cultural landscapes and cultural identity
1. Differences in cultural attitudes and
practices toward the environment
IV. Political Organization of Space (13%–17%)
A. Territorial dimensions of politics
1. Political ecology, impacts on law and
policy on the environment and
environmental justice
B. Evolution of the contemporary political pattern
C. Challenges to inherited political-territorial
arrangements
5
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.
Agricultural and Rural Land Use (13%–17%)
A. Development and diffusion of agriculture
B. Major agricultural production regions
1. Agricultural systems associated with
major bioclimatic zones
C. Rural land use and settlement patterns
1. Models of agriculture land use
2. Settlement patterns associated with
major agricultural systems
3. Land use / land cover change:
irrigation, desertification,
deforestation, wetland destruction,
conservation efforts, global impacts
D. Issues in contemporary commercial agriculture
1. Biotechnology, GMO
2. Spatial organization
3. Environmental issues: soil degradation,
over grazing, water depletion, animal
wastes, pesticide use
4. Organic farming
5. Famine
VII. Cities and Urban Land Use (13%–17%)
A. Development and characters of cities
1. Urbanization, Suburbanization
2. Megacities
B. Models of urban hierarchies: reasons for the
distribution and size of cities
C. Models of internal city structure and urban
development: strengths and limitations of
models
D. Built environment and social space
1. Types of residential buildings
2. Transportation and utility
infrastructure
3. Political organization
4. Urban planning and design
5. Census data
6. Characteristics and types of edge cities
E. Contemporary urban issues
6
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. Industrialization and Economic Development
(13%–17%)
A. Growth and diffusion of industrialization
1. Changing roles of energy and
technology
2. Industrial revolution
3. Models of economic development
4. Geographic critiques of models of
industrial location
B. Social and economic measures of development
1. GDP, Human development index,
Gender Inequality index, changes in
fertility and morality, access to
infrastructure
C. Contemporary patterns and impacts of
industrialization and development
1. Spatial organization of global economy
2. Uneven development
3. Deindustrialization, rise of service
economy
4. Globalization, newly industrialized
countries, international division of
labor
7
VI. Pollution (25–30%)
A. Pollution Types
1.
Air pollution
o (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
o (Sources; effects; control measures)
3.
Water pollution
o (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
o (Types; disposal; reduction)
B. Impacts on the Environment and Human Health
1.
Hazards to human health
o (Environmental risk analysis; acute and chronic
effects; dose-response relationships; air
pollutants; smoking and other risks)
2.
Hazardous chemicals in the environment
o (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)
VI. Industrialization and Economic Development
(13%–17%)
A. Growth and diffusion of industrialization
B. Social and economic measures of development
C. Contemporary patterns and impacts of
industrialization and development
1. Natural resource depletion, pollution,
and climate change
2. Sustainable development
3. Government developmental policies
VII. Cities and Urban Land Use (13%–17%)
A. Development and characters of cities
B. Models of urban hierarchies: reasons for the
distribution and size of cities
C. Models of internal city structure and urban
development: strengths and limitations of
models
D. Built environment and social space
E. Contemporary urban issues
1. Housing discrimination
2. Changing demographic, employment
and social structures
3. Uneven development, zones of
abandonment, disamenity, and
gentrification
4. Suburban sprawl and urban
sustainability problems, land and
energy use, cost of development
5. Urban environmental issues:
transportation, sanitation, air and
water quality, remediation of
brownfields, farmland protection
8
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
VI. Industrialization and Economic Development
(13%–17%)
A. Growth and diffusion of industrialization
B. Social and economic measures of development
C. Contemporary patterns and impacts of
industrialization and development
1. Natural resource depletion, pollution,
and climate change
2. Sustainable development
3. Government developmental policies
9
AP Environmental Science
Lab component
Honors Biology
Strand 1: Inquiry Process
Strand 2: History and Nature of Science (Intended
to be integrated not separate)
Strand 3: Science in Personal and Social
Perspectives (Intended to be integrated not
separate)
Concept 1: Changes in Environments
Describe the interactions between human populations, natural hazards, and the environment.
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)
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
PO 1. Evaluate how the processes of natural
ecosystems affect, and are affected by,
humans.
PO 2. Describe the environmental effects of the
following natural and/or human-caused
hazards:

flooding

drought

earthquakes

fires

pollution

extreme weather
PO 3. Assess how human activities (e.g., clear
cutting, water management, tree
thinning) can affect the potential for
hazards.
10

(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)
VI. Pollution (25–30%)
A. Pollution Types
1.
Air pollution
o (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
o (Sources; effects; control measures)
3.
Water pollution
o (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
o (Types; disposal; reduction)
B. Impacts on the Environment and Human Health
1.
Hazards to human health
o (Environmental risk analysis; acute and chronic
effects; dose-response relationships; air pollutants;
smoking and other risks)
2.
Hazardous chemicals in the environment
o (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)
PO 1. Evaluate how the processes of natural
ecosystems affect, and are affected by,
humans.
PO 2. Describe the environmental effects of the
following natural and/or human-caused
hazards:

flooding

drought

earthquakes

fires

pollution

extreme weather
PO 3. Assess how human activities (e.g., clear
cutting, water management, tree
thinning) can affect the potential for
hazards.
11
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
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)
PO 4. Evaluate the following factors that affect
the quality of the environment:

urban development

smoke

volcanic dust
IV. Land and Water Use (10–15%)
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)
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
12

(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
IV. Land and Water Use (10–15%)
4.
Land conservation options
 (Preservation; remediation; mitigation; restoration)
5.
Sustainable land-use strategies
PO 5. Evaluate the effectiveness of conservation
practices and preservation techniques on
environmental quality and biodiversity.
Concept 2: Science and Technology in Society
Develop viable solutions to a need or problem.
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)
PO 1. Analyze the costs, benefits, and risks of
various ways of dealing with the following
needs or problems:

various forms of alternative energy

storage of nuclear waste

abandoned mines

greenhouse gases

hazardous wastes
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
13

(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
o (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
o (Sources; effects; control measures)
3.
Water pollution
o (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
o (Types; disposal; reduction)
B. Impacts on the Environment and Human Health
1.
Hazards to human health
o (Environmental risk analysis; acute and chronic
effects; dose-response relationships; air pollutants;
smoking and other risks)
2.
Hazardous chemicals in the environment
o (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
14

(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
Integrated
PO 2. Recognize the importance of basing
arguments on a thorough understanding
of the core concepts and principles of
science and technology.
Integrated
PO 3. Support a position on a science or
technology issue.
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)
PO 4. Analyze the use of renewable and
nonrenewable resources in Arizona:
 water
 land
 soil
 minerals
 air
PO 5. Evaluate methods used to manage natural
resources (e.g., reintroduction of wildlife,
fire ecology).
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
15
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)
Concept 3: Human Population Characteristics
Analyze factors that affect human populations.
III. Population (10–15%)
B. 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)
PO 1. Analyze social factors that limit the growth
of a human population, including:

affluence

education

access to health care

cultural influences
PO 2. Describe biotic (living) and abiotic
(nonliving) factors that affect human
populations.
PO 3. Predict the effect of a change in a specific
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factor on a human population.
Strand 4: Life Science
Concept 1: The Cell
Understand the role of the cell and cellular processes.
Added to curriculum in a biology unit
PO 1. Describe the role of energy in cellular
growth, development, and repair.
PO 2. Compare the form and function of
prokaryotic and eukaryotic cells and their
cellular components.
PO 3. Explain the importance of water to cells.
PO 4. Analyze mechanisms of transport of
materials (e.g., water, ions,
macromolecules) into and out of cells:

passive transport

active transport
PO 5. Describe the purposes and processes of
cellular reproduction.
Concept 2: Molecular Basis of Heredity
Understand the molecular basis of heredity and
resulting genetic diversity.
PO 1. Analyze the relationships among nucleic
acids (DNA, RNA), genes, and
chromosomes.
PO 2. Describe the molecular basis of heredity,
in viruses and living things, including DNA
replication and protein synthesis.
PO 3. Explain how genotypic variation occurs and
results in phenotypic diversity.
PO 4. Describe how meiosis and fertilization
maintain genetic variation.
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Concept 3: Interdependence of Organisms
Analyze the relationships among various organisms and their environment.
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)
PO 1. Identify the relationships among
organisms within populations,
communities, ecosystems, and biomes.
III. Population (10–15%)
A.
Population Biology Concepts
 (Population ecology; carrying capacity; reproductive
strategies; survivorship)
PO 3. Assess how the size and the rate of growth
of a population are determined by birth
rate, death rate, immigration,
emigration, and carrying capacity of the
environment.
PO 2. Describe how organisms are influenced by
a particular combination of biotic (living)
and abiotic (nonliving) factors in an
environment.
Concept 4: Biological Evolution
Understand the scientific principles and processes involved in biological evolution.
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
PO 1. Identify the following components of
natural selection, which can lead to
speciation:

potential for a species to increase its
numbers

genetic variability and inheritance of
offspring due to mutation and
recombination of genes

finite supply of resources required for life

selection by the environment of those
offspring better able to survive and
produce offspring
18
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)
II. The Living World (10–15%)
B. 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)
PO 2. Explain how genotypic and phenotypic
variation can result in adaptations that
influence an organism’s success in an
environment.
PO 3. Describe how the continuing operation of
natural selection underlies a population’s
ability to adapt to changes in the
environment and leads to biodiversity
and the origin of new species
PO 4. Predict how a change in an environmental
factor (e.g., rainfall, habitat loss, nonnative species) can affect the number
and diversity of species in an ecosystem.
PO 5. Analyze how patterns in the fossil record,
nuclear chemistry, geology, molecular
biology, and geographical distribution
give support to the theory of organic
evolution through natural selection over
billions of years and the resulting present
day biodiversity.
PO 6. Analyze, using a biological classification
system (i.e., cladistics, phylogeny,
morphology, DNA analysis), the degree of
relatedness among various species.
Concept 5: Matter, Energy, and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems, and the role of energy within those systems.
II. The Living World (10–15%)
B.
Energy Flow
 (Photosynthesis and cellular respiration; food webs
and trophic levels; ecological pyramids)
PO 1. Compare the processes of photosynthesis
and cellular respiration in terms of
energy flow, reactants, and products.
Added to curriculum in a biology unit
PO 2. Describe the role of organic and inorganic
19
chemicals (e.g., carbohydrates, proteins,
lipids, nucleic acids, water, ATP)
important to living things.
II. The Living World (10–15%)
E.
Natural Biogeochemical Cycles
 (Carbon, nitrogen, phosphorus, sulfur, water,
conservation of matter)
PO 3. Diagram the following biogeochemical
cycles in an ecosystem:
 water
 carbon
 nitrogen
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)
PO 4. Diagram the energy flow in an ecosystem
through a food chain.
Added to curriculum in a biology unit
PO 5. Describe the levels of organization of
living things from cells, through tissues,
organs, organ systems, organisms,
populations, and communities to
ecosystems.
20
21
22
23
24
UNIVERSITY HIGH SCHOOL FOUR YEAR PLAN
9th Grade
10th Grade
11th Grade
12th Grade
Honors English 9
Honors English 10
AP English Language
AP English Literature
Math
Math
Math
Math
AP Human Geography
AP World History
AP US History
AP US Government
Honors Biology Or
AP Chemistry or AP
Environmental Science
AP Physics
Advanced Science
(Recommended for
STEM majors)
Foreign Language
(Recommended)
Foreign Language
Elective
AP Biology
Foreign Language
(Recommended)
*Must have 2
consecutive years of
same langue
*3 consecutive years of
same language is
recommended for highly
selective/out of state
College/Universities
PE, Fine Art, CTE, Health,
Honors Econ
PE, Fine Art, CTE,
Health, AP Econ
Elective
Elective
TOTAL 9TH
TOTAL 10TH
TOTAL 11TH
TOTAL 12TH
25
26
27
POLICY TITLE: Graduation Requirements
Tucson, Arizona
POLICY CODE: IKF
GOVERNING BOARD POLICY
Graduation requirements for Tucson Unified School District are to be completed during grades nine to twelve with
some courses offered for high school credit at the 8th grade level.
Graduation Requirements
Credit Requirements for classes of 2013:
A student shall successfully complete a minimum of 23 credits that includes the following:
English
4
Math
4
Algebra I (or equivalent), Geometry (or
equivalent), Algebra II (or equivalent),
th
and a 4 credit of math
Science
3
Biology by end of sophomore year
Social Studies
3
American Government (.5), American
History, World History, and Economics
(.5)
World Language
0
Fine Arts or Career and Technical
Education
1
Health
.5
Physical Education
1
Electives
6.5
Total Credits
23
Endorsements and Other School Embellishments
28
Students have a variety of career goals and TUSD responds to these needs for student achievement by providing
alternative school programs. Satisfactory completion of these programs is recognized through additional
endorsements.
Other Methods of Earning Credit
1. Earning Credits through College or Correspondence Courses:
By earning credits through
correspondence courses that meet graduation requirements in accordance with A.A.C. R7-2-302.04
and/or by passing appropriate courses at the college or university level if the courses are determined
to meet standards and criteria established by the Board and in accord with A.R.S. 15-701.01.
2. Alternative Method for Earning Physical Education Credit: Students who participate in physical sports
or activities may, upon certification of completion of the required hours of instruction as set forth in
Exhibit IKF-E, opt to complete an assessment, a written test aligned with Arizona State Standards for
physical education. If the assessment is successfully completed, the student will earn one Physical
Education Credit.
Course Competency Requirements
Each student shall demonstrate accomplishment of grade level standards in reading, writing, science, social
studies, and mathematics adopted by the State Board of Education.
AIMS Test
Each student shall demonstrate proficiency/competency in the areas determined by the State Board of Education
by achieving a passing score on established tests.
Exceptions
Graduation requirements for students receiving special education and who have IEPs will be the same as that for
students receiving regular education with the following exceptions:




One-course substitution from any required academic area may be considered. The maximum number of
course substitutions allowed is four.
The alternative course that will serve as a substitution must contain comparable content material.
Consideration for course waiver will be limited to the following:
o Physical Education is required with adaptations to the extent possible, but may be waived for
students receiving special education who are physically, mentally, or emotionally unable to
complete the requirements.
The IEP will guide the AIMS test for graduation requirements. All exceptional education students must
take the AIMS test or the alternative assessment to the AIMS.
Students who are physically, mentally, or emotionally incapable of completing or benefiting from the course of
study prescribed by the Arizona Board of Education and Tucson Unified School District will be provided an
alternative course of study developed by the multi-disciplinary conference/individual education plan committee
and will satisfy an individualized graduation plan. Such students would receive a diploma upon completion of
their individualized graduation plan.
Other Requirements
29
Four full years of attendance are required; however, a student may accelerate his/her educational program and
graduate without four (4) complete years with the approval of the principal or designee.
All high school students must take a full load of academic courses, 6 or more depending on school schedules. A
full load of academic courses may be taken at any TUSD high school which may include, but not limited to:






JTED programs
Pima or other higher education courses
Distance Learning
Correspondence course
Work experience
Internships
This requirement may be waived by the principal or designee on a case by case basis and the circumstances for
each individual. A student must submit the form High School Student’s Request for a Reduced Schedule (Exhibit
1) to their primary school administrator to be considered.
Transfer Students
High School credits earned in other schools and presented by transfer students toward graduation at TUSD shall
be evaluated for approval by the high school principal. The principal may make exceptions to the specific
graduations requirements provided that:
o
o
The student has done satisfactory work since the date of transfer;
The student has been unable to meet the specific requirements due to conditions beyond his/her control;
and
o The student would have graduated from the other school if he or she had not transferred.
All such exceptions to the established graduation requirements must be reported in writing to the
superintendent.
Graduation Exercises Participation
In order to participate in graduation exercises and receive a diploma, a student must have successfully completed
Arizona State and TUSD graduation requirements. The student must also have been enrolled in and successfully
completed the last semester at the Tucson Unified School District high school where they are officially registered.
Exceptional Education students who have chronologically “aged out” of high school and will continue in a
community-based education will also be allowed to participate in graduation exercises, but will not receive a
diploma or certificate.
Adopted:
May 11, 2004
Revised:
December 9, 2014
Legal Ref: A.R.S.
Cross Ref:
15-203, 15-341, 15-701.01, 15-741; A.A.C. R7-2-302.04
IGE - Curriculum Guides and Course Outlines; IKA - Grading/Assessment Systems
30
Out of State University Recommendations for High Schoolers
Harvard:

The study of science for four years: physics, chemistry, and biology, and preferably one of these
at an advanced level
Stanford:

Science: three or more years of laboratory science (including biology, chemistry and physics)
Berkley:


Two years (three years recommended) of laboratory science providing fundamental knowledge
in two of these three foundational subjects: biology, chemistry and physics. The final two years
of an approved three-year integrated science program that provides rigorous coverage of at least
two of the three foundational subjects may be used to fulfill this requirement.
Score of 3, 4 or 5 on any two AP Exams in Biology, Chemistry, Physics (B, C, 1 or 2) and
Environmental Science; score of 5, 6 or 7 on any two IB HL exams in Biology, Chemistry or Physics
MIT:



One year of high school physics
One year of high school chemistry
One year of high school biology
Colorado School of Mines:

Science: three or more years of laboratory science (including biology, chemistry and physics)
Pomona College:

Four years of natural science, two of which should be lab science
Cornell University:

3 years of science
University of Southern California:

Two (2) years of natural science (e.g., biology, chemistry, physics)
Columbia University:

Three to four years of laboratory science
31