Download AP Environmental Science - Charles County Public Schools

2016-2017 AP Environmental Science Summer Assignment
Welcome to AP Environmental Science (APES)! I am so excited for next year, and I hope you are too!
The purpose of this summer assignment is three-fold. First, it will help you become aware of the
environment and many of the ongoing concerns related to it. Second, it will help us to cover the
information required for the AP exam next May. Third, it will hopefully inspire you so that you come ready
to learn about all of the great topics we’ll cover next year. If you have any questions about this work over
the summer, please feel free to email me, but give me a few days leeway to get back to you since I am
out of town a lot this summer! Thanks in advance for the time you put in and know that I’m picking the
most important things for you to work on since I want you to have plenty of time to enjoy summer too!
*Just a quick note: In our effort to be environmentally conscious this year, I will be inviting you to hand in
most assignments via email in a digital form (unless I specifically advise otherwise). In addition,
do your best to double side your work and use the smallest practical margins and fonts anywhere
from 10-12 pt. Let’s start making a difference now! * ~Mrs. Milman
ASSIGNMENT #1: 20 points
CURRENT EVENTS: ENVIRONMENTAL ARTICLES SUMMARIES & REFLECTIONS
Find two articles that have been published this summer 2016 (from May-August).
- - Each article should be about a different environmental issue.
o Examples: chemical contamination, climate change, pollution, deforestation,
overpopulation, endangered species, invasive species, pesticides, habitat destruction
- - Include a hard copy of each article (either printed out, photocopied, or cut out) OR include the
hyperlink to the URL if you found it online.
- - Sources can include scientific publications, journals, newspapers like the NY Times, National
Geographic, Washington Post, The Wall Street Journal (aim high - the more scholarly the
better).
o Online newspapers or journals or .gov, .edu. or .org sites are okay too.
- - Include a Works Cited at the end of your reflections (MLA or APA is fine).
For each article please address the following criteria in at least 1/2 page single-spaced per article.
1. Summarize the content of the article in your own words.
a. Focus on the following questions:
i. What is the problem? When did it begin?
ii. Do we know who are the responsible parties? If so, who is it?
iii. How severe is the environmental impact?
2. Reflect on or write your personal reaction to the article.
a. Focus on the following questions.
i. What are your thoughts on the issue?
ii. How does it compare to information you have heard or read before? Doesit
support/refute what you know or thought you knew?
iii. What other information would be helpful for you to better understand the
environmental impacts?
1. Are there words/concepts you don’t understand?
2. Do you know who to trust in regards to “the facts” presented?
ASSIGNMENT #2: 30 points
ENVIRONMENTAL LEGISLATION
Construct a table like my example that organizes important information regarding environmental
legislation for the laws/treaties listed below. Include the following information:
- - Name of Law or Treaty
- - Draft Year and Amendment Years
- - Is it International or National (just the U.S)
- - Describe the Function.
- - What Environmental Issues are Affected by this Legislation?
- - Agency/Group Responsible for Regulation and Enforcement (United Nations, Department of
Interior, EPA, etc.)
Name
Clean Air
Act
Draft &
Amendment
Year(s)
International
or US?
Description
Issue(s)
Affected
Agency
US
To monitor and control air pollutants such as sulfur
dioxide, nitrogen oxides, carbon monoxide, particulate
matter, ozone, lead, carbon dioxide, volatile organic
compounds, mercury. Meant to protect public welfare
and health and to regulate emissions of dangerous air
pollutants.
Air pollution,
human health
EPA
1963, 1977,
1990
Table Hints:
- - You may find it easier to do this in landscape orientation.
- - You can use your textbook or online SCHOLARLY resources (Wikipedia is not reliable) to find the
information. Since these are governmental in nature, .gov sites are best!
***You will have a QUIZ on this material the second week of school, so be prepared! ***
Clean Air Act (CAA)
Hardrock Mining & Reclamation Act
Occupational Safety & Health Act (OSHA)
Clean Water Act (CWA)
Healthy Forests Initiative (HFI)
Ocean Dumping Ban Act
Kyoto Protocol
Oil Pollution Act (OPA)
Lacey Act (1900)
Oil Spill Prevention & Liability Act
Law of the Sea Convention (UNCLOS)
Pollution Prevention Act (PPA)
Endangered Species Act (ESA)
Marine Mammal Protection Act (MMPA)
Refuse Act
Energy Independence & Security Act
Marine Protection, Research, and
Sanctuaries Act (MPRSA)
Resource Conservation & Recovery Act
(RCRA)
Energy Policy Act
Montreal Protocol
Safe Drinking Water Act
National Energy Act
Soil & Water Conservation Act
National Environmental Policy Act (NEPA)
Solid Waste Disposal Act
Federal Water Pollution Control Act
National Wildlife Refuge System Act
Surface Mining Control & Reclamation Act
(SMCRA)
Fish and Wildlife Act
Noise Control Act
Toxic Substances Control Act (TSCA)
General Mining Act of 1872
Nuclear Waste Policy Act (NWPA)
Wilderness Act
Comprehensive Environmental Response,
Compensation Liability Act (CERCLA)
Convention on the International Trade in
Endangered Species (CITES)
Corporate Average Fuel Economy (CAFÉ
standards)
Federal Food, Drug, and Cosmetic Act
(FFDCA, FDCA, or FD&C)
Federal Insecticide, Fungicide, and
Rodenticide Act (FIFRA)
ASSIGNMENT #3: 100
Ape's Summer Scavenger
Hunt 
points
Ape's Summer (Summer Scavenger Hunt):
This is the official, most important summer assignment. It is spelled out in detail
on other sheets.
Thanks again for your hard work on these assignments! I hope you find
them
enjoyable!
Ape's Summer (Summer Scavenger Hunt):
A. Goals
1. Explore, enjoy, honor, consider and document your environment
2. Take the Ape out sightseeing.
B. RULES
1. FIND as many of the items as you can (see list). All items can be found very locally, at some level, but might be
better further afield.
2. PROOF of finding each item is an image (digital or film, still or motion), clearly showing (a) the item, (b) yourself,
and (c) the Ape [or, in a pinch, a date-identifying item].
3. Required DOCUMENTATION for each image is (a) the item identification, (b) the item location,
(c) the date the item was "collected", and (d) "additional information” (see list).
4. Your PRODUCT will be a PowerPoint slideshow OR a video.
a.
Submitted on a CD, DVD or flash drive, or online.
b. Due on Friday of the first week of class, but early submissions are encouraged.
c.
It will be shown in class.
5. HELPING each other:
a.
If your product is a video: you can work with one partner (in pairs) to submit one video product for both of
you. Both partners must be represented with every item.
b. If your product is a slideshow: you can help each other, but your product is yours alone, with yourself in each
image.
6. You are NOT ALLOWED to trespass, obstruct traffic, violate any laws, jeopardize your safety or compromise your
integrity in any way in pursuit of any item.
C. PRODUCT: Video OR Slideshow including maps, with checklist
1. VIDEO: Each item would be a clip, including the item, the icon, you, and the requisite documentation (which
could be audio, of course). Videos can be submitted with a partner.
2. POWERPOINT SLIDESHOW: Each item is a slide, including the item, the icon, you and the requisite
documentation. Slideshows must be submitted individually. If you’re doing it on google, keynote or some odder
program, download it and convert it to PowerPoint.
3. Maps: image locations marked on a map or maps; ideally the map or maps would be an additional slide or
slides, or video clip or clips.
4. Checklist: highlight the boxes you got on the Scavenger Hunt List (this needn’t be elaborate).
D. CREDIT
1. Full credit is more or less the expectation.
2. "More items" is generally better than "fewer items."
3. "Best" is generally worth more than "Better", which is generally worth more than "good", but all will satisfy the item.
4. Clarity and quality of imagery is important
5. Accuracy and thoroughness of documentation are important.
6. Creativity and entertainment value are way better than no creativity or entertainment value; they can compensate
for minor deficiencies, but not for major deficiencies.
7. Evidence of trespassing, obstruction of traffic, violation of laws, jeopardizing safety or compromising integrity will
cost credit. Photo shopping or other image manipulation to gain advantage constitutes an absolute
abandonment of integrity.
E. SUGGESTIONS
1. Have fun with it; it's not supposed to be "work."
2. Build it gradually throughout the summer. Saving it all for the last day would make it "work".
3. Keep the Ape in your wallet or with your phone, so you're always ready. When you see something, whip out
the Ape, take a picture or clip, and collect the info.
4. If you have no imaging device, you can borrow one from a friend, or work with a friend, or let me know and you can
borrow one from me.
5. If questions arise, try [email protected]; I check it irregularly during the summer.
APES 2015-16 Summer Scavenger Hunt List
Name:
#
Category
Best
Better
Good
Additional Information
1. Lithosphere
Igneous rock outcrop
(exposed bedrock)
Sedimentary or
metamorphic rock outcrop
(exposed bedrock)
Non-native rock, bigger
than you.
Name of rock
2. Hydrosphere
Ocean
Bay
Name of water body
3. Atmosphere
4. Biogeochemical cycles
Cumulus-type cloud
Nitrogen Cycle
Stratus-type cloud
Carbon cycle
Flowing or standing water
in a watershed
Cirrus-type cloud
Water cycle
5. Energy Flow
Carnivore consuming
herbivore or carnivore (not
processed "food")
Herbivore consuming
producer (not processed
"food")
Photosynthesis happening
Names of participating
species
6. Biodiversity
Native endangered animal,
in its habitat
Invasive animal species
Native endangered plant, in Non-native endangered
species
its habitat
Invasive plant species
Invasive human species
7. Biodiversity
Name of cloud type
Where the element or
compound has come from
and is going to
Name of species
Name of species, and
where species came from
Name of the human, and a
quote from the human or
the human's minder
8. Population Growth
A human less than 1 year old A human less than 2 years
old
A human less than 5 years
old
9. Forest
Native tree you can't reach
more than one quarter of
the way around
Native tree you can't
reach more than halfway
around
Non-native tree you can't
reach more than halfway
around
Name of species
10. Biodiversity Preserve
National park system unit
State park system unit
County or city park system
unit
Name of park
11. Food Crops
Food crop being transported Food crop being
processed or retailed
Meat being retailed
Animals being raised for
food on rangeland
Recreational fishing
Fish being retailed
Name of food crop
13. Fishing
Food crop being grown
on a farm
Animals being raised for
food in a CAFO
Commercial fishing operation
14. Water Resources
Water transport system
Water storage system
Water delivery and use
15. Water Pollution
Point source of water
pollution
16. Air Pollution
Nonmobile point
source emitting
Renewable power
generating plant (solar,
wind, geothermal…)
Nonpoint source of
water pollution
Mobile source
emitting pollution
Renewable residential
or commercial
generator
Polluted water or solid
water pollutant
Air pollution without
identified source
Renewably-powered
appliance
Where water came from
and goes to
Type of water pollution
12. Meat
17. Renewable Energy
Name of animal
Name of fish
Type of air pollution
Type of renewable energy
18. Fossil Fuels
Fossil fuel production
or processing (mine,
well, refinery…)
Non-gasoline fossil fuel
use or retail
gasoline retail
Name of fossil fuel
19. Solid Waste
REDUCING waste
generation (instead of
reusing, recycling or
discarding)
REUSE of potential
waste (instead of
recycling or
discarding)
RECYCLEing potential
waste (instead of
discarding)
Potential waste that is
being averted
20. Urbanization
LEED platinum or gold
building
LEED silver or certified
building
Other "green" building
Name of or occupants of
building, description of
'green' features
21. Transportation
Riding public mass transit
Public mass transit
Private mass transit
Destination and ride quality
22. Transportation
Two cars, in same image,
differing in mileage by
more than 30 mpg
Two cars, in same image,
differing in mileage by
more than 20 mpg
Two cars, in same image,
differing in mileage by
more than 10 mpg
Makes, models and
mileages of pictured cars
23. Politics and Economics
University building, from
which the environment is
studied
Community college building, Commercial or office
from which the environment building, from which the
is studied
environment is worked with
24. Politics and Economics
Worker in environmentrelated profession
Volunteer in
environment- related
work
Environmentally aware
person
Name and environmental
role of person, and quote
from person.
25. Beauty
A non-human thing in
the environment that
you find extraordinarily
beautiful
A non-human thing in
the environment that
you find moderately
beautiful
A non-human thing in the
environment that you find
not beautiful at all
What it is, and why
it's beautiful or not
Name of someone who
works there, and a quote
from them about the
environment.