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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.