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Advanced Placement Environmental Science 2013-2014 Course Introduction and Summer Assignment Welcome to college. Ensure you read this package thoroughly before summer break in case there are any questions. Ensure you download all applicable files from Mrs. Benton’s website. Ensure that you pick up a hard copy scantron answer sheet. You may email Dr. Zimmer or Mrs. Benton with questions at [email protected] or [email protected]. Do not use these addresses for any purpose other than this course. Also, Dr. Zimmer will be unavailable, or at least difficult to reach, during much of the summer due to military commitments. Therefore, if you have questions or concerns, get them out of the way early. This packet and materials may be found on Mrs. Benton’s website, http://sites.google.com/site/bentonapenvironmentalscience. This assignment counts toward your first marking period grade and must be word-processed (typed) – neatness always counts. Figures or drawings need not be typed, but obviously must be clear. The work is due on Tuesday, September 3, 2013 by 3:00 pm via email to ONE of the accounts above or mail to the high school. For hand-delivery or mailing use: Dr. Ithan Zimmer or Mrs. Karen Benton C/O South Brunswick High School 750 Ridge Road Monmouth Junction, NJ 08852 Introduction: From The College Board: “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 prerequisites for this class are stated clearly in the South Brunswick Course of Studies Booklet. They include: a B or better in Biology I, Chemistry I, and Algebra II. You must have these prerequisites fulfilled. Time will not come from the class to re-teach the above courses. Students who do not have a strong and traditional background in the above subjects will have to work extra hard to keep up. You must have a basic understanding of physics including, but not limited to, concepts such as work, energy, power, and thermodynamics. This understanding of physics may be satisfied by completing either Physics I or Physical and Earth Science. Part of your summer assignment covers review of these subjects. The course is designed to be the equivalent of an introductory college course and, therefore, a laboratory may not always be a part of such a class. However, we will have a laboratory component in this course. The labs will not only develop your understanding of environmental science, but will prepare you for the AP Exam. Understand that there are challenges to the student and to the instructor that are specific to environmental science. Specifically, 1. The course is interdisciplinary. 2. Subject terms and definitions are not standard. 3. There are few absolute answers. 4. It is difficult to understand the role of humans in environmental processes. In taking this course, you must make a commitment. As you may know, the national Advanced Placement exam takes place in May 2014, which may qualify you for college credit or advanced college standing. Questions on this exam come not only from the environmental science text, but also from the biology, chemistry, and math courses that are prerequisites for this class. Text: Environmental Science, Botkin and Keller, 7th edition Additional references will be used throughout the year On the first day of school, you will receive your text. You must know now that there is never enough time during class to cover all of the topics for which you are responsible. You must put time into this course outside of class aside from standard homework. Incidentally, concerning the environmental science text, you are required to read every section of every chapter, whether it is covered in class or not. You will be tested and quizzed on information not specifically covered during class time. Grading: Grades are determined based on a total point system. Points come from tests, quizzes (announced or unannounced), labs, fieldwork, homework, and classwork. The final exam for the course will be on one of the final days of regular class before the school begins administering AP exams. The course final exam counts toward your fourth quarter grade. Other references used throughout the course will be tested along with the chapters or sections to which they pertain. Relevant environmental laws and persons of historical environmental significance will be studied throughout the year. Unannounced quizzes on the current topic may be given any time. Multiple labs require use of spreadsheets (e.g., Microsoft Excel) and word processing (e.g., Microsoft Word). Word processing is expected for homework as appropriate. You should become familiar with Excel and Word over the summer if you are not already. Outline of Topics: The following general outline is provided by The College Board and therefore defines the scope of both the AP course and the AP Exam. The order of the topics listed below has no special significance. It is provided to assist in your preparation for this course and for the exam. The percentages after the major topic headings are approximations only. They provide the 2 approximate proportion of multiple-choice questions on the AP exam for that heading. The freeresponse questions (FRQs) on the AP Exam cover multiple topics per question. I. II. III. IV. 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; atmosphere 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) 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) 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) Land and Water Use (10-15%) A. Agriculture 1. Feeding a growing population 3 V. (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) 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 4 (Dams; flood control; salmon; silting; other impacts) Energy Conservation (Energy efficiency; CAFE standards; hybrid electric vehicles; mass transit) G. Renewable Energy (Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; smallscale hydroelectric; ocean waves and tidal energy; geothermal; environmental advantages/disadvantages) Pollution (25-30%) A. Pollution Types 1. Air pollution (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 (Sources; effects; control measures) 3. Water pollution (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 (Types; disposal; reduction) B. Impacts on the Environment and Human Health 1. Hazards to human health (Environmental risk analysis; acute and chronic effects; dose-response relationships; air pollutants; smoking and other risks) 2. Hazardous chemicals in the environment (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) 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 F. VI. VII. 5 Summer Assignment For references, use a library, a bookstore, prerequisite course notes, or the Internet. However, be careful of your use of the Internet. Just because it is on a web page (or even in print), does not mean it is true. Web pages belonging to official agencies such as the Environmental Protection Agency (EPA) are acceptable. Personal web pages must be avoided. Web pages that are open to public input such as Wikipedia are always suspect and must be avoided. The format for typing is double-spaced for an essay, single-spaced for answering questions, oneinch margins, 12-point pitch, and Times New Roman font. Your name at the top and a section/title will suffice as a heading. Each of the main parts must be answered on separate sheets of paper and presented in the order they are assigned noting problem numbers/letters. Neatness counts! In addition to answering the questions below, you are graded on your format and ability to provide the required information in order. If submitting electronically, which is preferred, you MUST use the following file name format: LastName_FirstName_APES_Summer_PartorSection.pdf or .doc as needed. One file is preferred, but as this may not be practical, ensure you use the format for file naming as noted above for each file submitted. In the subject heading of the email containing your summer assignment please write “Last Name First Name APES Summer Assignment.” Be organized – follow directions and formats!!! 1. For any seven weeks of the summer vacation (and it must be seven different weeks), read one article from of a newspaper, journal, or magazine that pertains to environmental science. For our purposes, it pertains to environmental science only if the subject can be put into one of the topics of the outline provided above. The article must be from a reputable source, such as a recognized newspaper or magazine/journal (e.g., Scientific American, The Star-Ledger, The Wall Street Journal, The New York Times, The Philadelphia Inquirer, Time, Newsweek, or a professional journal). Science-based websites are acceptable. For each of the seven articles, completely fill out the Current Event Article Worksheet attached at the end of this packet or found on Mrs. Benton’s website: http://sites.google.com/site/bentonapenvironmentalscience/. Print out/copy the worksheet so that you have a separate one for each article. For Topic Correlation, state what the article has to do with our course outline (type in the outline label such as III.B.1 for Human population dynamics for example). You must at least cite the Roman numeral and Capital Letter for the topic. In addition to the seven articles being from seven different weeks of the summer, each article must be from one of the seven Roman numeral topics in the outline of topics above. In other words, you may only have one article that pertains to Earth Systems and Resources, only one from The Living World, and so on. 2. Complete the 2009 New Jersey Science League Earth Science Exam found on the website. It must be done using a #2 pencil on the scantron provided. You may use any reference to complete the exam such as a textbook or the Internet, but you may not work with another student (Reference Tables are included at the end of the exam packet). This counts as a separate quiz grade in Q1. 3. Read/study the first two chapters of the 7th edition Botkin textbook. Both chapters may be found on the website. Answer the following questions pertaining to the reading: A. Chapter 1, Do P16 #1, 3, 5, 7. B. There are generally four categories of justification for environmental values – list and define those values. C. Define and briefly explain the Gaia hypothesis. D. Critical thinking skills are necessary for determining the significance and accuracy of media coverage of scientific issues. Using A Closer Look (ACL) 2.4 Evaluating Media Coverage, evaluate one of your articles that you evaluated in assignment #1. Answer all eight questions for that one article (ensure you state which article you are choosing). E. Read the Critical Thinking Issue (CTI) on P35 and complete CTI questions #1-6. 4. All students will read Michael Crichton’s State of Fear. You will need to borrow a copy from your local library, purchase a copy of the book, or download an e-book. The book is available in paperback and quite cheap via the Internet. State of Fear is a work of fiction, but discusses several topics of concern to the course including the debate on climate change and its potential causes and consequences, the presentation of scientific data and how it can be bias, and the politics that surround environmental legislation and conservation. The book will be used as part of the introduction to the course in the fall, including a graded class discussion and testing of facts from the book on the summer assignment test during the first two weeks of class. Read the entire book and complete the following: A. Provide a basic biography of the author. Include the author’s dates of birth/death, nationality, educational background, and books he has written that specifically deal with environmental themes. Identify at least three books and list the specific environmental topics each book addresses. You may use the course topic outline in this packet to help you identify the topics addressed. Limit this part to two paragraphs. B. To prepare for the class discussion and test keep a log of the different environmental themes presented as you read the book. Write down your thoughts on how the justifications for placing value on the environment play a role in the character’s actions and decisions. This must be handed in as part of your summer assignment and you must maintain a copy for yourself to use in class for the Socratic seminar. You will receive a grade for the log and for your ability to provide specific examples and discussion of specific events during the Socratic seminar. Keeping a detailed log will be needed. C. Cite at least five topics from our course outline that are covered or mentioned in the book. Give a brief description of what happened in the book and how it is related to the topic in the course outline. Similar to the articles, for Topic Correlation, type in the outline label such as III.B.1 for Human population dynamics for example. You must at least cite the Roman numeral and Capital Letter for the topic. This should be done using a table listing the: Topic Number, Topic Title, Description of what happened in the book and how it is related to the course topic. Complete this separately from your log, although you may use the log to identify the five topics. 7 5. Core Science & Math Problem Review. Complete the following problems from prerequisite courses that provide base-knowledge for the study of environmental science. Ensure you are familiar with these concepts. If you did not cover these topics in your previous classes, you should get texts that do cover these topics and learn them over the summer. If you are not comfortable with this material, expect to have difficulty during the school year. Show all work. Ensure your work is clear, include equations, include appropriate units, and box in your final answers. Use g = 9.8 m/s2. Be mindful of significant figures. A. You are coasting down a hill in a car that has a total mass of 1500 kg. The elevation of the hill is 52 m above the ground (bottom of the hill). Neglect any effects of friction. a. Calculate the potential energy in the system at the top of the hill. b. How much kinetic energy will you and the car have right at the bottom of the hill? Neglect air resistance. c. Calculate your speed at the bottom of the hill. d. Eventually you coast to a stop. What happened to all the energy you had? Be specific. B. A crane uses a block and tackle to lift a 35 kN boulder to a height of 11 m. a. How much work is done on the boulder? Put your answer in scientific notation. b. If the work is done in 12 s, what is the power output in watts and in horsepower? C. The growth of a population may be described by the equation N=N0ekt where N is the population, N0 is the initial population, k is the rate constant and t is time. If the annual growth rate of the population is 0.14 (i.e., 14%) per year and the initial population is 4.5x104 people, what will the population be after 15 years? D. A certain radioactive element decays according to N=N0e-kt where the variables are defined as above. If 50.0% of the original element sample remains after 9.0 days, what is the decay rate? E. Provide the formula to calculate pH. What does the pH give a relative measure of in a solution? What is the range of the pH scale? State one chemical or household substance that would be considered an acid and one that would be a base and give the approximate pH of each substance. F. Complete and balance the following equations and identify the type of reaction: a. HNO3 + KOH b. N2 + H2 (to form ammonia that is commonly used in industrial nitrogenbased fertilizers) G. Use the ideal gas law (PV= nRT) to answer the following problems. Gas constant R = 0.08206 L*atm/mol*K a. 16.5 grams of NO2 is compressed to a volume 0.50 L at a temperature of 0 degrees Celsius. What is the pressure of the gas in atmospheres? b. Gas B is in a 4.0L tank. It is initially at a pressure of 3.5 atmospheres and a temperature of 400 Kelvin. What will be the new pressure if the temperature is decreased to 300 Kelvin? 8 6. Ensure your name is on the front of your assignment. Additionally, on the last page of your assignment and on a separate page from the rest of the work, clearly list the following information in order: A. Your name B. Your home email address (one that you check often) C. All other high school or college science courses you have taken. Include the teacher’s name, and the overall final grade you earned. Also list any other science classes you have during 2013-14. D. What you plan to do after high school (it is understood this may change from day to day) E. Your hobbies (include school sports and activities) *** You will have a test covering this summer assignment including prerequisite course review sometime during the first week we return. *** The quality and timeliness of this assignment will be the basis of the first impression you make. Follow directions closely – No Excuses. Good luck. 9 AP Environmental Science Summer Assignment Current Event Article Worksheet Article Title: _______________________________________________ Date of Article: ______________________ Author: __________________________________ Source: _______________________________________ (you will hand in a hard copy of each article by the first day of class. Abstracts and internet link addresses are not acceptable.) Topic Correlation: ____________________ Environmental Issue Presented in Article (provide a brief description of the issue, where it is occurring (location, as well as type of biome being observed), short and long term impacts on the ecosystem, as well as cultural, economic, or political considerations) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Solutions (Give those presented in the article as well as those you would suggest. Give at least three). 1.____________________________________________________________________________ ______________________________________________________________________________ 2.____________________________________________________________________________ ______________________________________________________________________________ 3.____________________________________________________________________________ ______________________________________________________________________________ Unintended Consequences (No solution is perfect. Suggest possible unintended consequences that could result from any of the solutions given above.) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 10