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Course Syllabus for AP Environmental Science
Curtis High School, University Place, Washington
Instructor: Nicholas Stephens
Course description:
Advanced Placement1 Environmental Science is a fast-paced and intensive environmental science course
equivalent to a first-year college course and is intended as preparation for the Advanced Placement Examination
given in May. All students are expected to take the national exam (exam fee is $89). A college textbook is used
and advanced topics will be studied including land and water use, pollution, energy resources and usage, global
changes, population issues, and the living world.
As stated in the College Board's course description booklet, "The goal of the AP Environmental Science
course is to provide students with the scientific principles, concepts and methodologies required to understand the
relationship between different parts of the natural world, identify and analyze both natural and human-made
environmental problems, evaluate relative risks associated with those problems, and examine alternative solutions
for resolving or preventing those problems." The course is interdisciplinary in nature and will draw from many
different curricular areas: chemistry, biology, zoology, botany, sociology, psychology, history and political
science to name just a few. Our study of these many different fields will be tied together by some unifying themes:
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Science is a process.
Energy conversions underlie all ecological processes.
The Earth itself is one interconnected system.
Humans alter natural systems.
Environmental problems have a cultural and social context.
Human survival depends on developing practices that will achieve sustainable systems.
Because it is designed to be a course in environmental science rather than environmental studies, the AP
Environmental Science course includes a strong laboratory and field investigation component. The goal of this
component is to complement the classroom portion of the course by allowing students to learn about the
environment through firsthand observation. Over the course of the year students can expect to spend
approximately 20% of class time (the equivalent of about one day per week) collaboratively engaged in pre-lab,
lab, and post-lab activities. Experiences both in the laboratory and in the field provide students with important
opportunities to test concepts and principles that are introduced in the classroom, explore specific problems with a
depth not easily achieved otherwise, and gain an awareness of the importance of confounding variables that exist
in the “real world.” In these experiences students can employ alternative learning styles to reinforce fundamental
concepts and principles. Because all students have a stake in the future of their environment, such activities can
motivate students to study environmental science in greater depth. To help offset the cost of this extensive lab
program students are charged a $25.00 lab fee. Students on the free or reduced lunch program can apply for a
reduction in this fee. Colleges often require students to present their laboratory materials from AP science
courses before granting college credit for laboratory, so students should be encouraged to retain their
laboratory notebooks, reports, and other materials.
Approximately 45% of class time will be devoted to working together on solving and explaining
conceptual and mathematical problems and discussing/debating issues in small groups or as a class, and laboratory
activities. Students can also expect approximately three hours per week of additional practice at home. Detailed
solutions to these homework problems will be provided and often students will be called upon to present solutions
to problems to the class. These types of activities will account for approximately 10% of the student’s grade.
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Advanced Placement is a registered trademark of The College Board, and as such, they have prescribed a minimum course
of study and laboratory work that must be covered in order to satisfy A. P. standards. These requirements can be found at
http://apcentral.collegeboard.com/ and are summarized on pages 3-4 of this document.
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Approximately 45% of class time will be spent in more traditional lecture/discussion activities. It is
important, for this time to be meaningful, that students are well prepared BEFORE coming to class for the lecture.
Therefore, students should complete assignments and readings ON TIME.
The remaining 10% of their class time will be spent in formal evaluation (testing) situations. Unit tests
are constructed and scored in the style of the AP exam (60% multiple choice, 40% free response questions).
Examples of the types of questions asked are available on the College Board website. These tests will account for
approximately 60% of the course grade. Half-credit may be earned for correcting test errors during regular
“Science Test Corrections” sessions (held on the two Thursdays following return of graded tests).
Grades and Grading:
Grades are determined by total points earned within each of the following weighted categories: 60%
tests/quizzes, 30% labs and projects, and 10% homework. The grading scale is as follows: A = 93 & above, A= 90 up to 93, B+ = 87 up to 89, B = 83 up to 86, B- = 80 up to 82, C+ = 77 up to 79, C = 72 up to 76, C- = 70 up to 72, D+
= 67 up to 69, and D = 60 up to 66. Students who take the national test in May and score at least a “3” will have both
their 1st and 2nd semester grades raised by one letter grade (Note: A+ grades cannot be given).
Although homework only accounts for 10% of your overall grade, it is extremely vital in preparing for
tests, labs, and the national test in May. Because of the pace that is necessary to cover all concepts, the grading
and review of some homework may have to occur outside of class time. No homework that is late (due when
“called” for at the beginning of the period) will be accepted for points.
Class Materials:
The following items must to class each day: a bound composition notebook for warm-ups and labs;
pencils, pens and highlighters; notebook paper; a three-ring binder dedicated to APES for notes, assignments,
homework, etc…; a calculator is recommended for labs and assignments, but calculators are not allowed on the
AP test and are, therefore, not allowed on unit tests.
Expectations:
Students are expected to be in class on time every day with minimal absences (school tardy and absence
policies will be followed). Students are expected to come prepared to learn, which means all of the needed
materials are present and readings/assignments are completed on time. Much of this class will include group work
and class discussions – active participation is expected. Furthermore, students are expected to do thoughtful,
quality work that represents their own thoughts and effort (I take academic honesty very serious). Lastly, I expect
that students will communicate any questions or concerns with me in a timely manner. Additional help is
available outside of class and is encouraged sooner rather than later (don’t wait two weeks for a concept to
magically make sense on the day of the test… ask for help right away!).
Communication:
Grades will be updated on Skyward regularly, so check frequently to monitor progress. The best way to
get in touch with me is by email. My email is [email protected]. To keep track of daily assignments,
in-class work, projects, and class notes you can access my web page. The web page can be accessed by going to
the www.upsd.wednet.edu, selecting Curtis High School  Teacher Pages  Stephens, Nick.
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COLLEGE BOARD RECOMMENDED AREAS OF STUDY
The following list is a summary of topics determined by The College Board as the minimum recommendations for
a course wishing to be designated as an Advanced Placement course. These recommendations can be found in
their entirety at The College Board website.
I. Earth Systems and Resources
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)
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)
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
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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. Energy Resources and Consumption (10–15%)
A. Energy Concepts: (Energy forms; power; units; conversions; Laws of Thermo dynamics)
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. 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 pollution: (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)
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
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AP Environmental Science Student/Parent Contract (2015-2016)
Student Name ____________________________________
(please print)
Class Period __3rd___
Teacher
Mr. Stephens
My young adult and I have read each of the following handouts (printed copy or on classroom website):


Course Syllabus
The Lab Safety Contract
I understand the requirements and expectations for AP Environmental Science.
________________________________________________________________________
Student Signature
date
________________________________________________________________________
Parent or Guardian Signature
date
Parent / Guardian e-mail___________________________________________________
Parent/ Guardian Phone # __________________________________________________
home
work
Thank you. We in the CHS Science Department look forward to working with your young adult.
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