Download AP Environmental Science Syllabus OVERVIEW

AP Environmental Science Syllabus
OVERVIEW
This is the third year AP Environmental Science is being offered at our school. Currently, 24 students are
enrolled in the one section of the class. Students are not required, but are encouraged to take the AP
Environmental Science Exam. The class meets five days a week in 50‐minute periods. The semester is
about 90 days.
AP Environmental Science investigates modern environmental issues integrating concepts from biology,
earth science and chemistry. The course is designed 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. Students will participate in field studies to collect and analyze authentic data and to evaluate
specific environments.
TEXTS:
Living in the Environment, 14th Ed., by G. Tyler Miller, Brooks/Cole, 2005.
METHODS:
Instruction consists of unit lectures, weekly discussions, laboratory activities, research projects and
written assignments. Approximately one to two periods each week are devoted to hands‐on laboratory
experiments, simulations or fieldwork requiring data analysis and/or a full lab report.
UNITS:
Unit 1: Earth Systems and Resources
1. Describe factors that affect incoming solar energy (reflection, scattering,
Targets
absorption).
2. Describe the different types of soils and how they are formed.
3. Explain the nitrogen, carbon, oxygen, sulfur, and phosphorus chemical cycles.
4. Describe the water cycle.
5. Describe the variables used to record changes in weather and climate.
6. Explain how weather and climate occur and the variables that determine climate.
7. Describe the composition of the atmosphere and the general effects of trace
compounds (carbon dioxide, water vapor, ozone).
8. Describe the structure of the atmosphere and explain why this structure exists
(layers, temperature, and pressure).
9. Describe the effects of geography on climate.
10. Explain how variations in solar energy affect air pressure and land temperature at
different latitudes.
11. Describe each type of terrestrial and aquatic biome and the factors that create
each biome.
Time
4 weeks
Reading
Chapter 1, parts of 4, 6, 7, and 20
Activities
I’ve Got Mine: Students are introduced the concept of the Tragedy of the Commons
through a fishing simulation. They follow‐up the simulation by reading Garret Hardin’s
The Tragedy of the Commons.
Gaia: Students graph and analyze the co‐evolution of Life and the Atmosphere.
Labs
Soil – The Wealth Beneath Your Feet: Students test the characteristics of self‐collected
soil samples (infiltration rate, water‐holding capacity, nutrient‐retention, and soil
composition through layer separation and texture).
Microclimates Lab: Students use different instruments to record the weather by
distinguishing changes in temperature and humidity due to the presence of urban
structures or vegetation.
Deserts Lab: Students use maps and study wind patterns and ocean currents to
determine the location of deserts around the world.
Projects
Phenology Project: This year‐long project requires students to select a specific location
to record monthly observations to look for patterns and seasonal changes.
Videos
The Lorax: The video discusses the tragedy of the commons and introduces multiple
viewpoints for environmental issues.
Chasing El Nino: The video discusses the difference between weather and climate and
how El Nino affects weather in specific regions.
Unit 2: Living Systems
Targets
1. Describe the laws that govern the flow of energy and conversion of energy
(thermodynamics, conservation of energy, conservation of matter) and discuss their
impacts on the environment.
2. Define an ecosystem.
3. Describe different types of biodiversity.
4. Describe the types of energy and how energy flows through an ecosystem.
5. Explain the nitrogen, carbon, oxygen, sulfur, and phosphorus chemical cycles.
6. Explain how organisms adapt to their environment.
7. Explain how new species develop.
8. Discuss factors that can lead to species extinction.
9. Describe the effects of natural barriers on population development.
10. Analyze food webs showing the different types of producers, consumers, and
decomposers in various biomes.
11. Describe each type of terrestrial and aquatic biomes and the factors that create
each biome.
12. Describe different levels of communities, their structures (physical appearance,
species diversity and niche) and their sustainability.
13. Describe the effects of interaction of organisms on populations.
14. Explain succession of organisms.
15. State and briefly describe the most far‐reaching international treaty to protect
wildlife. List four strategies that have been used recently to weaken the Endangered
Species Act. List three recommendations for strengthening the Endangered Species
Act. State three guidelines that conservation biologists would use to determine
“priority species.”
16. Explain the economic and ecological importance of marine biodiversity.
Time
5 weeks
Reading
Chapter 3, part of Chapter 4, Chapter 5, part of Chapter 6, Chapters 7 and 8, part of
Chapter 11, Chapters 12 and 13
Activities
Eating at a Lower Trophic Level: Students calculate the energy needed at each trophic
level to sustain the level above it. Students then read an excerpt from An Omnivore’s
Dilemma by Michael Pollen to examine one of the food chains that he discusses
(industrial food, organic or alternative food, and food we forage ourselves).
Species Diversity: Students compare two different plots by calculating the Shannon
diversity index for each.
Depth Profile and Compensation Point Exercise: Students compare two different lake
ecosystems based on overall size, depth, state of eutrophication and species.
Ecological Experiments in the Field: River Food Chains: Students read Mary E. Power’s
Effects of Fish in River Food Webs to construct a river food web and to evaluate the
validity of the odd‐event theory of food chains.
Labs
Aquatic Ecology Lab: Students determine the waste products of respiration and
photosynthesis using enclosed test tubes containing different aquatic animals and
plants.
Duckweed Lab: Students design, conduct, and evaluate a lab investigation to
determine limiting factors that affect the population growth of duckweed.
Projects
Biomes Project: Students research different biomes and explain the conditions that
create that biome. They describe the creatures found in each biome and adaptations
these creatures have developed to help survive in these conditions.
Videos
Living Planet Series: This video describes a variety of biomes and ecosystems.
Strange Days on Planet Earth – Predators: This video discusses the effect of wolf
reintroduction in Yellowstone.
Cane Toads: This video shows the environmental effects of introducing an exotic
species into a new environment.
Unit 3: Populations
Targets
1. Explain factors that affect population dynamics (size, density, makeup and
distribution).
2. Describe the factors that change population size (birth, death, immigration,
emigration).
3. Explain how limiting factors affect population growth and competition among
organisms.
4. Describe the impacts on the environment when the population exceeds carrying
capacity.
5. Interpret population graphs.
6. Explain the differences between r‐type and K‐type reproduction as well as the
benefits and drawbacks of each type.
7. Discuss human population dynamics.
8. Describe the effects of human activities on biodiversity and ecosystems.
9. Discuss conservation biology programs and their impacts on the environment.
10. Discuss the impacts of exotic species on an established ecosystem.
11. Describe the history of the environmental movement.
12. Describe the historical impacts on the environment as the human population
increased.
Time
4 weeks
Reading
Chapters 2, 9, 10, and 11
Activities
Bacteria Bottles: Students solve a puzzle that illustrates the concept of exponential
growth using bacteria.
World Population Histograms: Students research population histograms for developed
and undeveloped countries and use them to determine growth trends.
The Material World: Students use the book The Material World: A Global Family
Portrait by Peter Menzel … to evaluate the environmental impact of families using the
IPAT equation in developing, underdeveloped, and developed countries.
Human Carry Capacity: Students calculate the carry capacity of the Earth as a direct
relationship between human population and the amount of arable and pasture land
available to humans.
Demographic Facts of Life: Students calculate the annual natural increase and doubling
time (years) for several different countries. They examine the causes of these different
rates.
Labs
Mark‐Recapture Lab: Using a bag of candy (or dry beans or mealworms) with an
unknown population, students use the mark-recapture method and statistical
equations to estimate the whole population from a small sample.
Cemetery Demographics Lab: Students record two populations of people born in
different decades and calculate the average life span of each group. They will
determine factors that could slant the data.
Videos
World in the Balance ‐ The Population Paradox: The video examines the problems
associated with rapid human population growth in India and South Africa and the
issues of population decline in Japan.
Unit 4: Land and Water Use
Targets
1. Describe current methods of food production and collection and discuss how these
methods degrade our resources.
2. Describe natural hazards created by weathering and erosion (slump, creep,
landslides, and avalanches).
3. Explain the role of pesticides in food production and disease control as well as some
of the positive and negative factors that impact that result.
4. Describe some alternatives to pesticide use.
5. Discuss the availability of freshwater and its usage.
6. Discuss the effects of modern methods of water management and distribution.
7. Discuss the major resources and environmental problems of urban areas.
8. Describe urban growth patterns, transportation methods, and associated
environmental issues.
9. Describe methods used for planning and controlling urban growth.
10. Explain how cities can be made into more sustainable and desirable places to live.
Time
5 to 6 weeks
Reading
Chapters 14, 15, 23, and 25
Activities
Oxfam Hunger Banquet: Students eat different meals based on different income levels.
Students discuss the differences in the meals and how access to resources such as
arable land plays a role.
Arable Land: Students determine the amount of land available for agriculture
compared to the Earth’s surface. Students research erosion and agricultural issues in
developed and undeveloped countries and determine possible solutions.
Beyond the Supermarket – Down on the Farm: Students select a particular farming
method to design a farm with long‐term sustainability and maximum production.
DDT Discussion: Students read several articles on the benefits and drawbacks of DDT
and debate whether it should be banned.
GMO Food Discussion: Students read several articles discussing genetically modified
foods and debate whether the benefits outweigh the risks.
Our Town: Students role‐play different perspectives in a land‐use zoning problem.
Labs
Water Use Lab: Students design and implement a procedure to determine the volume
of water used during a shower. They look into methods of conserving water for
individuals and extrapolate their results to larger populations.
Projects
Designing a Green City Project: Students research cities that have incorporated
environmentally‐friendly concepts then use those ideas to plan and design a green city
within the boundaries of their suburb. A paper explains the benefits of their designs.
Videos
Super Size Me: This video follows director Morgan Spurlock as he consumes
McDonalds for every meal for an entire month. It raises questions about personal and
corporate responsibility.
Future of Food: This video examines the controversy over genetically‐modified foods.
Unit 5: Energy Resources and Consumption
Targets
Time
1. Explain the theory of plate tectonics and how it creates earthquakes, volcanoes, and
mountains and their potential effects on populations (air pollution, waste storage,
mineral resources, soil development, faunal succession).
2. Describe weathering and erosion.
3. Describe the rock cycle.
4. Explain the difference between renewable and nonrenewable energy and mineral
resources and why some resources can fall into either category. Give examples of each
type.
5. Describe several methods used to find, remove, and process mineral resources and
the effects of these processes.
6. Discuss the limitations of nonrenewable resources, environmental concerns that will
result from these limitations, and innovations to extend our resources.
7. Describe each type of fossil fuel. Explain how it forms, is removed, and processed.
Discuss where it is found and the supply of the fossil fuel.
8. Explain how the nuclear fuel cycle relates to the trust coast of nuclear energy and
the disposal of nuclear waste.
9. Describe the issues surrounding the use of nuclear power including advantages and
disadvantages.
10. Describe and calculate the effect of changing energy efficiency on the use of
energy.
11. Describe ways to improve energy efficiency.
12. Describe the different types of renewable energy and give examples of how each
type can be implemented.
13. Discuss how global changes in energy and mineral use will impact the environment
and what can be done to minimize negative impacts.
4 weeks
Reading
Chapters 16, 17, and 18
Activities
Energy Article Activity: Students each read and present an article discussing
cutting‐edge and futuristic solutions to energy production.
Energy Efficiency and Power Plant Calculations: Students calculate the energy
efficiency for various power plants.
Labs
Personal Energy Audit Lab: Students determine how much energy they use on a daily
and annual basis and calculate the amounts of fossil and nuclear fuel needed to
support their lifestyles.
Cookie Mining Lab: Students remove the chocolate “ore” from cookies to investigate
the costs of mining and land reclamation.
Copper Mining Lab: Students use chemical reactions to remove copper from copper
compounds and investigates the effects of these acid reactions on the environment.
Projects
Designing a Green Building Project: In the previous unit, students designed a green city.
Now, students will design a building within their green city that will be mostly
self‐sustaining and accounts for water use, energy use, land use and indoor air quality.
Videos
Who Killed the Electric Car?: This video discusses an electric commuter car that was
removed from production and the various viewpoints of the consumers and industries
involved.
End of Suburbia: This video explores how Americans became reliant on fossil fuels and
the impacts it has on today and our future.
Guest
Speakers
Argonne: Speaker will discuss current state of energy production in the United States.
Beyond Petroleum (BP): Speaker will discuss the company and how it produces oil,
where the oil comes from and how the company handles spills. Also looks at the
alternative energy production from the company.
Exelon: Speaker will discuss the company, the design of nuclear power plants, safety
features of power plants and the disposal of nuclear waste.
Unit 6: Pollution
Targets
1. Explain risk, toxicology, toxins, and factors that affect chemical risks.
2. Explain how toxicity is measured and methods of determining the toxicity of a
chemical.
3. Describe each type of chemical hazard.
4. Describe each type of biological hazard and the diseases associated with each.
Explain how biological hazards can spread and be minimized.
5. Define risk analysis and describe some of the biggest risks affecting humans and the
difficulties of determining risk.
6. Describe sources of air pollution and the effects of different pollutants in the air.
Explain how environmental changes can increase or decrease air pollution in an area.
7. Describe the causes and effects of acid deposition on the environment.
8. Describe ways to reduce air pollution.
9. Describe sources of water pollution and the effects of different pollutants in the
water.
10. Discuss differences in water pollution between fresh and saltwater on the surface
and groundwater.
11. Discuss ways to reduce water pollution and improve water quality.
12. Describe types of solid and hazardous waste, the methods for disposing of waste.
13. Describe ways to reduce, reuse, and recycle solid waste.
14. Describe political and economic issues associated with reducing pollution and
waste.
Time
5 to 6 weeks
Reading
Chapters 19, 20, 22, and 24
Activities
Are My Hands Clean?: Students listen to the song “Are My Hands Clean?” by Sweet
Honey in the Rocks and trace the path of a shirt. Students use this example to evaluate
other decisions such as paper vs. plastic bags and disposable vs. cloth diapers.
Disease Activity: Students receive a series of symptoms and must determine which
type of disease they have contracted. They research the disease, determine the cause
and effects and the locations where it is prevalent.
Talking Trash Activity: Students read an article about using plasma to destroy solid
waste and generate electricity. They must determine potential issues with this process
and determine which political groups would be in favor and opposed to this
technology.
Labs
Water Quality Index Lab: Students generate a list of water qualities to measure and
must determine the reason for each analysis as related to sources of pollution and
effects of each quality on the ecosystem . Tests include pH, temperature, nitrates,
phosphates, fecal coliform, DO, and total dissolved solids.
Water Pollution Site Analysis: Using a real water pollution scenario, students
determine the location of aquifers from borehole data, determine the direction of
water flow and predict the movement of water pollutants in a groundwater system.
Toxicity and LD50 Lab: Students design and conduct an investigation to determine the
LD‐50 of a specific chemical on a specific organism.
Projects
An AV Case Study: Students research a particular pollution case study to develop and
present a compelling story about the story and possible solutions.
Videos
Newshour’s California County Turns Wastewater into Drinking Water: This video
compares traditional wastewater treatment with the water reuse process. It explores
the pros and cons of each type of treatment and presents other possible solutions.
Flow: This video examines the privatization of water rights in different parts of the
world by interviewing the different parties involved. It also presents possible solutions.
Field Trips
Organic Farm, Landfill and Water Treatment Plant: Students explore local efforts to use
organic farming methods to create a self‐sufficient farm using alternative energy
sources. They determine difficulties in maintaining a farm in a suburban area.
They visit a landfill that has been capped and transformed into a forest preserve, but
has a history of leakage.
They also visit the local water treatment plant to see how wastewater is treated and
returned to the environment.
Unit 7: Global Change
Targets
1. Describe urban growth patterns, transportation methods, and associated
environmental issues.
2. Describe past climate variations and describe possible changes to the climate that
could result from current living practices.
3. Explain how urban planning and improved transportation can be used to develop
sustainable urban areas.
4. Demonstrate methods of using economics to control environmental quality.
5. Describe how environmental policy has developed over the past 50 years.
6. Describe the major laws that protect the environment and their economic
impacts.
7. Interpret the role of environmental policies on a global scale.
8. Describe changes that need to occur to develop a sustainable planet for ALL life.
Time
3 weeks
Reading
Chapters 21, 25-28
Activities
The Greenhouse Effect and Ozone Depletion – An Atmospheric Contrast: Students
graph CO2 and NH4 concentrations of Point Barrow, Alaska, and South Pole, Antarctica.
Students determine the highs and lows of mean concentrations, why these variations
occur ,and why the variations differ based on location.
Labs
Exploring Ground‐Level Ozone: Students measure ground‐level ozone using the
Schoenbein Paper Method. They compare their data with AirNow’s website and
research how tropospheric ozone affects life.
Projects
Phenology Project Conclusion: Students record their observations at their chosen
study location. They combine drawings, photos and written records into an end‐cap
project discussing seasonal changes at their location and how their perspectives have
changed throughout the project and the class.
Videos
An Inconvenient Truth: This video presents a variety of data supporting global
warming trends and their effects. Students analyze the statements made in the
video and write a paper addressing viewpoints that support the data and viewpoints
that provide alternative interpretations of the data.
Speaker
Alliance for Climate Education: Speaker explains what global warming is and how it
affects the planet. Solutions are presented that are relevant for students’ personal
decision‐making.
FIELD STUDY
Central to this course will be an in‐depth river study on a recently re‐meandered creek. This study
addresses the following questions:
•How has the native species changed after the re‐meandering of the stream?, What are the current
conditions (water quality, velocity, and discharge) of the stream and how do they change seasonally and
annually?
•What are the advantages and disadvantages of using this land as a forest preserve?
• How can we educate particular interest groups about this forest preserve (outdoor enthusiasts,
elementary school students, recreational users such as runners, bikers, and riders, families new to the
area)?
Students conduct a chemical, physical, and biological study both in the fall and spring.
EVALUATION
Quizzes are given at the end of each chapter assigned. Tests are given at the end of every unit. The tests
are purposely similar in construction and procedure to the AP Exam. Each test consists of 30‐35 multiple
choice questions and one or two multipart free‐response questions. A portion of both the free response
and multiple choice questions are taken from previous AP exams. While going through the course
material, the stress is on developing concepts and problem-solving strategies, not on memorization. The
only cumulative examination given before the AP exam review time is the first semester final. This exam
is taken during the assigned exam period and reviewed when school resumes.
HOMEWORK
Students are required to read each assigned chapter, concept map major ideas and write concise
definitions of the vocabulary. These notes can be used on reading quizzes given at the end of each
reading assignment.
The students are given a variety of projects and laboratory activities that require research and
completion outside of class.
In preparation for class discussion, students are often required to read articles of current issues and
events that relate to the environment.
GRADING
The grades are divided into three weighted categories: Homework is 10%, Labs and Projects are 50% and
Tests and Quizzes are 40%. Extra credit is rarely given, consisting of research or reading assignments
that extend learning beyond that required by the class.
Grades follow the school’s grade policy:
A=90‐100%; B=80‐90%; C=70‐80%; D=60‐70%; F=0‐60%
AP EXAM REVIEW
Formal review begins three weeks before the AP Environmental Science exam. The review consists of
two main parts. Students review past questions, identifying the concepts involved, sketch out
problem‐solving strategies and create rubrics for the questions. They take past tests anonymously,
grade each other’s papers and learn from the mistakes. They also learn how to write their answers in an
easily understandable way. Students also must pick out errors in work and explain why the error is
wrong.