Download Syllabus for AP Environmental Science

Syllabus for AP Environmental Science
North Plainfield High School
Text: Living In the Environment (AP Edition), 16th Edition. Miller, G. Tyler and
Scott E. Spoolman. Brooks/Cole. 2011
Instructor Biography
I currently teach AP Biology, Environmental Science and Research and
Design at North Plainfield High School, North Plainfield, NJ 07060. I have had a
life-long passion in the environmental science fields! I have cultivated my love of
this subject since the age of ten, leading to a Ph.D. on Zoology at Rutgers
University where my work focused on ecological studies, particularly in the field
of freshwater ecology/limnology. I encourage students to be enthusiastic about
studying living things and the world in which they live.
Course Description
My AP Environmental Science course will conform to the standards instituted by
the College Board for all AP courses and covers all of the topics in the AP
Environmental Science Course Description. These include:
 Earth Systems and Resources
 The Living World
 Populations
 Land and Water Use
 Energy Resources and Consumption
 Pollution
 Global Change
Environmental Science is interdisciplinary; it embraces a wide variety of topics
from many areas of study. Students will study the scientific principles, concepts
and methodologies required to understand the interrelationships of the natural
world. They will identify and analyze environmental problems, both natural and
human-made, in an effort to evaluate the relative risks associated with these
problems and to examine alternative solutions for resolving and/or preventing
them. Lab activities in this class require a significant amount of fieldwork as
students acquire the knowledge, skills and experiences of this curriculum. This
course prepares students for the AP Environmental Science exam.
The AP Environmental Science class will meet five times per week for a total of 7
periods per week. Each period runs for 42 minutes. Thus, twice a week, the AP
Biology class meets for a double period lasting 84 minutes. Field trips will also
be included in this course. Consequently, students spend over 25% of weekly
class time in laboratory work.
Course Goals and Objectives
The main goals of the AP Environmental Science course are to enable students
to develop conceptual framework for environmental science, an appreciation of
science as an inquiry process, and an understanding of the importance of energy
in ecological systems, earth as an interconnected system, the role of humans,
the social and cultural context of environmental issues, and the value of
sustainability.
At the completion of AP Environmental Science, the student will be able to
organize, discuss, explain, analyze, interpret and integrate topics related to the
following themes:
1. Science as a process:
A. Science is a method of exploring the world.
B. Science constantly changes the way we understand the world.
2. Energy conversions underlying all ecological processes:
A. Energy cannot be created.
B. Energy becomes more unstable at each step as it flows through
systems.
3. The Earth is an interconnected system:
A. Natural systems change over time and space.
B. Biogeochemical systems vary in ability to recover from
disturbances.
4. Humans alter natural systems:
A. Humans have had an impact on the environment for millions of
years.
B. Technology and population growth have enabled humans to
increase both the rate and scale of their impact on the
environment.
5. Environmental problems have a cultural and social context:
A. Understanding the role of cultural and economic factors is vital
to the development of solutions.
6. Human survival depends on developing practices that will achieve
sustainable systems:
A. A suitable combination of conservation and development is
required.
B. Management of common resources is essential.
This laboratory program will enable students to design and conduct experiments
related to environmental relationships, to further explore and propose new
questions, to manipulate data based on experimental results, to display data,
construct charts and graphs, determine sources of experimental error and make
suggestions for improvement. They will be able to communicate their
observations and conclusions and to write formal lab reports.
Students will be required to read the textbook chapters listed in the syllabus.
They take a test at the end of each unit or subunit.
Course Overview
Week
Unit
1-3
1. Humans in the Environment
Introduction to Environmental Science
Matter, Energy and Systems
4-7
2. The Living World: Ecosystems
Ecosystems and Energy
Ecosystems and Living Organisms
Ecosystems and the Physical
Environment
Biodiversity and Species Interactions
8-11
3. Populations
Population Change
Problems of Overpopulation
The Urban World
12-14
4. The Living World: Biomes
Climate and Terrestrial Biodiversity
Aquatic Biodiversity
16-20
5. Land and Water Use
Food, Soil and Pest Management
Forestry
Rangelands
Mining/Minerals
Fishing
6. Energy Resources and Consumption
Fossil Fuels
Nuclear Energy
Renewable Energy
Conservation
7. Pollution
Air Pollution
Water Pollution
Solid and Hazardous Waste
21-24
25-29
Key Activities and Labs
Labs:
Scientific Method,
Tragedy of the Commons,
Plate Tectonics,
Arthropod Biodiversity Lab,
Field Trip: Duke Farms, A
Model of Stewardship
Labs:
Owl Pellets, Food Webs and
Pyramids,
Energy Flow,
Primary Productivity,
Evolution and Adaptation
Lab
Labs:
Population Growth,
Reintroduction of the Lynx:
How Age Structure Diagrams
Can be Used to Determine
Habitat Suitability,
Human Population,
Estimating Population Size
Labs:
Exploring Ecosystem
Diversity,
Coriolis Effect and
Atmospheric Circulation
Field Trips:
Determining the Health of a
Stream
Labs:
Soil Formation and
Properties,
Testing Soil Productivity,
Coastal Debate
Chapter
Readings
1-2, 14
3-5
6, 23
7-8
10-14
Labs:
Home Energy Audit,
Electricity Use and Efficiency
15-16
Labs:
Dissolved Oxygen,
Waste Water Treatment,
Personal Solid Waste
Inventory,
Air Pollution,
Acid Deposition
Field Trip:
Sewage Treatment and/or
Water Treatment
17-18,
20-21
30-31
8. Global Change
Atmospheric Change
Loss of Biodiversity
Labs:
Climatograms,
Negotiating for a Cooler
Planet
9 Human Society and Review
9, 19
23, 24
Teaching Strategies
Most of my class time will be spent in either lecture and class discussion or in lab
activities. The lectures will be supported by visuals (video, internet, overhead
transparencies, PowerPoint visuals) for most of the topics in the textbook.
Lab Component
Activities above and beyond the AP curriculum will include field trips (including to
representative New Jersey habitats), and teacher generated labs and activities.
To stress science as a process, lab activities will emphasize development and
testing of the hypothesis; collection, analysis, and presentation of data; and a
clear discussion of results. Formal reports are required and must include these
components, as well as correct display of all results.
In addition, web activities will be developed to support lectures and labs.
Student Evaluation
Students will be evaluated via tests and projects (60%) and quizzes, labs and
homework (40%). Students will be encouraged to display scientific reasoning
through analysis and synthesis. Students will also be encouraged to develop
group and individual work skills. Each student will develop, execute and write up
an independent research project at the end of the fourth marking period.