Download AP Environmental Science

AP® Environmental Science
Syllabus – San Fernando High School
Mrs. Ghazarian
Course Description
Class Profile
The course meets the entire academic year, each day. The course requires a great deal of
fieldwork and outside activities.
Textbook
The text Environment The Science Behind The Stories (2nd edition) by Jay Withgott and
Scott Brennan
Class Requirements
Students need a binder, composition book (for field notes), pencils, erasers, a ruler, and
coloring pencils, and highlighter.
Course Outline
Because this is the equivalent of a college level one-semester environmental science
class, lecture is normally short followed by labs, fieldwork and hands-on activities are the
tools used to convey scientific concepts. Great emphasis is placed on the “science” of
environmental science. The two key themes of this course are evolution (altering natural
ecosystems so abruptly through human actions that species are unable to adapt) and
energy use (all organisms must seek energy in some form and must compete to obtain it).
The first semester deals with how ecosystems function naturally; the second semester
deals with environmental problems and ways of resolving and/or preventing them.
During the course of the year students are expected to complete the reading in the text,
and any other supplemental readings (case studies, news articles). In addition to lecture,
each chapter includes a lab component, and may include hands-on activities, films with
corresponding study guide and analysis questions, demonstrations and computer
simulations. Math is integrated into the curriculum where appropriate. Students
calculate primary productivity, doubling time, total population and energy conversion
problems that are similar to those found on the AP exam. Students are also assigned a
major inquiry-based project each quarter. There is a comprehensive midterm in
December. All students enrolled in the course are required by the school to take the AP
exam in June
Course Outline
Topic
Labs & Activities
Introduction to Environmental Issues Reading: ch.1
Reading: The Lorax by Dr. Seuss
Activity: Tragedy of the Commons
Science, Systems, Matter & Energy
Lab: What is energy?
Mini project: Design your own experiment
Duration
1 week
2 weeks
Ecosystems, Energy Flow, & Matter
Cycling
Evolution & Biodiversity: Origins,
Niches & Adaptation
Biogeography: Climate, Biomes &
Terrestrial Biodiversity
Aquatic Ecology: Biodiversity in
Aquatic Systems
Community Ecology: Structure,
Species Interaction, Succession
Population Dynamics, Carrying
Capacity & Conservation Biology
Geology: Processes & Soil
Human Population: Growth,
Demography & Carrying Capacity
Food Resources
Water Resources
Geologic Resources`
Energy Efficiency & Renewable
Resources
Risk, Toxicity & Human Health
Air & Air Pollution
Climate Change & Ozone Loss
Water Pollution
Pesticides & Pest Control
Lab: Learning to use a field guide
Project: Terrestrial Land Survey
Lab: Investigating Bird Beak Adaptation
1 week
Film: Chasing El Nino
1 week
Project: Pond Ecosystem Study
Lab: Dissolved Oxygen & Primary
Productivity
Activity: Depth Profile & Compensation
Point
Film: Cane Toad: An Unnatural History
Activity: NSTA Introduced Species Case
Study
Lab: Capture and Release
2 weeks
Lab: Soil Science
Lab: Chemical Weathering
Film: The Dustbowl
Film: NOVA Population Bomb
Activity: The Material World Survivorship
Curves
Activity: Making an age pyramid
Lab: Human Carrying Capacity
Activity: Estimating Carrying Capacity
Film: Supersize Me
Mini Project: Grocery Store- Origins of
Food
Film: Cadillac Desert
Lab: Cookie Mining & Reclamation
Slide Show: Susquehanna Nuclear Power
Plant
Lab: Black Lung Disease
Film: Chernobyl Heart
Slide Show: Green Home Building
2 weeks
Film: Estrogen Effect: Assault on the Male
Lab: Acid Rain
Activity: Air Pollution Micro slides
Lab: Detecting Ozone
Film: An Inconvenient Truth
Project: Negotiating for a cooler Planet
Lab: Watershed Model
Film: Black Tide: A History of Oil Spills
Field Trip: Waste Water Treatment Plant
Demonstration: organic Pest Control
1 week
2 weeks
1 week
1 week
1 week
2 weeks
2 weeks
1 week
2 weeks
2 weeks
2 weeks
2 weeks
1 week
Solid & Hazardous Waste
Sustaining Wild Species
Sustaining Terrestrial Biodiversity
Methods & Organic Foods
Film: Silent Spring
Activity: Comparing Trash Over the Last
Century
Activity: Cloth vs. Disposable Diapers
Film: Urban Garbage: Landfill or Recycle
Film: Brownfield Basics
Film: Vanishing Species
Film: Can Tropical Rainforests be Saved?
Activity: Understanding Urban Sprawl
1 week
1 week
1 week
Labs, Fieldwork and Activities
1. Tragedy of the Commons: demonstrates how individuals using a common
resource for their own personal gain will inevitably result in the degradation of
the commons, decreasing the yield for both the group and the individual.
2. What is Energy?: students determine how much energy a human can produce and
relate that to the energy needed to power common machines. Energy conversion
calculations.
3. Design your own Experiment: students are given seeds and directed to design a
very simple controlled experiment based on a single variable. They may use
light, water, fertilizer, etc. as their independent variable. They must use the
scientific method, develop a hypothesis, take measurements and collect data, and
submit a formal lab report.
4. Investigating Bird Beak Adaptations: Students use different tools as “beaks” to
feed on islands with different environments (food resources). Simulates natural
selection.
5. Dissolved Oxygen and Primary Productivity: Students use the Winkler method to
determine dissolved oxygen levels in a series of screened bottles simulating light
levels in a pond.
6. Depth Profile & Compensation Point: Students convert and calculate the rate of
primary productivity, graph their data and determine the compensation point for
two different ponds.
7. Introduced Species case Study: Students read about fire ants, research different
native, introduced and invasive species, then study maps and determine the range
and barriers that Africanized Bees encounter in the U.S.
8. Capture and Release Lab: Students estimate the population size by marking and
releasing mealworms and then use the Petersen method of determining population
size.
9. Characteristics of Soil: investigate nutrient levels, soil texture, porosity and
permeability, percolation rate, and water-holding capacity.
10. Chemical Weathering: demonstrates the effects of chemical weathering on
surface rocks of varying composition.
11. The Material World: students examine posters of typical families and all of their
possessions in various countries around the world. They determine their relative
environmental impact based on family size, consumption and available
technology in that country.
12. Making and Age Pyramid: age and gender data is collected for each student in
the class; the pool of data is used to construct a histogram for the class.
13. Estimating Human Carrying Capacity: students track what they eat for one
typical day and then determine how much arable land they require for one year to
feed themselves. Students then use their data to determine the carrying capacity of
the earth based on a variety of diets and other factors.
14. Origins of Food: Students visit a grocery store and investigate different aspects
regarding the food they consume.
15. Cookie Mining and Reclamation: provides an introduction to the economics of
mining. Students purchase land areas and mining equipment and must pay for
mining operations and reclamation. They receive payment for ore mined.
16. Black Lung: slides of diseased and healthy lung tissue are viewed under the
microscope and the causes of black lung disease are researched.
17. Acid Rain: students learn the chemical equations explaining the formation of acid
rain in the atmosphere, predict where deposition will occur in the U.S. and
Canada, test various solutions for pH and determine the buffering capacity of
different types of bedrock.
18. Air Pollution Microslides: observation of different types of particulate
19. Detecting Ozone: Students track ozone formation at ground level using ozone
badges.
20. Watershed Model: as a group, students pollute a watershed and determine point
and nonpoint sources of pollution.
21. Organic Pest Control Methods and Organic Foods: Students investigate
alternative methods of pest control and learn about organic farming methods
22. Comparing Trash over the last Century: trash generated over the last two
centuries is compared.
23. Cloth vs. Disposable Diapers: students compare the production, use and disposal
of cloth vs. disposable diapers and determine which is more environmentally
friendly.
Marking Period Projects
Each quarter students are required to complete an inquiry-based project on a particular
environmental topic.
Terrestrial Land Survey
Students act as employees of an environmental consulting firm. Each member in the
group of four takes on a different role in analyzing a randomly chosen quadrat in a
deciduous forest. The Forester uses forestry tools to determine the age of the largest tree,
measure the diameters and heights of harvestable trees, and calculates board feet
available within the quadrat. The Soil Scientist measures the depth of the topsoil;
measures soil nutrients, determine pH, soil texture and soil color. The Cartographer
constructs a simple scale map of the area, of the quadrat, calculates percent vegetation
cover and constructs a profile of the quadrat. The Naturalist/Photographer collects
samples in the field and identifies plants and animals, photographs soil layers, creates a
photo essay of the project. Students put together a written inventory of their findings, an
appendix of photographs and an inventory of identified organisms. The objective is for
students to work together as a team, hone their observational skills, develop an
appreciation for nature, and learn to follow directions and use field equipment
appropriately.
Freshwater Pond Study
Students assess the health of a freshwater pond using chemical, physical, and biological
tests. Students calculate species diversity and abundance using Simpson’s Diversity
Index. Students record data for both biotic and abiotic factors. They use a variety of
water chemistry kits to determine nutrients, pH, dissolved oxygen, etc. Atmospheric
conditions are determined using appropriate meteorological equipment. Physical tests
such as turbidity and temperature are conducted. Plants and animals are collected and
identified using a pond guide. A benthic macroinvertebrate inventory biologically
determines the health of the pond. Students submit a report of their findings, including
an analysis of their data and determination of the relative health of the pond. They also
construct a food web including trophic levels of twenty-five organisms that they have
identified. The purpose is to teach students about freshwater ecosystems, the importance
of biodiversity, the influence of abiotic factors on pond organisms, and the
interrelatedness between living organisms as demonstrated in food webs.
Renewable Fuel Production from Waste Oil
Students make biodiesel fuel from both new vegetable oil and varying qualities of waste
oil. After learning the chemical process, students design their own home system for
making large quantities of oil. Students must include in their project a flowchart
depicting the process of making biodiesel from waste oil, an illustrated plan for building
a home brew system, and a written component discussing economic and environmental
pros and cons of making biodiesel. They must thoroughly research the cost of equipment
and supplies, consider any economic or environmental drawbacks, and consider the
impact on the American economy and environment if there was a wholesale change in the
source of fuel for transportation, manufacturing and energy production. The objectives
are to investigate and create an alternative energy source, to determine the economic
feasibility in the real world, and to determine the environmental impact compared to
traditional energy sources.
Negotiating for a Cooler Planet
Students take on the roles of representatives of various countries negotiating a United
Nations treaty to curb carbon dioxide emissions. Students research vital statistics about
their assigned country, research the science of global warming, the specific impacts of
global warming on their country and choose an environmental worldview that best
represents the culture of their country. During one class session students negotiate with
other counties to set limits on carbon dioxide emissions. They may form alliances with
other countries and try to come to some agreement on the percent reduction in emissions
based on ethical arguments, the science of global warming, economics and the culture of
their country. Students then present the results of their negotiations and their country’s
position based on the interaction during the negotiation session. Finally, students submit a
paper outlining their own response to the ethical, scientific, economic and cultural
motivations of their assigned country. The objectives are for students to gain an
appreciation of ethical and political motivations when dealing with climate change and to
apply ethical concepts to real-world issues.
Assessment
Student grades are calculated as follows:
Chapter tests & Quizzes
Labs & Projects
Homework
Final
Total:
Grading Scale
A
B
C
D
F
90-100%
89-80%
79-70%
69-60%
59-0%
40%
20%
10%
30%
100%