SC1 The course provides instruction in Earth Systems.
4
SC2 The course provides instruction in Earth Resources.
4
SC3 The course provides instruction in the Living World.
SC4 The course provides instruction in Population.
5
SC5 The course provides instruction in Land Use.
6
SC6 The course provides instruction in Water Use.
6
SC7 The course provides instruction in Energy Resources.
6
SC8 The course provides instruction in Energy consumption.
6
SC9 The course provides instruction in Pollution.
7
SC10 The course provides instruction in Global Change.
8
SC11 The course provides students with the scientific principles required to understand the interrelationships of the natural world and draws upon various scientific disciplines.
2
SC12 The course includes methods for analyzing and interpreting information.
5
SC13 The course includes methods for analyzing and interpreting experimental data.
7
SC14 The course includes methods for analyzing and interpreting mathematical calculations.
7
SC15 The course teaches students how to identify and analyze environmental problems.
6
SC16 The course teaches students how to critically examine various solutions for resolving or preventing environmental problems by evaluating the associated ecological risks and human health risks.
8
SC17 The course includes a laboratory and/or field investigation component. A minimum of one class period, or its equivalent, per week is spent in laboratory and/or fieldwork.
The AP Environmental Science course is designed to be the equivalent of a one semester introductory college course in environmental science. Unlike most other introductory-level college science courses, environmental science is offered from a wide variety of departments, including geology, biology, environmental studies, environmental science, chemistry, and geography. The AP Environmental Science course has been developed to be a rigorous science course that stresses scientific principals and analysis. This course includes a laboratory component and is intended to enable students to undertake a more advanced study of environmental science. (SC11) In both breadth and level of detail, the content of the course reflects what is found in many introductory college courses in environmental science.
The goal of this class is to provide students with the scientific principles, concepts, and methodologies to understand the interrelationships of the natural world. Students will be able to identify and analyze environmental problems, both naturally occurring and human-created. Students will evaluate the risks associated with these problems and examine alternative solutions for resolving and/or preventing them, and to develop and focus their own political perspective.
Environmental Science is interdisciplinary. It embraces a wide variety of topics from different areas of study, yet there are several major unifying constructs that overarch the many topics included in the study of environmental science. The following themes provide a foundation for the structure of the AP Environmental Science course:
·Science is a process.
·Energy conversions underlie all ecological processes.
·The Earth 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.
Texts and Materials
Environmental Science: Earth as a Living Planet by Botkin & Keller
Colored pencils, 3-ring binder, calculators (not to be used on test unless noted)
Other Resources
In addition to the textbook, we will draw information from supplemental environmental science textbooks, lab manuals, periodicals, readings/case studies, and the Internet.
Methodology
This course will be taught using hands on experiences, labs, student designed labs, models, and other appropriate mechanisms. Many of the readings and assignments are independent and are expected to be completed by the student before class and applied to the class activity or lab the next day. This course requires a great deal of independent thinking, scientific argumentation, analytical thinking, and synthesis of original work.
Homework
Homework may include, but not be limited to:
·Reading the current unit content and answering textbook questions.
·Reviewing lecture notes (from PowerPoints)
·Readings and Case Studies
·Studying for unit tests
·Lab write-ups
·Essays
·Creating posters, surveys, etc.
Tests
Tests will be given approximately as entered on the course calendar or class web site and they will be composed of multiple choice and essay questions. The majority of the multiple choice questions will come from lecture notes and text questions. Possible essay topics will be given to you before the test to allow you to outline your answers.
·Students must pass a safety test before participating in labs.
·One quiz and one test are given per unit.
·We are on a block schedule. Each class meets every day for 90 minutes.
·On average, a minimum of one-two periods per week is spent engaged in lab and/or field work. (SC17)
Course Outline
Unit 1
·Introduction to Environmental Science
·Earth Science Concept (geologic time scale; plate tectonics; earthquakes; volcanism; seasons; solar intensity and latitude)
·The Atmosphere (composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect; atmosphere-ocean interactions; ENSO)
·Global Water Resources and Use (freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic use; surface and groundwater issues; global problems; conservation)
·Soil and Soil Dynamics (rock cycle; formation; composition; physical and chemical properties; main soil types; erosion and other soil problems; soil conservation) (SC1 and SC2)
Internet Activity: What is your Ecological Footprint?
Argumentation: Decline in Saltwater Fish Populations
Labs: Heating Up the Earth
·Students use blocks cut at different angles representing sunlight at different latitudes.
·Outline on graph paper.
·Illustrates seasons, latitude, tilt of Earth on axis. (1/2 block period).
·Using Detritus and Determining Arthropod Biodiversity in Relation to Ecosystem Types
·Use of Berlese apparatus
·2 block periods
Field Activity: Soil analysis of local areas
Labs:
·Mineral and Rock Lab (1 block period)
·Plate tectonics (1 ½ block periods)
·Water Pollution Analysis (1 block period)
Demo: Groundwater Activity Model
Demo: Plate Tectonics Activity Model
Video: Plate Tectonics: The Puzzle of the Continents
Unit 2
·Ecosystem Structure (biological populations and communities; ecological niches; interactions among species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes)
·Energy Flow (photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids)
·Feeding a growing population (human nutritional requirements; types of agriculture; Green Revolution; genetic engineering; crop production; deforestation; irrigation; sustainable agriculture)
·Controlling Pests )types of pesticides; costs and benefit of pesticide use; integrated pest management; relevant laws)
·Forestry (tree plantations; old growth forests; forest fires; forest management; national forests)
·Rangelands (overgrazing; deforestation; desertification; rangeland management; federal rangelands)
·Other Land Use
1.Urban Land Development (planned development; suburban sprawl; urbanization)
·Fishing in the Commons and an examination of sustainable fishing strategies (1 block) (SC15)
·Water Wars Debate ( 1 block)
·Case Study: Pesticide and Parkinson’s
Unit 5
·Energy Concepts (energy forms; power; units; conversions; laws of thermodynamics)
·Energy Consumption
1.History (industrial revolution; exponential growth; energy crisis)
·Present global energy use
·Future energy needs
·Fossil fuels and use (formation of coal, oil and natural gas; extraction/putification methods; world reserves and global demand; synfuels; environmental advantages/disadvantages of fossil fuel energy sources)
·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)
·Energy Conservation (energy efficiency; CAFÉ standards; hybrid electric cars; mass transit)
·Renewable Energy (solar energy; solar electricity; hydrogen fuel cells; biomass; wild energy; small scale hydroelectric; ocean waves and tidal energy; geothermal; environmental advantages and disadvantages) (SC7 and SC8)
·
Labs:
·Half-Life in a Box (1 block period)
·Alternative Energies (2 block periods)
·Capturing the Wind (I block period)
Videos
·Nuclear Energy, Nuclear Waste
·Fossil Fuels
·Alternative Energies; Fuels for the Future
Unit 6
·Pollution Types
1.Air Pollution (sources – primary and secondary; major air pollutants; measurement units; smog; acid decomposition – causes and effects; heat islands and temperature inversions; indoor air pollution; remediation and reduction strategies; Clean Air Act; other relevant laws)
2.Noise Pollution (types; sources, causes and effects; control measures)
Field Analysis: Water testing of area streams (2 block periods)
Labs
·Parts per Million by dilution and mathematical calculations (1 block period) (SC14)
·Sewage Treatment (3 block periods)
·Personal Solid Waste Inventory, including mathematical analysis of data (45 minutes in class and ongoing outside of class) (SC13)
·Salinization Lab (1 block period and ongoing for 1 week)
Videos:
The Power of Water
Unit 7
·Impacts on the Environment and Human Health
1.Hazards to Human Health (environmental risk analysis; acute and chronic effects; dose-response relationships; air pollutants)
2.Hazardous Chemicals in the Environment (types of hazardous waste; treatment/disposal of hazardous waste; cleanup of contaminated sites; biomagnification; relevant laws)
Bioassay of Ammonia on Brine Shrimp: Determining LD50 and class discussion of the ecological and human health implications where students propose sustainable solutions (1 block) (SC16)
Nicotine and Lumbriculus variegates: Toxicity Lab (1 block)
Unit 8
·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)
·Loss of Biodiversity (habitat loss; overuse; pollution; introduced species; endangered and extinct species; maintenance through conservation; relevant laws and treaties (SC10)
Labs:
·How Hot is it Here on Earth? (1 block)
·Global Warming and Greenhouse Effects (1 block)
Videos:
·The Climate Puzzle
·The Brown Tree Snake in Guam
Grading System
Your grade in the course will be determined on a percentage basis. Letter grades will be determined on the following basis:
A 90-100
B 80-89
C 74-79
D 70-73
F Below 70
Approximate Breakdown of Grade
Tests 40%
Labs 25%
Homework/Quizzes 15%
Final 20%
There will be a comprehensive final at the end of the semester, which will count as 20% of your final grade. Students who meet the school wide qualifications will have the option to exempt.
Topics covered in Class
Earth Systems & Resources
Living World
Populations
Land & Water Use
Energy Resources
Pollution
Global Change
Long Term Projects
1.Water Monitoring of Nature Center Stream / Pond
Students will be trained in the beginning of the school year in analyzing biological and chemical characteristics of the stream and pond on school property. Students will use test kits, plankton nets, waders, seines, nets, dichotomous keys for aquatic life, sorting trays, etc., to determine the biological and chemical stability of the stream and pond. Students will monitor water quality throughout the year.
2.APES in the News Scrapbook Project
Students will collect articles highlighting environmental issues throughout the year. At the end of the year, students will turn in a completed scrapbook of articles and summaries. This will expose students to the local and regional relevance and importance of environmental issues. Students will have several options in how they may present this project. They will be given a rubric and choice board in the beginning of the semester.
APES Exam (May, 2016; Exact date to be announced)
3 hour test: 90 minutes for multiple choice and 90 minutes for essay
Multiple choice = 60% of exam score
Essay Section = 40% of exam score
FROs = Free Response Questions
Data Set = Mathematical Calculation (No Calculators)
2 Synthesis & Evaluation Questions
Fees: $89.00
Classroom and Laboratory Guidelines
1.You will need a three-ring binder and dividers to keep up with a required notebook. Notebooks will include a variety of work and will be turned in periodically.
2.Bring your notebook, paper, textbook, and a writing utensil every day. Be on time and prepared for class each day.
3.Be in your seat, working on pre-labs or warm-ups each day, before the bell rings.
4.You are responsible for all make-up work. Remember that it is your responsibility to make arrangements for make-up work. Make-up work is due within five days after returning from an absence.
5.For you to be successful in class, you must be on time. The tardy policy as stated in your handbook will be enforced.
6.There is to be no food, candy, gum, or drinks of any kind in the classroom. This is a crucial policy in a laboratory setting.
7.Be courteous to others.
8.Homework will often be a continuation of a classroom assignment. Daily homework may not always be assigned. This does not mean that a student does not need to review notes, read, or practice use of vocabulary. These are critical to success in the class and ongoing learning in the Science program. Homework assignments must be turned in on time. Late homework will not be accepted.
Course Syllabus Agreement
Please sign and return for a quiz grade. If this form is not returned, you are still expected to abide by the policies of the syllabus, and a zero will be recorded for your first quiz grade. Please be sure to get this signed and returned by Friday, August 14, 2015. Again, this is a free chance for every student to get started off with a 100% for their first grade of the semester.
I have read the syllabus and agree to conduct myself in accordance with the rules and guidelines set forth. I understand that breaking the rules will result in appropriate action as stated in the syllabus. I am also aware of how to contact Dr. Hubbell about any aspect of my student’s course work and grades.