AP ENVIRONMENTAL SCIENCE



AP Environmental Science 2015-2016

Meets on 4B days

Samantha Neubert Room A204

Phone – (302) 449.3840 x1204

Email – samantha.neubert@appo.k12.de.us

OVERVIEW OF THE COURSE:

This course is designed to be the equivalent of a one-semester introductory college course in environmental science that includes a laboratory and field investigation component. Emphasis is placed on the scientific principles, concepts, and methodologies required for understanding the interrelationships of the natural world, to identify and analyze environmental problems both natural and manmade, to evaluate the relative risks associated with these problems, and to examine alternate solutions for resolving and/or preventing them.

Each student is expected to take the AP Environmental Science test that is scheduled on Monday, May 2nd, 2016 in the morning. The expectation is that if you take an AP course that you will take the AP Exam. Students will be strongly encouraged to take the test in May. There is an approximately $91 test fee (per test) charged by The College Board.

The AP Exam

The AP Environmental Science Exam is a rigorous, 3-hour exam, administered at our school, and proctored by the guidance department. The first part of the test (90 minutes) consists of 100 multiple-choice questions. The second part of the test (also 90 minutes) consists of four free response essays.

Test scores are released in July. AP uses a 5-point scale with 5 meaning “extremely well qualified”, 4 is “well qualified”, 3 is “qualified”, 2 is “possibly qualified” and 1 is “no recommendation”. In general, a score of 3 or higher is considered to be a passing grade.

College Admissions

Each college and university makes their own decision concerning their acceptance of AP exam grades for college credit. It is extremely important to check each university to find their policy. Some do not accept them at all. Even among those that do accept them, there is wide range of how they evaluate them. AP course grades in all subject areas are looked at very carefully by admissions directors of universities. Universities may be unimpressed by any grade lower than B.

COURSE REQUIREMENTS:

❖ Complete all assigned homework.

❖ Conduct laboratory work according to safety rules.

❖ Keep an organized Laboratory Data Notebook.

❖ Take all quizzes, tests, and exams.

❖ Submit all required laboratory reports.

❖ Take the Advanced Placement Exam in May

TEXT:

Raven, P. H., Berg, L. R., & Hassenzahl, D. M. (2010). Environment. United States of America: John Wiley

& Sons.

Support Materials:

Cunningham, William; Cunningham, Mary Ann; Saigo, Barbara. Environmental Science: A Global Concern. 8th ed. New York, New York: McGraw-Hill. 2005.

McKinney, Michael. Outlooks: Readings for Environmental Literacy. 2nd ed. Sudbury, MA: Jones and

Bartlett, 2004.

Miller, G. Tyler. Living in the Environment: Principles, Connections, and Solutions. 12th ed. Pacific Grove, Calif.: Brooks/Cole, 2002.

Schoch, Robert. Case Studies in Environmental Science. St. Paul, MN: West Publishing Co., 1996.

Lab manual

There is no lab manual required for this course. All activities are hands-on. Lab activities come from a variety of sources including:

Molnar, William. AP Environmental Science Laboratory Investigations. Saddle Brook, New Jersey: The

Peoples Publishing Group. 2005.

EVALUATION:

1. Marking period grades will be calculated from performance on quizzes, tests, lab reports, class participation, projects, and homework. 90% of the grade is summative; 10% formative

2. Each marking period grade counts as 20% of the final grade.

3. The mid-term exam counts as 10% of the final grade.

4. The final project counts as 10% of the final grade.

MATERIALS NECESSARY:

❖ 2 – 3 in. Three ring binder

❖ Dividers

❖ Composition book

❖ Scientific Calculator

❖ Pen or pencil

❖ Colored pencils or markers

GRADING POLICY

ALL WORK IS GRADED USING A TOTAL POINT METHOD. According to district policy a student missing more than 10% of the classes will not receive credit for the course.

1. Labs: Labs will be performed on a regular basis usually one per week. Lab reports will be required for each lab.

2. Projects: At least one personal or group project/presentation will be completed during each marking period.

3. VOCAB QUIZZES: Will be given for each chapter/unit. Essential that all material covered be reviewed for these quizzes.

4. Quantitative Practice Questions: will be given for each chapter and graded.

5. REFLECTION ESSAYS: Will be given periodically after a reading assignment or video. These will be given during each section of the class.

6. TESTS: Will be administered after each major unit (usually 2 or more chapters). Test will be multiple-choice and/or a timed free response question. Calculators will NOT be used during these tests.

Course Outline:

Unit 1: Humans in the Environment Timeframe: 1.5 Weeks

Topics Covered:

Definition of Environmental Science, introduction to environmental issues, causes and sustainability, common resource properties, tragedy of the commons, different environmental ethics, US environmental legislation.

Corresponding Chapters

✓ Ch 1, “Introducing Environmental Science and Sustainability,” pgs. 1-21

✓ Ch 2, “Environmental Laws, Economics, and Ethics,” pgs. 22-43

Video

• The Lorax

Labs and Activities

• Tragedy of the Commons Lab.

• Who polluted the Potomac?

Unit 2: Understanding Ecosystems Timeframe: 5-6 wks.

Topics Covered:

Review of basic chemistry, Laws of Thermodynamics, Conservation of Matter, food chains, food webs, energy flow through ecosystems, matter cycling through ecosystems, water cycle, carbon cycle, nitrogen cycle, phosphorus cycle, populations and communities, adaptations to the environment, evolution and diversity, natural selection, extinction, weather, climate, biomes, aquatic ecosystems, community structure, species interactions, ecological succession.

Corresponding Chapters

✓ Ch 3, “Ecosystems and Energy,” pgs. 44-61

✓ Ch 4, “Ecosystems and Living Organisms,” pgs. 62-85.

✓ Ch 5, “Ecosystems and the Physical Environment,” pgs. 86-115

✓ Ch 6, “Major Ecosystems of the World,” pgs. 116-145

Videos

• Challenges of Life

Labs and Activities

• Nutrient Cycle Presentations

• Quadrant Analysis of a Vegetative Community Lab

• Successional Changes in Vegetation Lab

• Predator and Prey Lab

• The Beaks of Finches Lab

• Eating at a Lower Trophic Level Activity

• Habitat and Niches

• Biome Reports

• Natural Selection of Forks and Beans Lab

• Water Ecosystem Reports

Unit 3: A Crowded World Timeframe: 2 weeks.

Topics Covered:

Environmental developments in US and world history, demography, population dynamics, carrying capacity, survivorship curves, age structure diagrams,

demographic transition, patterns of resource use, quality of life.

Corresponding Chapters

✓ Ch 8, “Population Change” pgs. 168-192

✓ Ch 9 “ The Problems of Overpopulation” pgs. 192-210

Video:

• World Population

Labs and Activities

• Human Population Lab

• Environmental Timelines and Presentations.

• Using the World Population Datasheet from the Population Reference Bureau

• Creating Age Structure Diagrams.

Unit 4: Do We Really Want to Live This Way? Timeframe: 2 wks.

Topics Covered:

Chemical and biological agents, hazardous chemicals, dose-response relationships, acute and chronic effects, risk assessment, cost-benefit analysis, pesticides, their effects, IPM

Corresponding Chapters

✓ Ch 7 “Human Health and Environmental Toxicology” pgs. 146-167

✓ Ch 10 “The Urban World” pgs. 211-227

✓ Ch 23 “The Pesticide Dilemma” pgs. 532-541

Video

• Planet in Peril Toxin Segment

Labs and Activities

• Toxicity Testing: LC 50: How Much is Too Much?

• Risk Perception vs. Reality Lab

Unit 5: Only One Atmosphere Timeframe: 3-4 wks.

Topics Covered:

Atmosphere history, origin, evolution, composition, structure, major pollutants, photochemical smog, air pollutants, outdoor air pollution, effects on aquatic systems, vegetation, buildings and structures, and wildlife, indoor air pollution, clean air act, air quality standards, pollution reduction/remediation/control, greenhouse effect, climate change and implication, ozone depletion

Corresponding Chapters

✓ Ch 20 “Air Pollution” pgs. 454-475

✓ Ch 21 “Regional and Global Atmospheric Changes” pgs. 476-504

Video:

• A Global Warning

• Dimming the Sun

Labs and Activities

• The Greenhouse Effect

• Acid Deposition lab

Unit 6: What’s Happening With Our Water Timeframe: 2.5 wks.

Topics covered:

Water use, US and global water issues, management, conservation, major sources of water pollution, point vs. nonpoint source pollution, effects on aquatic systems, vegetation, buildings and structures, and wildlife, pollution reduction/remediation/control

Corresponding Chapters

✓ Ch 14 “Water: A Limited Resource” pgs. 299-325

✓ Ch 22 “Water Pollution” pgs. 505-531

Video

• FLOW

Labs and Activities

• Wastewater and Sewage Treatment Lab

• The Tapwater Tour

• Water Quality Testing

Unit 7: Land Resources

Topics Covered:

Managing and sustaining forests, tropical deforestation, natural reserves, land use, ecological restoration, mining, minerals

Corresponding Chapters

✓ Ch 16 “Minerals: A Nonrenewable Resource” pgs. 348-369

✓ Ch 18 “Land Resources” pgs. 398-426

Labs and Activities

• Copper Extraction Lab

• Cookie Mining

Unit 8: Remnants of Eden Timeframe: 2 wks.

Topics Covered:

Human Impacts on biodiversity, endangered species, invasive/introduced species, protecting wild species from depletion and extinction, wildlife management

Corresponding Chapters

✓ Ch17 “Preserving Earth’s Biological Diversity” pgs. 369-397

Video:

• Cane Toads

• End of the Line

Labs and Activities

• Human Population Dynamics

• Endangered Species Newsletter

• Invasive Species Wanted Posters

Unit 9: The Search For Energy Timeframe: 2.5 wks.

Topics Covered:

Conventional energy sources: oil, coal, natural gas, nuclear, Alternative energy sources: wind, water, solar, geothermal, biomass, solar-hydrogen; energy efficiency

Corresponding Chapters

✓ Ch 11 “Fossil Fuels” pgs. 228-252

✓ Ch 12 “Nuclear Energy” pgs. 253-274

✓ Ch 13 “Renewable Energy and Conservation” pgs. 275-298

Video:

• A Crude Awakening

Labs and Activities

• Investigating Biofuels and Bioproducts

Unit 10: Save the Earth- Feed the World Timeframe: 2.5 wks.

Topic Covered:

Soil formation, soil types, erosion and conservation, food production, nutrition, and environmental effects of food production, Green Revolution Pros/Cons, Aquaculture, and Oceanic food production, pesticides, effects of pesticides, IPM

Corresponding Chapters

✓ Ch 15 “Soil Resources” pgs. 326-347

✓ Ch 19 “Food Resources: A Challenge for Agriculture” pgs. 427-453

✓ Ch 23 “The Pesticide Dilemma” pgs. 536, 542-554

Video

Dirt! The movie

Labs and Activities

• Soil Properties Lab: texture, color, permeability.

• Soil Salization Lab

• Using State Soil Surveys

• Pesticide Resistance: The Pesticide Treadmill.

Unit 11: Waste Not, Want Not Timeframe:1.5 wks.

Topics Covered:

Types, Sources, and amounts of hazardous wastes, metallic and nonmetallic mineral sources, amounts, uses, and problems; Waste Disposal methods and their limitations; Solutions: Reduce, Reuse, Recycle; Hazardous Waste Regulation in the US

Corresponding Chapters

✓ Ch 24 “ Solid and Hazardous Wastes” pgs. 555-581

Video:

• Tapped

Labs and Activities

• Groundwater Pollution using an Aquifer Model

• Household Hazardous Waste Inventory

Unit 12: Tomorrow’s World Timeframe: 1 wk.

Topics Covered:

Environmental Worldviews, strategies for sustainable living

Corresponding Chapters

✓ Ch 25 “Tomorrow’s World” pgs. 582-596

Video

Earth: the Sequel

AP Test Review: Timeframe: 2 wks

Use Released AP test material and AP Environmental Science review texts to prepare for the exam.

Please sign this paper to acknowledge that you have received and read this syllabus. The syllabus is to be kept in your APES Binder/folder.

Student Name (please print): ___________________________________________

Student Signature: ____________________________________________________

Parent signature: _____________________________________________________

Contact Information

Samantha Neubert Room A204

Phone – (302) 449.3840 x1204

Email – samantha.neubert@appo.k12.de.us

Appoquinimink High School –

I will also be using Schoology primarily for posting information, resources and assignments.

This is a BYOT classroom. Please bring your device you wish to use. As I hope to incorporate more technology into my lessons.

Appoquinimink School District

Science Safety Contract

STUDENT CONTRACT:

I, ,(student’s name) have read and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to ensure my own safety, and that of my fellow students and instructors. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe lab environment. I will also closely follow the oral and written instructions provided by the instructor. Unsafe conduct in the laboratory or misbehavior on my part, may result in being removed from the laboratory, receiving a failing grade, behavior referral, and/or dismissal from the course.

Student Signature Date

QUESTIONS:

• Do you wear contact lenses?  YES  NO

• Are you color blind?  YES  NO

• Do you have allergies  YES  NO

If so, list specific allergies:

• Are you allergic to latex?  YES  NO

• Do you have any medical conditions we need to be aware of (asthma, seizures, cardiac abnormalities, etc.)?  YES  NO

PARENT CONTRACT:

We feel that you should be informed regarding the school’s effort to create and maintain a safe science classroom/laboratory environment. With the cooperation of the instructors, parents, and students, a safety instruction program can eliminate, prevent, and correct possible hazards. Read the list of safety rules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher. You are now aware of the safety instructions your son/daughter will receive before engaging in any laboratory work.

Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measures taken to ensure the safety of your son/daughter in the science laboratory, and will instruct your son/daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.

Parent/Guardian Signature Date

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