AP ENVIRONMENTAL SCIENCE



AP Environmental Science

2011-2012

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 to understand 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. This syllabus is subject to changes. But the content will remain the same.

Each student is expected to take the AP Environmental Science test that is scheduled on Monday, May 7th 2012. Failure to take the test will result in the student’s high school transcript reading “Environmental Science” rather than “Advanced Placement Environmental Science” and the student will not receive a “weighted” grade for the course. There is an approximately $85 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, Peter & Berg, Linda. Environment. 5th ed. United States of America: John Wiley & Sons, 2006.

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.

Withgott, Jay & Brennan, Scott. Environment: The Science Behind the Stories. 2nd ed. San Fransico, Calif.: Pearson Education, Inc. 2007

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.

Kutscher, Eugene. Hands-on Environmental Science Activities. Annapolis, MD: Alpha Publishing Co., 1991.

EVALUATION:

1. Marking period grades will be calculated from performance on quizzes, tests, lab reports, class participation, projects, and homework.

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 exam 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: A personal or group project/presentation will be completed during each marking period; this will count the equivalent to one test grade.

3. QUIZZES: Will be administered throughout the discussion of a topic- these will not be announced so it is important to review material ON A DAILY BASIS.

4. VOCAB QUIZZES: Will be given for each chapter/unit.

5. REFLECTION ESSAYS: Will be given periodically after a reading assignment or video.

6. TESTS: Will be administered after each major unit (usually 2 or more chapters). Test will be multiple-choice and a timed free response question.

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

Supplemental Readings

• “Are Abundant Resources and An Improved Environment Likely Future Prospects for the World’s People?”

• The Lorax

Labs and Activities

• Tragedy of the Commons Lab.

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

Supplemental Readings

• From the “Sand County Almanac”

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

Supplemental Readings

• From “The Population Bomb”

Video:

• The Environmental Revolution

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

Supplemental Readings

• “Is the EPA’s Decision to Tighten Air Quality Standards for Ozone and Particulates Justified”

• “Do Environmental Hormone Mimics Pose a Potentially Serious Health Threat”

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

Supplemental Readings

• “Are Aggressive International Efforts Needed to Slow Global Warming”

• The International Panel on Climate Change Assessment Report

Video:

• An Inconvenient Truth

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

Supplemental Readings

Labs and Activities

• Wastewater and Sewage Treatment Lab

• The Tapwater Tour

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

Supplemental Readings

• “How Many People Can the Earth Support?”

• “Is Sustainable Development Compatible With Human Welfare?”

Labs and Activities

• Copper Extraction Lab

• Dendrology: Tree Identification.

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

Supplemental Readings

• “The Current State of Biological Diversity”

• “Does Wilderness Have Intrinsic Value”

Video:

• Cane Toads

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

Supplemental Readings

• “Reinventing the Energy System”

Video:

• A Crude Awakening

Labs and Activities

• Energy Sources Project

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

Supplemental Readings

• “The Pesticide Conspiracy”

Labs and Activities

• Soil Properties Lab: texture, color, permeability.

• Soil Profile 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

Supplemental Readings

• “Controversy at Love Canal”

• “Hazardous Waste: Should the “Polluter Pays” Provision of Superfund Be Weakened?”

Video:

• A Civil Action

• American Justice: A Civil Action

Labs and Activities

• Hazardous Waste and Well Water Lab

• Groundwater Pollution using an Aquifer Model

• A Civil Action Court case Evidence Review

• 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

Supplemental Readings

• “The Ethics of Respect for Nature”

AP Test Review: Timeframe: 3 wks

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

Vision Statement

Appoquinimink High School is a school committed to fostering personal growth through positive character development and the use of state of the art tools and practices to enable students to make a positive impact on today’s global society.

AHS Mission Statement\

Achievement

o Promote an engaging learning environment every day in every classroom

o Honor students’ unique strengths and needs

Honor

o Model positive character attributes.

o Recognize acts of integrity and leadership

Service

o Increase students’ awareness of the global society.

o Emphasize the individual’s role in the community.

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Please sign this paper to acknowledge that you have received and read this syllabus. It is to be kept in your Environmental Science Binder.

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

Websites

Appoquinimink High School –

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