AP Environmental Science



AP Environmental Science

Syllabus 2009-2010

Ms. Rago

Pembroke Pines Charter High

(954) 583-3700 ext. 6110

Email: wrago@



Course Description

The goal of AP Environmental Science is to provide students with the scientific principles, concepts, and methodologies to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, and to evaluate the risks associated with these problems and examine alternative solutions for resolving and/or preventing them.

AP for College Credit

This course is designed to be the equivalent for a college level environmental science course. Some colleges ask to see your laboratory materials, notebooks, etc., so it is important for you to keep these materials organized and sequential.

Laboratory Work

Please note that AP Environmental Science has both laboratory and fieldwork studies integrated into the curriculum. Students should be prepared for both indoor and outdoor activities.

The goals of the lab work are to understand problems, develop and design experiments, analyze data, draw conclusions, and communicate those conclusions.

Topic Outline

The following outlines the major topics covered in AP Environmental Science. The percentages after each topic show the approximate proportion of multiple-choice questions on the exam. The emphasis of topics will be similar in this course.

I. Earth Systems and Resources - 10-15%

II. The Living World - 10-15%

III. Population - 10-15%

IV. Land and Water Use - 10-15%

V. Energy Resources and Consumption - 10-15%

VI. Pollution - 25-30%

VII. Global Change - 10-15%

Text

Miller, Tyler G. Living in the Environment. 14th Ed., Thomson, Brooks/Cole, 2005.

Materials required

1. 3 ring binder; 2 inch preferred

2. loose-leaf paper

3. pens/pencils

4. colored pencils

5. school planner

Classroom Procedures:

Grading

You will be graded as follows:

- Notes/Classwork: 20% - Participation: 5%

- Labs/Projects: 25% - Homework:20%

- Tests/ Quizzes: 30%

The grading school is in accordance to the PPCHS grading scale.

A 90-100% D 60-69%

B 80-89% F 59 and below

C 70-79%

*Grades will be available to check online using . This link will also be found on my website at .

Below is a discussion of what you will may graded on:

Tests will be given after every chapter or few chapters. Tests will cover all information learned during discussion, lecture, and labs. They will consist of multiple choice and short answer essay to mimic the AP final exam.

Quizzes will cover smaller topics and will be used to solidify learning on difficult subjects. They will be between 10 and 15 points.

Labs will be done approximately every two weeks. You will be graded upon pre-lab, during lab, and post-lab work. Observations, hypotheses, analysis and conclusions will be assessed. A formal write up will only be done once every semester, but each lab will have some informal conclusion and follow up analysis. Formal lab write-up format will be discussed when it is due.

Participation will include discussions of newspaper articles and videos watched in class, as well as classroom review.

Homework will primarily include written notes taken from reading the textbook and completion of review questions and follow up materials.

** NO LATE HOMEWORK POLICY!!! Unless excused absence or discussed with teacher PRIOR to due date, there will be NO EXCEPTIONS!*

Most homework assignments will be checked at the beginning of class. Some homework assignments may be collected unannounced.

0 points = homework NOT completed

3 points = homework half completed/ Effort made

5 points = Homework fully completed

Recycling of paper and plastic will be done throughout the year after school. A minimum of two days per month will required to receive credit. Volunteer hours will be awarded in addition to a class grade.

Midterms and finals will be created to mimic the AP Environmental Science Exam in May. Multiple choice and essays can be expected.

We will be completing several long term projects in class and you will be completing several individual projects out of class. Individual projects include biomes and an individual field trip. These will be discussed more when necessary.

Hurricane Homework

In the event that there is a hurricane that makes us take off school, you are required to be completing reading for the chapter ahead of where we are in class. Expect to read one chapter for every two days off. Notes will be checked for completion the day school resumes.

Absences.

If you have an excused absence, it is YOUR responsibility to see that class work and notes are made up. You have two days to finish this work or it will be counted as late. Come see me if there are extenuating circumstances.

** I will not chase you down to make up work. You are responsible and accountable for what you need to make up!**

Make up tests and quizzes.

If you are absent, you will be expected to take the test/quiz the day that you come back in class.

Cell Phones, etc.

Cell phones are to be kept away and turned off for the duration of the day. ABSOLUTELY no electronic devices will be allowed. If they are seen, they will be confiscated and given to administration.

After School Work.

There may be times that labs need to be conducted after school has ended. You will be given as much notice as possible to arrange your plans.

Hall passes- Each student will receive 2 hall pass coupons per quarter. You are to fill out the coupon whenever you need to leave the room. Quietly bring your coupon FILLED OUT, with your name, time, date, and destination. I will then give you the school hall pass which you must fill out as well. ANY UNUSED COUPONS WILL BE COLLECTED AT THE END OF EACH QUARTER! Each coupon will be worth 5 points extra credit!

Expectations

This is a college level course and students are expected to devote at least 5 hours per week on this class and perform at a college level. All reading, note taking, and preparation must be done prior to class so as to not fall behind. The following are other expectations for this class:

1. Accountability, Respect, Responsibility. I will expect you to have these three traits above all else every day while you are in my class. This is a college course and will be conducted as such. I will not tolerate anything less.

2. Be on time to class. If you are late, meaning you are not in the room and close to your seat, you need a pass from the teacher you were with or you will be marked tardy. (Please review you student handbook)

First and second tardy: warning Third tardy: detention!

3. Come to class prepared. Always bring a pen or pencil and your notebook.

4. Turn your work in on time. Late work will be accepted for half points.

* except in cases of extended absences.*

5. Cheating will not be tolerated by any means! Cheating on homework, makeup work, quizzes, and tests will result in a zero for the assignment! Please see the school policy in your student handbook.

6. Consequences. If you do not follow the above expectations, proper consequences will ensue. A verbal warning, a phone call home, conferences, detentions, and using the help of administration (referrals, detentions) are all consequences depending on the offence.

Contact

I am available in my classroom after school Monday through Friday from 2:00-2:30pm.

You can email me at wrago@ even after school hours.

Course Planner 2009-2010

*Subject to change at teacher’s discretion

Unit 1: Humans and Sustainability (2 weeks)

Chapter 1: Environmental Problems, Their Causes and Sustainability

- General overview of topics covered throughout the year

Chapter 2: Environmental History: Learning from the Past

- Cultural Changes and the Environment

- Environmental History of the United States

Chapter 3: Science, Systems, Matter, and Energy

- Scientific Method

- The Nature of Matter and Energy

- Laws of Matter and Energy

Lab: Tragedy of the Commons Simulation

Ecological Footprint 1.5 weeks

Test: Chapters 1-3

Unit 2: Science and Ecological Principles (11 Weeks)

Chapter 4: Ecosystems: What are they and How Do They Work?

- Levels of Organization

- Energy flow

- Soils

- Biogeochemical cycles

Lab: Owl Pellets

Lab: Explaining Porosity and Permeability

1.5 weeks

Test: Chapter 4

Chapter 5: Evolution and Biodiversity

- Origins of Life and Evolution

- Niches, Speciation, Biodiversity

- Future of Evolution

Chapter 6: Climate and Terrestrial Biodiversity

- Weather and Climate

- Biomes

Project: Biomes

2.5 weeks

Test: Chapter 5-6

Chapter 7: Aquatic Biodiversity

- Aquatic Environments

- Saltwater Life Zones

- Freshwater Life Zones

Lab: Wetlands wildlife investigation

2 weeks

Test: Chapter 7

Chapter 8: community Ecology

- Species Diversity

- Species Interactions

- Ecological Succession

- Ecological Stability

Lab: Quadrant Field Lab

2 weeks

Test: Chapter 8

Chapter 9: Population Ecology

- Populations

- Reproductive Patterns and Survival

- Genetic Variations

- Human Impacts on Populations

Lab: Population Dynamics

Video: NOVA: World in the Balance

Chapter 10: Applying Population Ecology: The Human Population

- factors Affecting Human Populations

- Populations Demographic

- Global Population Growth and Problems

4 weeks

Test: Chapter 9-10

Unit 3: Sustaining BIODIVERSITY (6 Weeks)

Chapter 11: Sustaining Terrestrial Biodiversity: Managing and Protecting Ecosystems

- Human Impacts on Terrestrial Biodiversity

- Conservation Biology

- Managing and Conserving Land

- Deforestation

- Nature Reserves

Speaker: Everglades restoration

Video: Everglades Restoration

2 weeks

Test: Chapter 11

Chapter 12: Sustaining Biodiversity: The Species Approach

- Species Extinction

- Importance of Wild Species

- Threats to Extinction from Invasive Species

- Hunting and Poaching

- Protection

Video: Habitat Fragmentation

Project: Endangered Species in Florida

Chapter 13: Sustaining Aquatic Biodiversity

- Human Impacts on Aquatic Biodiversity

- Protection Aquatic Biodiversity

- Managing and sustaining Fisheries

- Restoring Fresh Water Ecosystems

Lab: Detergents and Fertilizers as Pollutants

4 weeks

Test: Chapter 12-13

Unit 4: Sustaining Natural RESOURCES (10 Weeks)

Chapter 14: Food and Soil Resources

- Food Production

- Soil Erosion

- Soil Conservation

- Increasing Crop Production

- Aquatic Crops

- Policies

Lab: Salinization

1.5 weeks

Test: Chapter 14

Chapter 15: Water Resources

- Importance of Water

- Too Little/Much Water

- Dams and Reservoirs

- Transport of Water

- Fresh Water Technologies

- Water Waste

Lab: Aquifers and Water Flow

Chapter 22: Water Pollution

- What is Water Pollution

- Pollution in Freshwater Bodies of Water

- Ocean Pollution

- Drinking Water Quality

Lab: Water pollution and waste water treatment

Lab: Coliform in the water

Lab: Qualitative water analysis

3 weeks

Test: Chapter 15&22

Chapter 16: geology and Nonrenewable mineral Resources

- Geologic Process

- Earthquakes and Volcanoes

- Rocks and Minerals

- Mineral Resources

Video: Earthquakes and Volcanoes

Article: Mining in the Appalachians

2 weeks

Test: Chapter 16

Chapter 17: Nonrenewable energy Resources

- Energy Resources

- Oil

- Natural Gas

- Coal

- Nuclear Energy

Lab: Home Energy Audit

Chapter 18: Energy Efficiency and Renewable Energy

- Improving Energy Efficiency

- Renewable Energies

- Hydrogen

Lab: Solar energy

Lab: Alternative Energies

Video: Hydrogen

4 weeks

Test: Chapter 17-18

Unit 5: Sustaining Environmental QUALITY (12 weeks)

Chapter 19: Risk, Toxicology, and Human Health

- Assessing Hazards

- Chemical Hazards

- Developed and Developing Countries and Disease

- Risk Analysis

Lab: LD50

1.5 weeks

Test: Chapter 19

Chapter 20: Air Pollution

- Atmosphere

- Outdoor Air Pollution

- Industrial Smog

- Indoor Air Pollution

- Prevention

Lab: Demonstrating Air Pollution lab

Chapter 21: Climate Change and Ozone Loss

- Past Climate Change

- The Natural Greenhouse Effect

- Projecting the Earth’s Future

- Factors Affecting Climate

- Global Warming

- Ozone

Lab: Global Warming and Greenhouse Effect

Video: An Inconvenient Truth

4 weeks

Test: Chapter 20-21

Chapter 23: Pest Management

- Pesticides: For or Against

- Regulation

- Alternatives to Chemical Pesticides

Chapter 24: Solid and Hazardous Waste

- Wasting Resources

- Producing Less Waste

- Ecoindustrial Revolution

- Reuse

- Recycling

- Solid Waste

- Hazardous Waste

- Hazardous Waste Regulation

Lab: Landfills and the Environment

Field Trips: Water treatment, Landfill

4 weeks

Test: chapter 23-24

Chapter 25: sustainable Cities

- Urbanization and Urban Growth

- Urban Development and Problems

Unit 6: Sustaining Human SOCIETIES (4 weeks)

Chapter 26: Economics, Environment, and sustainability

- Views of Pollution Control

- Monitoring Environmental Progress

- Reducing Poverty to Improve Environmental Quality

2 weeks

Test: Chapter 25-26

Chapter 27: Politics, Environment and Sustainability

- Challenges for this Century

- Environmental Policies

- Environmental Groups

Chapter 28: Environmental Worldviews, Ethics, and Sustainability

- Worldviews

- Living More Sustainably

2 weeks

Test: Chapter 27-28

Teaching Strategies

Students are given learning objectives for each chapter and the major concepts that will be

discussed in that chapter. The bulk of information will be learned through lecture and projects.

Further investigations will be done through lab work, field work, and field trips to certain

locations such as landfills and water treatment plants.

Students are taught to be environmental investigators and advocates, both in and out of school.

Debates will be posed on current events information and students will in groups or individually

discuss their views and potential options for decreasing problems.

Lab Component

Labs will be conducted during a 50 minute class period. Both field work and classroom

investigations will be done. Students will work in groups the majority of the time. Examples of

laboratories include soil analysis, air and water quality, global warming, species diversity, solar

energy, and aquifers. Field trips will be conducted to further discuss in class topics.

Long Term Project:

There are 4 year long projects.

Composting

Students will create a compost pile at the beginning of the year and chart changes in

various topics. Statistical analysis will be done and research will help students understand benefits

of composting.

Wetlands

An on site wetland will be used throughout the year to do research on water quality and

animal and plant life. Data will be collected to see how the wetlands and species diversity change

during the year. Data collection will include but is not limited to temperature, pH, and dissolved

oxygen.

Garden/Outdoor classroom

Students will take care of an existing garden learning all aspects of garden care as well as helping in the creation of a new herb garden and outdoor classroom for the campus.

Recycling

Students will help with school wide recycling of plastics and paper. The APES class will work in conjunction with the Environmental Club on this project.

Teacher Resources

CLASS WEBSITE: – Assignments/handouts will be posted here regularly! Bookmark it!

Books

Botkin, Daniel B. and Edward A. Keller. Environmental Science: Earth as a Living Planet. 5th ed.

John Wiley & Sons, Inc. 2005.

Raven, Peter H. and Linda R. Berg. Environment. 4th ed. John Wiley & Sons, Inc. 2004.

Videos

Element One: Hydrogen- Key to Sustainable Energy. Dir. Geoff Holland. Videocassette. The Video

Project, 1996.

The Fragile Reef: Coral in Peril. DVD. Films for the Humanities & Sciences., 2003.

An Inconvenient Truth. Dir. Davis Guggenheim. Videocassette. Paramount Pictures, 2006.

Inside Hurricane Katrina. DVD. National Geographic Channel, 2006.

Landscape Linkages. Videocassette. Ironwood Productions, 1988.Save Our Swamp. Videocassette.

Films for the Humanities & Sciences, 2001.

Weather. DVD. DK Publishing, 1996.

World in the Balance. Videocassette. NOVA, 2004.

World Population. Videocassette. Zero Population Growth, Inc., 2000

***THIS PAGE IS TO BE RETURNED TO MS. RAGO***

THANK YOU!

A Note to Parents and Students

AP Environmental Science is conducted as a college course and should be regarded as such. Because of this, a considerable amount of time needs to be spent out of class learning the information. The time commitment must be understood and concessions must be made to have the time. I ask that family trips and student jobs be carefully planned so that the least amount of time will be taken away from learning.

Students have been recommended for this class and I look forward to an exciting and academically challenging year with them.

Students

I have read and understand the time commitments, summer assignments, and expectations set forth in the syllabus and accept my responsibility to abide by them.

Parents

I have read and understand the time commitments, summer assignments, and expectations set forth for my child to achieve and accept my responsibility to help my child abide by them.

AP Environmental Science

Parent Contact Information[pic]

PLEASE PRINT!

Student Name: _______________________________

Period: ____________

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Home Phone #: _______________________________

Work (or cell) #: _______________________________

Email: _______________________________

Best times to call: _______________________________

* Student Allergies/ medical issues you would like me to know about: ____________________________________________________

Student Schedule:

Subject Teacher

Period 1 _______________________________

Period 2 _______________________________

Period 3 _______________________________

Period 4 _______________________________

Period 5 _______________________________

Period 6 _______________________________

I have read and understand the classroom procedures and policies for Ms. Rago’s class.

___________________ _________________________ _________

Student Name (Print) Student Signature Date

___________________ _________________________ _________

Parent Name (Print) Parent Signature Date

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