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!
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Email: _______________________________
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* Student Allergies/ medical issues you would like me to know about: ____________________________________________________
Student Schedule:
Subject Teacher
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I have read and understand the classroom procedures and policies for Ms. Rago’s class.
___________________ _________________________ _________
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