Principles of Technology 04-05
APES Scope and Sequence
|1st Semester |2nd Semester |
|Environment, Policy, Ethics, and Economics |Food, Agriculture, and Soil |
|Ch 1, 6,7 |Ch 9, 10 |
|Stewardship |Forestry, agriculture, and rangeland |
|History of environmental movement |Types of pesticides and herbicides |
|Global Issue Connections |Food production and health |
|Tragedy of the commons |Relevant laws and treaties |
|Sustainability |Erosion |
|Government Policies |Soil Conservation |
|Globalization |Soil types, formation and composition |
|Cost vs. Benefit |Biomagnification |
|Human Populations, Toxicology and Human Health |Geology / Mineral Resources |
|Ch 8, 14 |Ch 2,23 |
|Human Population sizes and distribution |Geologic time scale |
|Fertility rates |Plate tectonics and Geography |
|Growth rate and Doubling time |Rock Cycle |
|Population Histograms |Earthquakes and Volcanoes |
|Demographic transition |Mining |
|Global economics |Relevant laws and treaties |
|Toxicology – causes and effects on health | |
|Exponential Growth | |
|Community and Population Ecology |Air / Air Pollution / Climate Change |
|Ch 3,4,5,11 |Ch 17,18 |
|Species interactions |Biochemical Cycles |
|Energy flow and pyramids |Greenhouse gasses |
|Biogeochemical cycles |Acid deposition |
|Sustaining biodiversity |Human health risks / |
|Population dynamics / Carrying capacity |Indoor air quality |
|Biomagnification |Environmental degradation |
|Game management |Ozone Depletion |
|Invasive species |Relevant laws and treaties |
|Climate and Biome Biodiversity |Renewable and Nonrenewable Energy |
|Ch 4,12 |Ch 19,20,21 |
|Biomes (Land/ Water) |Energy forms, units, and conversions |
|Habitat loss |History and Global energy use |
|Land management |Fossil fuel resources and uses |
|Public and Federal lands |Nuclear energy |
|Weather and Climatology |Renewable energy |
|Forestry |Energy conservation |
|Relevant laws and treaties |Economic impacts |
| |Relevant laws and treaties |
|Water / Water Pollution |Waste Management |
|Ch5, 15,16 |Ch 22 |
|Water Cycle |Solid waste disposal and reduction |
|Surface and Ground water issues |Waste reduction ( 5 R’s) |
|Eutrophication |Hazardous chemicals and waste |
|Conservation |Environmental hazards |
|Water ecology |Human health / toxicology |
|Sewage treatment |Relevant laws and treaties |
|Relevant laws and treaties | |
APES Labs and Activities
| | |
|1st Semester |Goals |
|Environment, Policy, Ethics, and Economics | |
| | |
|Tragedy of the Commons |1. Learn what a common is and how humans can harm it |
| | |
|Global Issue Connections |2. Demonstrate the interrelationship of all topics |
|Populations and Toxicology | |
|World Populations Lab |1. To view histograms and dynamic histograms of different |
| |countries and interpret them. |
|Histogram Lab |2. Practice interpreting histograms |
| |3. To graph population data, interpret population trends and |
|Too many People Activity |evaluate the impact of populations on resources |
|Comparing Populations in China and India |4. To see the different ways the two largest countries in the |
| |world have approached population issues |
|Daphnia – Estimating Populations |5. To learn to estimate population size by removal sampling |
| |techniques |
|Duckweed Population growth |6. To monitor over time the increase in duckweed as an |
| |example of exponential growth |
|Herbicides and LD50 |7. To determine a true kill proportion |
|Community and Population Ecology | |
|Eco-Column |1. To study the interrelationship between land and water |
|Species Diversity |2. Demonstrate the variations in diversity and math involved |
|Owl Pellet Dissection |3. To dissect and identify what the owl ate and how many |
|Endangered/Extinct Species Brochure |4. Research the ESA and justify the importance with |
| |examples |
|Zone of Tolerance |5. Relate DO and temperature and its effects on a goldfish |
| | |
|Parking Lot Biodiversity lab |6. Demonstrate the variations in diversity and math involved |
|Climate and Biome Biodiversity | |
| | |
|National Park Brochure |1. Research, design and present information on a NP |
|Aquatic Biodiversity and Field Study |2. To test the water at a local pond for chemical |
| |characteristics, and life biodiversity |
|Soils Permeability |3. To learn how to calculate the permeability of a soil sample |
|Weather and Climate Lab |4. Learn the patterns of weather systems and how geography |
| |effects weather |
|Terrestrial Transect |5. Learn to do transect counts and calculate desity |
| |6. Explore a local nature preserve and examine the physical |
|Arbor Hills Nature Preserve Field Trip |and chemical characteristics of the location by collecting |
| |samples to be analyzed in the field and back in the lab. |
|Hot Spots! |7. Locate a “hotspot” and collect info as to why it is of major |
| |importance |
|Water / Water Pollution | |
| | |
|Water, Water Everywhere |1. To learn the different water issues occurring around the |
| |world |
|Water Filter/Sewage Treatment Lab |2. Learn the step that occur in treatment plants and to |
| |construct their own filter system |
|Water Chemical Lab |3. To collect samples from around the area and test each for |
| |specific chemicals |
|2nd Semester |Goals |
|Air / Air Pollution | |
| | |
|How much is a pound of CO2? |1. To help create a visual when calculating a carbon budget |
| |and carbon footprint |
|Air Particulates Lab |2. To collect data on indoor and outdoor air particulates and |
| |compare different locations for each |
|Food, Agriculture, and Soil |1. To learn the environmental and human effects of some |
|Pesticide Label Lab |common household pesticides |
| |2. To evaluate different herbicides to determine their toxicity |
|Toxicity of Herbicides Lab |and effect on a plant due to s specified dosage |
| |3. To learn how to determine the texture of a soil sample |
|Soils Texture Lab |4. To determine the amount of Nitrogen, Phosphorus and |
|Soil Chemical Lab |Potassium in a sample of soil and decide the best choice of |
| |fertilizers for that sample |
|Soil Porosity and Permeability |5. To calculate the permeability of soil sample |
|Geology / Mineral Resources |1. To learn how to read seismographs, locate epicenters and |
|Earthquake Activity |look at temperature gradients in the earth |
| |2. To determine the relative ages of fossils to define the ages |
|Rock Cycle and Formation Activity |of rocks and understand radioactive decay |
| |3. To scale geological time and put present time into reference |
|Geological Timeline | |
| |4. To discuss the impact of our use of fossil fuels and how that |
|Cookie Mining |use affects the environment |
|Renewable and Nonrenewable Energy |1. To calculate the percent efficiency solar panel for |
|Solar Panel Lab |converting a light bulb to solar power electricity |
| |2. To determine the average use of electricity use by |
|How many Kilowatts? |household appliances and how much money is spent over |
| |time using the current KW rate for a local power provider |
| |3. To compare and contrast different types of usable coal |
|Coal Comparison |using characteristics such as heat output, air pollution and |
| |burn time. |
|Waste Management |1. To learn how landfills work, laws and requirements for |
|Land Fill Field Trip |landfills |
| |2. To learn how to build an indoor and an outdoor compost |
|Build an Indoor Compost Bin |bin, and learn how they can reuse renewable waste |
| |3. Learn about major oil spills in history and strategies to |
|Oil Spill Remediation |remediate a spill |
| |4. To understand the scope of recycling in the area, the |
|Recycling Plant field trip |volume of saving from a landfill and the economic and |
| |environmental benefits |
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