AP Environmental Science
2014 - 2015 Course Syllabus
Teacher:
Ms. Susan De Rosa
Phone:
404-993-5255
Subject:
AP Environmental Science
Email:
yolan.derosa@sccpss.com
Room:
408
Planning Hour:
3rd Block
Class Blog
www.classjump.com/d/derosa
Time/Profile:
Year/55 min period
Course Description:
AP Environmental Science is designed to be the equivalent of a one-semester, introductory college course in environmental science.
The goal of the AP Environmental Science course is to provide students with the scientific concepts, principles, and methodologies
required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and
human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or
preventing them. To achieve these goals, we will focus on the following: personal experience in experimental design; understanding
the unifying themes that integrate all biological and environmental science topics; and the application of knowledge and critical thinking
to environmental and societal concerns. Taking the AP Exam is not required but it is encouraged. College credit may be given for exam
scores of three and above. Exactly what scores will be accepted and how much credit will be awarded depends on the individual college.
Course Prerequisites:
Resources:
Text:
Supplemental Resources:
Websites:
Biology, Chemistry, Algebra I
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Environment: The Science Behind the Stories by Jay Withgott & Scott Brennan
Assorted texts found in classroom library; peer reviewed science publications
www.wiley.com/college/botkin
www.classjump.com/d/derosa
www.hippocampus.org
Materials:
Notebook – 3 ring binder, laboratory journal, Graphing Calculator, graph paper, pens, pencils, markers, colored pencils
Evaluation:
Savannah/Chatham
County Grading Scale:
90 – 100%
A
80 - 89%
B
75 – 79 %
C
70 – 74%
D
0 – 69 %
F
NOTE:
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Approximate Grading Breakdown:
Grading Policy: Class grade is found by using the formula: (Total Earned Points / Total Possible Points) *
100.
Tests, Projects, & Assessments
60%
Laboratory Work & Reports
40%
Homework & Class work
Material in this syllabus is subject to modification by instructor if deemed necessary
Laboratory Work:
AP Environmental Science will contain laboratory experiences from lab manuals, data sets, fieldwork and student-designed
experiments. Emphasis is placed on in-depth investigation and experimental design regarding environmental science concepts. These
lab activities emphasize development and testing of hypotheses; collection, analysis, and presentation of data; and clear discussions of
results. Formal reports are required and must include the previously mentioned elements, as well as proper labeling of tables and
graphs. In many cases, software and Internet simulations will be conducted in support of the lab being undertaken. With the addition
of computers to our labs, we will be using Pasco scientific probes and software as part of the lab procedure. Examples of AP
Environmental Science laboratories include: 1) Ecosystem Ecology, 2) Plate Tectonics, Volcanism, Earthquakes, 3) Soil Structure & the
Rock Cycle, 4) Geotechnical Science, 5) Environmental Factors & Organism Distribution, 6) Calculating Population Data ,7) Sampling
Techniques, 8) Human Demographics, 9) Calculating Consumption, 10) Atmospheric Science, 11) Toxicology, 12) Aquatic Ecology, 13)
Environmental Engineering, 14) Greenhouse Effect, 15) Acid Deposition, 16) Radiation & Growth Factor, 17) Environmental Impact
Summary.
Each lab will require:
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The formation of an hypothesis or hypotheses, based on in-class discussion of the presented problem or focus of each
experiment
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Design of (an) experiment(s), also based on in-class discussion, to test the hypothesis or hypotheses
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Collection of data and observations
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Calculations using the collected data
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Conclusions about how well the hypothesis or hypotheses held up based on the experiment
Ms. De Rosa
Sol C. Johnson High School
p. 1 of 4
AP Environmental Science
2014 --2015
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Class discussion of variance and error analysis
Written report
TECHNICAL WRITING REVIEWS: Students will be given technical articles to read. The Students will do various writing and reading
comprehension activities throughout the year to enhance their skills. This will happen about once a week.
TESTS: All tests are given at the end of each unit. They may be multiple choice, essay, performance or any combination of these.
PROJECTS: Projects are assigned according to topic, with descriptions and guidelines provided at time of assignment. Projects may
be completed individually or in groups depending on the particular assignment and instructor discretion.
NOTEBOOKS: Students are required to keep all assignments in their 3-ring binders. This must be brought to class every day and
kept up to date.
PARTICIPATION: Participation consists of class participation, daily warm-ups, preparedness for class (book, paper, writing utensil,
etc.), and notes. Professional behavior is always expected. Each day, students will be presented with a question and will be
expected to work in small groups to answer that question. New topics will be introduced in this manner, but questions will also
address topics already covered to enhance conceptual understanding. Students will have access to books, the Internet, lab
equipment, computer simulations, etc. The teacher will act as a facilitator assisting and guiding students, at all times encouraging
carefully articulated responses based on principles of environmental science.
DAILY WORK: Daily work is broken into 2 categories, class work and homework. CLASS WORK consists of work assigned in class it may be bookwork, laboratories, research, a worksheet, and/or vocabulary. It is due at a specific time during class. HOMEWORK
is assigned at the end of each class period, and DUE at the beginning of class, PRIOR TO warm-ups, notes, etc. Getting missed
work due to ANY KIND of absence is the student’s responsibility.
LATE WORK: Late work is accepted for EXCUSED absences only. Arrangements must be made with the instructor for lab time if
necessary.
Course Outline:
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Earth Systems & Resources (10-15%)
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The Living World (10-15%)
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Population (10-15%)
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Land & Water Use (10-15%)
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Energy Resources and Consumption (10-15%)
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Pollution (25-30%)
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Global Change (10-15%)
Major Themes:
Concepts and topics are organized into unifying themes that recur through the course. These themes are applied across the curriculum
to provide a unity of concepts. They are:
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Science is a Process.
o Science is a method of learning more about the world.
o Science constantly changes the way we understand the world.
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Energy conversions underlie all ecological processes.
o Energy cannot be created; it must come from somewhere.
o As energy flows through systems, at each step more of it becomes unusable.
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The Earth itself is one interconnected system.
o Natural systems change over time and space.
o Biogeochemical systems vary in ability to recover from disturbances.
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Humans alter natural systems.
o Humans have had an impact on the environment for millions of years.
o Technology and population growth have enabled humans to increase both the rate and scale of their impact on the
environment.
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Environmental problems have a cultural and social context.
o Understanding the role of cultural, social, and economic factors is vital to the development of solutions.
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Human survival depends on developing practices that will achieve sustainable systems.
o A suitable combination of conservation and development is required.
o Management of common resources is essential.
Ms. De Rosa
Sol C. Johnson High School
p. 2 of 4
AP Environmental Science
2014 --2015
Course Planner:
Students will be given monthly calendars detailing chapter reading assignments, laboratory assignments, as well as due dates for all
work. This information will also be available on the course website, www.classjump.com/d/derosa with available downloads.
AP Environmental Science Course Planner
Unit & est. # of
Weeks
Topic
Unit 1
6 Weeks
Earth’s Systems
Standards
Human Population
Dynamics
Standards
Natural Resources
Standards
Environmental
Quality
Standards
SEV5.f, SEV5.e,
SEV5.c, SEV5.a,
SEV4.f, SEV4.e,
SEV3.a
Unit 5
4 Weeks
Standards
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Population Growth & Demographics
Carrying Capacity
Cultural and Economic Influences
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Water
Hydroelectric Power
Minerals
Soil Profile and Conservation
Fossil Fuel Resources and Use
Nuclear Energy
Renewable Energy
Agriculture
Forestry
Rangelands
Other Land Use
Mining & Fishing
Textbook Readings
14, 17, 18, 22, 23
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Labs & Activities
Environmental Engineering
Radiation & Growth Factors
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Pollution Types
Impacts on Environment and
Human Health
Solid Waste
Waste Disposal & Management
Textbook Readings
17, 18
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First-Order Effects
Stratospheric Ozone
Global Warming
Loss of Biodiversity
Textbook Readings
Chapters 5-8
Textbook Readings
10-13, 15-16, 19-21
Labs & Activities
Toxicology
Aquatic Ecology
Dissolved Oxygen
Soil Structure/Formation
SEV1.a, SEV1.d,
SEV2.c, SEV2.d,
SEV3.b, SEV3.c,
SEV3.d, SEV3.a,
SEV4.a, SEV4.c,
SEV4.d, SEV4.e,
SEV4.f, SEV5.d,
SEV5.f
Unit 4
6 Weeks
The Flow of Energy
Energy Conservation
Cycling of Matter
Earth’s Formation
Plate Tectonics
Rocks & Rock Cycle
Soil Formation
The Atmosphere
Ecosystem Structure, Diversity &
Change
Labs & Activities
Litter Leaf Community
Ecosystem Ecology
Calculating Populations
Sampling Techniques
Human Demographics
Organism Distribution
SEV1.b, SEV1.e,
SEV2.a, SEV2.b,
SEV2.c, SEV2.d,
SEV3.d, SEV3.e,
SEV3. a, SEV4.c,
SEV5.a, SEV5.b,
SEV5.c
Unit 3
8 Weeks
Content
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Textbook Readings
Chapters 1-4, 7, 9-10
Labs & Activities
Energy Flow
Plate Tectonics
Buoy Project
Species Diversity
The Rock Cycle
SEV5.a, SEV5.b,
SEV5c, SEV4.b,
SEV4.f, SEVd.3,
SEV2.a, SEV1.a
Unit 2
6 Weeks
Chapters & Labs
Global Changes
Labs & Activities
Greenhouse Effect
SEV1.b, SEV1.d,
SEV1.e, SEV3.e,
SEV3.a, SEV4.c,
SEV4.f, SEV5.c,
SEV5.e, SEV5.f
Ms. De Rosa
Sol C. Johnson High School
p. 3 of 4
AP Environmental Science
2014 --2015
Unit 6
8 Weeks
Environment and
Society
Standards
SEV5.f, SEV5.d,
SEV5.b, SEV4.f,
SEV4.d, SEV4.c,
SESV3.a, SEV3.b,
SEV3.c, SEV3.d,
SEV3.e
Textbook Readings
3, 10, 21, 23
Labs & Activities
Acid Deposition
Law Debate
Environmental Impact Summary
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Impacts on Environment and
Human Health
Economic Impacts
Environmental Justice (Federal,
State & International Laws)
Environmental Ethics
Issues & Options
*Please see a description of the standards at: http://gadoe.georgiastandards.org/science.aspx
Media Mondays
One or two media reviews are due each Monday, for a total of 16 per semester. Occasionally, we may discuss your findings on
Mondays during class, so be prepared to present to the class. Participation in discussions will be a separate grade; however the
compiled collection of 16 reviews will be worth 5 grades for each grading period. THIS GRADE IS CRUCIAL TO YOUR SUCCESS IN APES!!!
They may be turned in anytime the same week they are due, but points will be deducted and will seriously affect your grade.
Some opportunities exist to skip a form of media on a specific week. This means that there may be “wildcard” items offered as they
come up during the school year, such as environmental community service, which can be substituted for any form of media. More on
this will follow. Also, all topics are expected to relate to environmental science, not just “any” science. It may be helpful to find pieces
on the topic we’re currently covering.
The sources required each six week period are:
 Newspaper (2 minimum) – substantial articles only
 Radio
(1 minimum) – 1 hour of listening!
 TV
(1 minimum) – 1 hour program
 Magazine
(1 minimum) – 2 pgs minimum
 Internet
(1 minimum) – see note below
A form will be provided to assist you in write-ups.
Helpful resources include:
Radio: 91.1 FM: Science Friday http://www.sciencefriday.com/
OR podcast from www.npr.org
Living on Earth: http://www.loe.org/
TV: PBS, Discovery, National Geographic Explorer, Atmospheres (Weather channel)
Internet: Critique a website of an entity (government, nonprofit, or industry)
Newspaper: you can check any section of the newspaper, there’s usually something that fits
Lab Reports
Three to four formal lab reports, written detail and insight. Plan on keeping these after the course is over; some colleges want to see
these before awarding class credit. As it states in the Course Policies, lab write ups will count equivalent to a major test, generally 3
course grades (whereas as homework may count for one).
A separate handout will be distributed when we do our first lab.
Ms. De Rosa
Sol C. Johnson High School
p. 4 of 4
AP Environmental Science
2014 --2015