A.P. ENVIRONMENTAL SCIENCE COURSE SYLLABUS 2015-2016
Tavares High School
Mrs. Betsy Farner
Textbook: Living in the Environment by G. Tyler Miller Jr. and Scott E. Spoolman, 16th edition, 2011,
Brooks/Cole
Course Description: The goal of AP Environmental Science is to provide students with rigorous
understanding of the interrelationships of the natural world. Using contextual themes of energy, human
intervention, and the Earth’s dynamic systems, students will identify and analyze environmental problems,
evaluate the relative risks associated with these problems and examine solutions. The course is designed to
prepare students to take the AP Environmental Science Exam in May.
The course is interdisciplinary in nature and will cover such topics as ecology (biology), the processes involved
in the build-up of ground-level ozone (chemistry), the fundamental laws of thermodynamics (physics), and the
global effects of the population explosion (social science and economics).
The AP Environmental Science content corresponds to a one-semester length college environmental science
course. The class length is 50 minutes and meets every other day for the entire year. It will include lectures,
field investigations, scientific journal article reviews, and laboratory exercises paralleling those in a first year
college Environmental Science course. Though the course is content-heavy, conceptual understanding of the
core themes is paramount to being a successful student. In addition to using resources such as the textbook
and lecture content, students will be expected to participate in extensive lab activities and engage in peer
debates.
The following themes provide a foundation for the AP Environmental Science course:
• Science as a process
• Energy conversions underlie all ecological processes
• The Earth itself is one interconnected system
• Humans alter natural systems
• Environmental problems have a cultural and social context
• Human survival depends on developing practices that will achieve sustainable systems
Laboratory Experiences: If we get enough capital, our lab experiments, activities, and investigations are
designed to complement the classroom content discussions, and make up a minimum of 25% of the time spent
in class. Laboratory experiences are an important component of the course because APES is founded in
analyzing scientific data related to the environment in order to learn how the world works and to assess the
extent of human impact on the earth. If we do not get the funding for these activities, we will do research and
projects in the following areas.
Some examples of lab and fieldwork topics include ecosystem dynamics, population studies, energy
consumption, air and water quality, land use planning, solid waste management, and the greenhouse effect. In
addition to traditional lab experiments and field work, students will also complete a series of computer
simulation labs. The purpose of all lab activities is to 1) think critically about environmental systems, 2) develop
and conduct well-designed experiments, 3) utilize appropriate techniques and equipment, 4) analyze and
interpret data including statistical and graphical presentations, 5) apply concepts to the solution of
environmental problems, 6) form conclusions and evaluate their quality and validity, 7) propose further
questions for study, and 8) communicate accurately about observations and conclusions.
Homework: May include but not be limited to –
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reading the current unit content and answering textbook questions
reviewing lecture notes (from PowerPoints)
updating your field journals
readings and case studies
making and studying wordslides (flash cards) for unit tests and quizzes
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lab write-ups
essays
creating posters, surveys, etc.
Tests: Tests will be given approximately as entered on the course calendar and they will be composed of
multiple-choice and essay questions. At the beginning of the year the tests will be multiple choice only. Essays
will be given as homework assignments. Between Thanksgiving and the end of the first semester, essays will
be incorporated into the tests, and starting second semester the essay portion of the test will be timed in order
to make the test environment as similar to the AP Exam as possible.
The majority of the multiple-choice questions will come from lecture notes, text questions, and crossword
puzzles. We will work our way up to 100 questions as the AP Exam approaches. You will be given four freeresponse (essay) questions on the AP Exam. To be effective, you’ll need to organize your thoughts and
construct an essay in 22 minutes (four questions in 90 minutes). In this class we will take a very pragmatic
approach to our writing. We’ll write training essays early in the year and, again, incorporate timed essays into
our tests by the middle of the year. Possible essay topics will be given to you before the test to allow you to
outline your answers.
• Students must pass a safety test before participating in labs.
• In most cases one quiz and one test are given per unit.
• We are on a modified block schedule. Each class meets every other day for 90 minutes.
• On average, a minimum of one lab every 1.5 weeks since we will meet every other day.
Chapters 1, 2, 3, & 25:
[C1, 5, 8, 9, 10, 11]
3 weeks total
Unit 1. An Introduction to Ecological Thinking:
1. Environmental Problems, Their Causes, and Sustainability
Activity: The Lorax
Reading: State of the World
Activity: Environmental Issues Survey
Activity: Ranking Environmental Challenges
Activity: Ecological Footprint
Video/Activity: Affluenza
Review Environmental History: Learning From the Past
Reading: Tragedy of the Commons
Reading: Easter Island)
Reading: Ecological Collapse
2. Science, Matter, Energy, and Systems
3. Ecosystems: What Are They and How Do They Work?
25. Environmental Worldviews, Ethics and Sustainability
Class Activity: Introduction to Environmental Ethics
Reading: Biophilia
Reading: Pearl Jam
Video/Activity: Mindwalk
Systems Game
Chapters 3, 10, 12.3, &
7
2 weeks total
[C1, 4, 8, 9, 10, 11]
Unit 2. The Physical World:
3. Science, Systems, Matter, and Energy
12.3. Ecosystems (soils)
7& 10. Climate and Terrestrial Biodiversity (climate & weather)
Web Activity: El Nino
Geologic and Nonrenewable Mineral Resources (geology)
Chapters 4 – 8 & 3.5
3 weeks total
[C1, 2, 8, 10, 11]
Unit 3. The Living World I: Chapters 4 - 8
3.5. Ecosystems (ecosystems & biogeochemical cycles)
Computer Simulation Lab: Cheetah Ecology
Reading: Defense (CO2, positive feedback, global warming)
7. Climate and Terrestrial Biodiversity
Student Biomes Presentations
8. Aquatic Biodiversity
Student Aquatic Life Zones Presentations
Computer Simulation Lab: Intertidal Ecology
4. Evolution and Biodiversity
Lab: Grebe, Grebe
Reading: GE Issues
5.4. Community Ecology
Symbiosis Assignment: Geographic Strange Days on Planet Earth, Episode 2,
The One Degree Factor
Chapters 5-6
3 weeks total
[C2, 3, 5, 8, 10, 11]
Unit 4. Population Ecology:
5. Biodiversity, Species Interactions, and Population Control
Computer Simulation Lab: Island Populations/Isle Royale
6.The Human Population and Its Impact
DVD/Activity: Population Growth
Video/Activity: World in the Balance (The People Paradox)
Reading: USA 300 Million
Reading: Town of 100
Reading: Women
Activity: Impacts of World Wealth
Activity: Consumer Log and reading – Stuff: The Secret Life of Everyday
Things
Chapters 12, 13, 16 &
12.4
4 weeks total
[C1, 4, 5, 9, 10, 11]
Unit 5. Land and Water Use:
12. Food, Soil, and Pest Management
Lab: Food Choices
Reading: Meat & the Environment
Reading: Meat Ethics
Reading: Mineral Decrease
13. Water Resources
Lab: Water Use & Waste
Reading: Bottled Water
Reading: Aquafina
Reading: Who Gets the Water?
14. Geologic and Nonrenewable Mineral Resources
Lab: Mining Simulation
12.4. Pest Management
Activity: Analysis of Silent Spring and Rachel Carson
Computer Simulation Lab: Beneficial Insects
Chapters 15-16
3 weeks total
[C1, 5, 10, 11]
Unit 6. Energy:
15. Nonrenewable Energy
Energy Problems/Calculations
Activity: Nuclear Energy Assessment
Reading: AC
Lab: Nonrenewable Resource Depletion
Lab: Personal Fossil Fuel Consumption (energy)
16. Energy Efficiency and Renewable Energy
Solar Energy Guest Presentation
Lab: Energy Use & Waste
Activity: Oil vs. Wind (letter to editor)
Activity: Conservation in the US
Video/Activity: Who Stole the Electric Car?
Chapters 17, 18, 20, 21
7 weeks total
[C3, 4, 6, 10, 11]
Unit 7. Pollution:
17. Environmental Hazards and Human Health
Activity: Personal Risk Assessment
Scavenger Hunt: Toxics at Home
Environmental Health Guest Presentation
Reading: Love Canal
18. Air Pollution
Video: World in the Balance (China air pollution)
Reading: Race & Air Pollution
Hands-On Lab: Biodiesel vs. Diesel Particulates
20. Water Pollution
Lab: Water Quality Investigation
Field Trip: Water Treatment Plant (sewage)
Computer Simulation Lab: Eutrophication
Activity: Exxon Valdez
21. Solid and Hazardous Waste
Lab: Personal Solid Waste Inventory
Lab: Packaging Analysis
Field Trip: Landfill
Web Activity: Environmental Health Risk Assessment
Chapters9- 11 & 19
7 weeks total
[C2, 3, 4, 5, 7, 10, 11]
Unit 8. Global Issues:
9. Sustaining Biodiversity: The Species Approach
Endangered Species Project
Exotic Species Project
Web Activity: The Cane Toad
Reading: Extinction
Reading: Habitat Loss
Reading: USA/Mexico Fence
10. Sustaining Terrestrial Biodiversity: The Ecosystem Approach
Environmental Ethics: Forests
Class Activity: Forest for Sale
Reading: Does Your Catalog Care?
11. Sustaining Aquatic Biodiversity
Lab: Design the Ultimate Invader
Lab: CSI – Invasives
Environmental Ethics: Pacific Salmon Wars
19. Climate Change and Ozone Depletion
Lab: Personal CO2 Emissions
Video/Activity: An Inconvenient Truth
Readings on Climate Change
Lab: Climate Change Ethics
Chapters 23 & 24
3 weeks total
[C2, 5, 7, 10, 11]
Unit 9. Social, Political & Economic Issues: Chapters 23 & 24
23. Economics, Environment, and Sustainability
24. Politics, Environment, and Sustainability
Activity: Letter to the Government
Activity: Nation Report
First-Semester Assignment
• APES—APES notebook
1. 10 relevant, current environmental science articles from newspapers or magazines with minimum
100-word summaries in 3-ring binder
Second-Semester Assignment
• Environmental Science book report
1. Chosen from list of approved books dealing with environmental science
2. Book brought to class to answer questions to avoid summaries printed on Internet.
Field Trips (tentative)
 Nutrient Reduction Facility tour
 Lake County Agriculture Nature Center
 Trout Lake Wetlands Center
1. Florida biomes
2. Native plants and invasive species
3. Identify birds, fish, mammals, reptiles
4. Biogeochemical cycles
5. Weather station
Saturday community service hours through Lake County Water Authority:
• Available at least once per nine weeks (Contact is Patricia Burgos)
Topic Outline
I. Earth Systems and Resources (10-15%)
A. Earth Science Concepts (Geologic time scale; plate tectonics, earthquakes, volcanism; seasons;
solar intensity and latitude)
 How plate tectonics causes tsunamis: study the tsunami that hit Southeast Asia in 2004 and the
tsunami that hit Japan in 2011. Plus the earthquake of 2010 in Haiti as well as the Chilean earthquake
of 2011 compared to Chile’s 1960 earthquake which caused a tsunami.
 Volcanism and their creation of land (oceanic islands – Indonesia)
 How distance from the sun and angle of Earth affects seasons and temperature changes
 Activity: Interactive site on plate tectonics: http://mrwalstead.com/Documents/APES-2Plate%20Tectonics%20webquest.doc
 Demo: groundwater activity - guest speaker from Lake County Water Authority
 Videos: El Nino and Ocean Currents and Plate Tectonics – The Puzzle of the Continents
 Labs – 1) Heating Up the Earth (C11) Students use blocks cut at different angles representing sunlight
at different latitudes without outline on graph paper. 2) Using detritus and determining arthropod
biodiversity in relation to ecosystem types.
B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the
Coriolis Effect; atmosphere-ocean interactions; ENSO), Case studies from Buffalo U:
http://scholar.google.com/scholar?q=buffalo+case+studies+ecology&hl=en&as_sdt=0&as_vis=1&oi=sc
holart
C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural, industrial
and domestic use; surface and groundwater issues; global problems; conservation)
 Water Cycle: Lakes, rivers, aquifers, ice, and oceans
 Gyres
 Understanding of the lack of fresh water
 Possible solutions: desalination, technology to help invent toilets, washing machines, faucets, etc… that
use less water, individual water regulation, laws on irrigation and watering times…….
 The loss of rivers and lakes around the world
 Lab: Taking tests of water quality in near by lakes and streams
D. Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties;
main soil types; erosion and other soil problems; soil conservation)
 Lab: Soil tests and their ability to limit or allow for growth
II. The Living World (10-15%)
A. Ecosystem Structure (Biological populations and communities; ecological niches; interactions
among species; keystone species; species diversity and edge effects; major terrestrial and aquatic
biomes)
 Focus on biomes in Thailand: river, estuary, coral reefs, rain forests, dry-land forests, mountains
 Use videos from Planet Earth
 Lab on species richness and species eveness comparing 2-3 different communities or
capture/recapture
 Field Trip to the NuRF project
B. Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological
pyramids)
 Movement of energy
 The evolution of photosynthesis and cellular respiration and the importance of O2
 Food webs and bioaccumulation
 Lab on primary productivity: http://www.enviroliteracy.org/article.php/1153.html this comes from the
main site http://www.enviroliteracy.org/article.php/1153.html (many great ideas!!)
C. Ecosystem Diversity (Biodiversity; natural selection; evolution; ecosystem services)
 Types of ecosystem services and how humans are dependent on them
 Hot spots – conservation and preservation
 Work of Darwin and Wallace
 Activity: Island Biogeography
 Videos from “Life”
D. Natural Ecosystem Change (Climate shifts; species movement; ecological succession)
E. Natural biogeochemical Cycles (Carbon, nitrogen, phosphorus, sulfur water, conservation of matter)
 Watershed assessment: http://www.enviroliteracy.org/article.php/1151.html
III. Population (10-15%)
A. Population Biology Concepts (Population ecology; carrying capacity; reproductive strategies;
survivorship)
 Selective pressures of population biology
 Sexual selection
 K-capacity and population crashes
 Ways to predict population growth
 Population growth lab: http://www.enviroliteracy.org/article.php/1168.htm
B. Human Population
1. Human population dynamics (Historical population sizes; distribution; fertility rates; growth rates and
doubling times; demographic transition; age-structure diagrams)
 Use videos from “Human Planet”
2. Population size (Strategies for sustainability; case studies; national policies)
3. Impacts of population growth (Hunger; disease; economic effects; resource use; habitat destruction)
IV. Land and Water Use (10-15%)
A. Agriculture
1. Feeding a growing population (Human nutritional requirements; types of agriculture; Green Revolution;
genetic engineering and crop production; deforestation; irrigation; sustainable agriculture)
 Looking at the use of palm oil plantations in Asia – especially Indonesia
 The importance of forests – mangrove forests in Asia and the use of Teak Wood
 Case studies in Thailand – rice farming: http://stpete.usf.edu/apsummerinstitute/environmentalscience/rice_farming.pdf
2. Controlling pests (Types of pesticides; costs and benefits of pesticide use; integrated pest management;
relevant laws)
B. Forestry (Tree plantations; old growth forests; forest fires; forest management; national forests)
 Field trip to Plant a Tree today to plant trees or plant mangroves in Gulf of Thailand
C. Rangelands (Overgrazing; deforestation; desertification; rangeland management; federal
rangelands)
D. Other Land Use
1. Urban land development (Planned development; suburban sprawl; urbanization)
 Activity: http://stpete.usf.edu/apsummerinstitute/environmental
science/Environmental%20_History_Land_Use.pdf
2. Transportation infrastructure (Federal highway system; canals and channels; roadless areas; ecosystems
impacts)
3. Public and federal lands (Management; wilderness areas; national parks; wildlife refuges; forests wetlands)
 What are the differences between the running of National Parks in the U.S. and Thailand
4. Land conservation options (Preservation; remediation; mitigation; restoration)
 What are the pros and cons of conservation and preservation
5. Sustainable land-use strategies
E. Mining (Mining formation; extraction; global reserves; relevant laws and treaties)
 Activity that we did at APES for extracting copper
F. Fishing (Fishing techniques; over-fishing; aquaculture; relevant laws and treaties)
 The pros and cons of aquaculture – some success stories such as the Pacific Salmon
 Poor fishing techniques and shark fin soup: Shark Water
G. Global Economics (Globalization; World Bank; Tragedy of the Commons; relevant laws and treaties)
 http://www.enviroliteracy.org/article.php/1160.html
 Impact studies – use book in class
V. Energy Resources and Consumption (10-15%)
A. Energy Concepts (Energy forms; power; units; conversions; Laws of Thermodynamics)
B. Energy Consumption
1. History (Industrial Revolution; exponential growth; energy crisis)
2. Present global energy use
 How much of current energy use is non-renewable in different countries/continents?
 How can humans find a way to get away from the reliance on oil, coal, and natural gas
 The importance of oil in plastics and natural gas in fertilizers
 How much of the energy is being used by the U.S.
3. Future energy needs
 How high will the population go and can our old and new energies support up to 10 billion people?
 Will countries find a way to reach a consensus on energy usage?
C. Fossil Fuel Resources and Use (Formation of coal, oil and natural gas; extraction/purification
methods; world reserves and global demand; synfuels; environmental advantages and/or
disadvantages of sources)
D. Nuclear Energy (Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types;
environmental advantages/disadvantages; safety issues; radiation and human health; radioactive
wastes; nuclear fusion)
E. Hydroelectric Power (Dams; flood control; salmon; silting; other impacts)
F. Energy Conservation (Energy efficiency; CAFE standards; hybrid electric vehicles; mass transit)
G. Renewable Energy (Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy;
small-scale hydroelectric; ocean waves and tidal energy; geothermal; environmental
advantages/disadvantages)
VI. Pollution (25-30%)
A. Pollution Types
1. Air Pollution (Sources – primary and secondary; major air pollutants; measurement units; smog; acid
deposition – causes and effects; heat islands and temperature inversions; indoor air pollution; remediation and
reduction strategies; Clean Air Act and other relevant laws)
 How has Bangkok dealt with air pollution in the past 2 decades? How has mass transport helped many
cities?
 Indoor pollution may be much worse than outdoor pollution since we spend most of our time inside.
 Activity: http://www.enviroliteracy.org/article.php/1147.html
2. Noise Pollution (Sources; effects; control measures)
3. Light pollution – ways to limit power usage
3. Water Pollution (Types; sources, causes and effects; cultural eutrophication; groundwater pollution;
maintaining water quality; water purification; sewage treatment/septic systems; Clean
Water Act and other relevant laws)
 The great Pacific and Atlantic Garbage patches
4. Solid Waste
B. Impacts on the Environment and Human Health
1. Hazards to human health (Environmental risk analysis; acute and chronic effects; dose-response
relationships air pollutants; smoking and other risks)
2. Hazardous chemicals in the environment (Types of hazardous waste; treatment/disposal of hazardous
waste; cleanup of contaminated sites; biomagnification; relevant laws)
C. Economic Impacts (Cost-benefit analysis; externalities; marginal costs; sustainability)
 Activity on waste removal
VII. Global Change (10-15%)
A. Stratospheric Ozone (Formation of stratospheric ozone; ultraviolet radiation; causes of ozone
depletion; effects of ozone depletion; strategies for reducing ozone depletion; relevant laws and
treaties)
B. Global Warming (Greenhouse gases and the greenhouse effect; impacts and consequences of
global warming; reducing climate change; relevant laws and treaties)
 “An inconvenient Truth” and use the book: “A world without ice”
C. Loss of Biodiversity
1. Habitat loss; overuse; pollution; introduced species; endangered and extinct species
2. Maintenance through conservation
3. Relevant laws and treaties
Course Notes:
C1—The course provides instruction in Earth Systems and Resources.
C2—The course provides instruction in The Living World.
C3—The course provides instruction in Population.
C4—The course provides instruction in Land and Water Use.
C5—The course provides instruction in Energy Resources and Consumption.
C6—The course provides instruction in Pollution.
C7—The course provides instruction in Global Change.
C8—The course provides students with the scientific principles, concepts, and methodologies required to
understand the interrelationships of the natural world. The curriculum draws upon various scientific
disciplines.
C9—The course includes methods for analyzing and interpreting information and experimental data,
including mathematical calculations.
C10—The course teaches students how to identify and analyze environmental problems, to evaluate the
ecological and human health risks associated with these problems, and to critically examine
solutions for resolving or preventing them.
C11—The course includes a laboratory and/or field investigation component. A minimum of one class
period or its equivalent per week is spent engaged in laboratory and/or field work.