AP Environmental Science
Course Syllabus 2014-2015
Ms. Brianne Wold
Berthoud High School
Classroom
Office
Website
Email
216
214
http://mswold.wikispaces.com
brianne.wold@thompsonschools.org
(*Please note that email is the best way to get in touch with me if you need a timely response, as I do not
check my voice mail messages every day)
Office hours
Pd 8 or after school
NOTE: All make up testing and re-testing will be exclusively on Wednesdays
INTRODUCTION
AP Environmental Science (APES) is designed to be the equivalent of a one-semester,
introductory college course in environmental science. Unlike most other college science courses,
environmental science is offered from a wide variety of departments including geology, biology,
chemistry, physics, geography and environmental studies. This AP course has been developed to
provide you with an integrated approach to the numerous disciplines involved in environmental
sciences, and to incorporate many lab and field components, as well as social and political
themes.
Some words of advice to be successful in my class: READ your assignments, WRITE your essays
well, LISTEN and take notes in class, PARTICIPATE in all lab experiments and field work. The pace
will be fast and furious in order to complete the course by May test date. Best of luck to all of
you!
The goal of this course 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.
TEXT
Raven, Peter H., and Berg, Linda R. Environment 4/E. Hoboken, NJ: John Wiley & Sons, Inc., 2004
COURSE DESCRIPTION
The APES course is designed to provide students with the scientific principles, concepts and
methodologies required to understand the interrelationships of the natural world, to identify
and analyze the environmental problems both natural and human-made, to evaluate the
relative risks associated with these problems, and to examine alternative solutions for resolving
and preventing them. A minimum of one class period or its equivalent per week is spent
engaged in laboratory and/or field work. There are several unifying constructs of themes that
provide the foundations for the structure of the APES course.
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Science is 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 to achieve sustainable systems
The APES course has seven main topics:
1. Earth Systems and Resources
2. The Living World
3. Population
4. Land and Water Use
5. Energy Resources and Consumption
6. Pollution
7. Global Change
METHODS
Instruction consists of a variety of approaches including, but not limited to, lectures,
demonstrations, class discussions, case studies, fieldwork, field studies, laboratory
investigations, research projects, computer programs, interactive activities, and in-class
assignments. For each unit, there are assigned questions from the book that are due at the end
of the unit as well as AP style essay questions given randomly throughout the units. Lab reports
and analysis questions are required on most of the labs and fieldwork. All labs are studentconducted unless indicated otherwise. Homework, project research, and reading the textbook
are all expectations of the class.
You will not have homework every night, but you will find the required reading and overall
workload while difficult, is manageable. No late assignments will be accepted without excused
absences (see MAKE UP WORK for details). It is important to stay motivated all year, especially
towards the exam date when many people have lots of AP exams to prepare for. To stay
motivated we will celebrate birthdays, important scientific dates (don’t forget “mole day”), and
try to enjoy the learning process and each other!
With permission from our district office, this class spends a large amount of time in the field
either doing lab work or visiting pertinent study areas during our assigned class period. Our
class periods are 47 minutes long for 3 days a week, and then one block day with 90-minutes,
which allow more flexibility in our field studies.
CLASS FORMAT
You will be given lecture notes with visuals including teacher-made PowerPoints, which will be
available, along with all other handouts, projects and rubrics at my website. Be prepared to take
notes and be an active participant in class discussions and all activities.
All of your scheduled tests in class will be simulations of the final AP exam, with multiple choice
and essay portions. You will have an option to RE-TAKE your objective portion of any test! I
generally do NOT return tests, but will give every student the opportunity to re-test on the
multiple choice section on the WEDNESDAY following a test. Essays will not be re-scored. I will
only count the re-test if you decide to take it, NOT the higher of the two grades! If you are
absent, please plan to take your make up test on WEDNESDAYS, and if you want a re-test it will
be the following Wednesday. No exceptions will be made for this policy.
Other assignments will include essay sets, laboratory pre-labs and write ups, group work
computer simulations, quantitative analysis and data sets, research and oral presentations by
individuals and teams. The lab group or team will be an integral part of field and lab work, and
cooperation and participation is essential.
MAKEUP WORK
You are expected to do all assignments and no late work will be accepted unless there is an
excused absence and must be completed within one school week (school policy).
 EXCUSED ABSENCE make-up work and lecture notes will be available from your lab
partner. (You may also check the set notebook and the front table for handouts.)
 TESTS All make up testing and re-testing will be exclusively on Wednesday after
school.
 LABS must be made up by appointment most days of the week. This is outside of
class time. Your lab partner will need to help you with the lab. SCHEDULE YOUR
APPOINTMENT THE DAY YOU RETURN TO CLASS or BEFORE a planned absence.
Remember, you have only one week to complete your makeup work.
 EXCEPTION: Work or tests assigned prior to your absence are due the day you
return!
THE EXAM
The AP Exam is 100 Multiple Choice questions in 90 minutes and four essays in 90 minutes. The
essays include one document-based question (DBQ), one data set (quantitative) question, and
two more general synthesis and evaluation questions. Test date: Tuesday, May 5, 2015.
COURSE PREREQUISITES
Students should have completed Geophysical Lab Science and Biology before taking AP
Environmental Science. Due to the quantitative analysis that is required in the course, students
should also have taken at least one year of Algebra and Chemistry. Because of the prerequisites,
APES will usually be taken either junior or senior year. Most important for success in this course
is a willingness to work hard!
GRADING
I adhere to traditional grading scale, and do not curve grades. (90%-100% A, 80%-80% B, etc.)
You will have tests over many chapters at a time (refer to the syllabus), formal and informal lab
reports, problem solving and data analysis, multiple choice question sets, essays, computer
simulations, independent research projects and Internet based assignments. You are expected
to keep all papers when returned.
ACADEMIC FRAUD
Students are expected to write their own lab reports, research and other writing assignments.
While you are expected to do your own work, there may be exceptions for group lab reports,
and you will be clearly notified when that occurs. Absolutely no plagiarism of any kind will be
tolerated. While I understand that students will have similar lab data when in the same groups,
it is expected that your data analysis, conclusions and research will be written in your own
words. Expect me to be vigilant in checking your references and online sources! You may not
claim someone else’s work as your own for a grade in this class!
FIELD TRIP PARTICIPATION:
You must have a grade of C or better and be participating positively in class to attend a Science
department field trip! If you cannot attend, make up assignments may be given as an
alternative.
Course Schedule
*Subject to change
UNIT 1
Environmental Issues: Introduction and Historical Perspective
AP Content Area Reference: Land and Water Use, Pollution
Book Chapters: 1 & 2
Time: approx. 13 classes
Concepts
Sustainability, Risk Analysis, Tragedy of the Commons, Environmental
Ethics, Worldviews, History, Key Contributors, and Natural Resources
Labs
Tragedy of the Commons– Students simulate unregulated fishing in
the ocean using candy and straws to show the concept of
Tragedy of the Commons.
Old Field/ New Field – succession and soil composition
Termite Study – Experimental Design and research
Field Work
Field Studies
High Plains Environmental Center and Centerra Development –
Sustainability and Green Building Practices
Devil’s Backbone – Land Use Planning
North Lake Park – Natural Resources Analysis
Assessment
Unit Test: 50 Multiple Choice Sep 15 & 2 Free Response Q’s Sep 16
UNIT 2
Ecosystems and Ecology
AP Content Area Reference: The Living World, Earth Systems and
Resources, Global Change, Pollution
Book Chapters: 3, 4, 5 (p 90-99), 6 Time: approx. 17 classes
Concepts:
Biodiversity, Laws of Matter and Energy, Populations, Communities,
Species Interactions, Energy Flow, Biogeochemical Cycles, Biomes,
Abiotic Factors, Ecosystem Management, Succession, Invasive Species
Labs:
Parking Lot Ecology– Modeling Biodiversity
Biodiversity and species richness– Experimental Design
(EC: grocery store biodiversity)
Decomposition and Biodegradable Materials– Using milk and yeast
students test various levels of decomposition with oxygen levels.
Dissolved Oxygen and Macroinvertebrates– Students collect macroinvertebrates to show oxygen levels that indicate water quality.
Vital Commodity – Food Web and Energy Flow Simulation: Students
simulate energy movement through a food web.
Nitrogen & Biogeochemical Cycling Game
Field Work
Field Studies:
Other:
Robert’s Lake Park – Environmental Impact Statement Analysis
Rocky Mountain National Park- Elk population/ Biodiversity (Sept 4)
Major Project: Create a Management Plan for a Newly Acquired Open
Space. This involves students designing and creating interpretive signs
that will actually be installed on our local city bike path/trail. This also
involves major research on the ecology of this local wetland.
Assessment:
Unit Test: 50 Multiple Choice Oct 20 & 2 Free Response Q’s Oct 21
UNIT 3
Populations
AP Content Area Reference: Land and Water Use, Population, Earth
Systems and Resources, Pollution
Book Chapters: 8, 9, 14, 18, 19
Time: approx. 17 class periods
Concepts:
Human Population Studies – Population Control, Demographic Terms
and Math, Per Capita Resources, Population Pyramids, Automobile
Use, Food Supply, Agriculture, Soils, Land Use
Animal Population Studies – Exponential/Logistic Growth, Carrying
Capacity, Biotic Potential, Environmental Resistance, r and K
Strategists, Survivorship Curves, Population Interactions
Labs:
Squirrels in a Forest– Carrying Capacity: Designing forests using
different types and sizes of oak trees and then determining carrying
capacity based on acorn production of trees.
World Population Lab– Reading population pyramids
Graveyard Smash – Human survivorship
Salinization– Testing the effects of soil salinization levels on seed
germination.
Land Use Planning– Creating a master land use plan for a community.
Field Work
Field Studies:
Other:
Aquaculture – Visit Fish Farm/Hatchery
Assessment:
Unit Test: 50 Multiple Choice Nov 24 & 2 Free Response Q’s Nov 25
Case Studies: Kaibab Deer, Isle Royale Moose/Wolves, Birds of Prey
Idaho, Population Growth in Thailand, Aquaculture
Math Problems related to population calculations
UNIT 4
Energy
AP Content Area Reference: Energy Resources and Consumption
Book Chapters: 11,12,13
Time: approx. 14 class periods
Concepts:
Fossil Fuels, Nuclear Energy, Renewable Energy, Conservation and
Efficiency, Energy Math and Conversions, Carbon Footprints, Laws of
Thermodynamics
Labs:
Home Energy Audit– Record and calculate approximate personal
energy use in the home.
Solar Absorption– Calculate and compare the heat-absorbing
capacities of various fluids under solar radiation.
Virtual Power Plant Tour– Coal-fired and nuclear facilities
Measuring Your Impact– Per capita ecological footprint
Other:
Project: Detailed Power Point Presentations about each energy source
including an evaluation of pros and cons of each source.
Energy Math Calculations: practice problems
AP style Cumulative Final over Unit 1-4 (Finals Week Dec 15-19) -check
schedule for time
Present projects Jan 6 and 8 (after break)
Assessment:
UNIT 5
Atmosphere/ Environmental Quality
AP Content Area Reference: Pollution, Global Change, Earth Systems
and Resources
Book Chapters: 7, 20, 21, 23
Time: approx. 12 class periods
Concepts:
Clean Air Act, Stratospheric Ozone, Acid Rain, Global Warming,
Particulate Matter, Major Types of Pollutants, Indoor Pollution, Effects
of Pollutants, Toxicology, Pesticides, Ozone Depletion
Labs:
Acid Deposition Module– Using small scale chemistry, produce NOx
equivalent and analyze its effect on the pH of water in various
forms.
Particulate Matter– Collect and analyze particulate matter from
around the school campus.
Water Toxicology
Other:
Video: Inconvenient Truth
Creative Writing Assignment- Greenhouse Effect
Unit Test: 50 Multiple Choice Jan 30 & 2 Free Response Feb 2
Assessment:
UNIT 6
Wildlife
AP Content Area Reference: Land and Water Use, Global Change, The
Living World
Book Chapters: 17
Time: approx. 9 class periods
Concepts:
Endangered Species Act, Endangered Species, Animal Rights, Wildlife
Management, Population Sampling, Zoo Management and Values,
Habitat Fragmentation, Island Biogeography, Recap Mammals/ Birds/
and Fish, Biological Diversity
Labs:
Sage Grouse Wing Study– Population Sampling: Students calculate sex,
age, species, and population numbers using grouse wings provided
by the Colorado Division of Wildlife.
Mark and Recapture– Students use beans to simulate a tag and
recapture procedure for calculating population numbers.
Field Work
Field Studies:
Denver Zoo – Endangered Species Mgmt., Species Survival Plans
Environmental Learning Center – Urban Wildlife and Island
Biogeography
Other:
Guest Speakers: Northern Colorado Bird Center – Rehabilitation
Efforts and Colorado Division of Wildlife – Management Issues
Assessment:
Unit Test: 50 Multiple Choice Feb 17 & 2 Free Response Feb 19
UNIT 7
Water
AP Content Area Reference: Earth Systems and Resources, Land and
Water Use, Pollution
Book Chapters: 14, 22
Time: approx. 14 class periods
Concepts:
Water Use and Locations, Water Pollution (types, point and non-point
source), Clean Water Act, Groundwater Contamination, Water Quality
and Testing (hardness, alkalinity, pH, nutrients, dissolved oxygen),
Qualitative and Quantitative Assessments of the Watershed,
Damming, Water Management
Labs:
Water Olympics– Surface Tension and Adhesion/Cohesion
Dissolved Oxygen and Primary Productivity–
Water Quality Field testing: qualitative and quantitative testing
Health In A Bag– Macroinvertebrate testing of waterway health
Eutrophication Kit–
Ground water contamination– contour mapping
Field Work
Field Studies:
Extensive qualitative and quantitative assessment of local river
including testing for hardness, dissolved oxygen, pH, alkalinity, stream
flow and velocity, and physical surveys of the river.
Other:
Guest Speakers/Visits– Northern Colorado Water Conservancy District
to study local water management and Water Treatment Plant,
as available
Video: Cadillac Desert– Mulholland’s Dream, Flow, Metro Water
District
Berthoud Lake Water Source – Effects of Algae Bloom (University of
Buffalo case studies)
Unit Test: 50 Multiple Choice Mar 13 & 2 Free Response Mar 16
Assessment:
UNIT 8
Forestry, Solid Waste Management, Recap
AP Content Area Reference: Land and Water Use, Pollution
Book Chapters: 5 (p 99-115), 15, 16, 18, 24, 25
Time: approx. 13
class periods
Concepts:
Earth history and geologic time scale, Earth dynamics/ plate tectonics/
earthquakes/ volcanism, Rock cycle/ soil formation, Minerals: soils/
erosion/ conservation, Forest Management, Harvesting Techniques,
Fire Ecology, Fire Management, Solid Waste Management,
Reduce/Reuse/Recycle, Hazardous Waste, Choices for the Future
Computer
Labs:
Porosity and Permeability of Soil
Burning Issues CD – Fire Management, USFS and Univ. of Florida
Wealth Beneath Your Feet Soils Analysis– Testing various soil samples
for different attributes.
Physical and Chemical Weathering – The rock cycle and soil formation
Field Work
Field Studies:
Local Burn Site to study damages and effects
Landfill to study recycling, hazardous waste, and solid waste- Trace
Your Trash
Year-end Cumulative Test: April 16 This test mimics the AP test and is
given over a three day (or 2 depending) timeframe - 100 multiple
choice questions one day and 4 essay questions the next class period.
Assessment:
Review for AP Exam 4/22- 5/4
*AP Exam May 5
Unit 9: Post exam projects
GPS project, virtual tour, etc…
Environmental Science Student Lab Safety Contract – WOLD
Purpose: Science is a hands-on laboratory class. You will be doing many laboratory
activities which may require the use of potentially hazardous materials. Safety in the
science classroom is the first priority for students, teachers, and parents. To ensure a
safe science classroom, this list of rules has been developed and provided in this safety
contract. These rules must be followed at all times. This copy is to be kept in your
science notebook as a constant reminder of the safety rules.
General Guidelines:
1. Conduct yourself in a responsible manner at all times in the laboratory.
Horseplay, practical jokes, and pranks are dangerous and are prohibited.
2. Follow all written and verbal instructions carefully – be sure to read over labs
COMPLETELY before attempting to begin, and be sure you UNDERSTAND
WHAT IS REQUIRED. Unauthorized experiments are prohibited.
3. Never work alone. Be alert and proceed with caution at all times, and use
the buddy system to check for necessary materials.
4. When entering a science room, do not touch ANYTHING until instructed to
do so. Always report directly to your assigned seat and wait for directions.
5. NO FOOD, DRINKS, CANDY, GUM, etcetera at any time in the lab – this
includes water! You may have water in class during lecture, films, etc, but if
lab is involved, there is NOTHING going into your mouth!!!
6. Keep your work area as clean (if not cleaner than) you found it. You are
responsible for cleaning up your own messes. If you see someone else
leaving a mess, please notify Ms. Wold ASAP – otherwise, any messes left are
the responsibility of the CLASS.
7. Keep aisles clear. Keep chairs and bookbags tucked under desks.
8. Know the locations and operating procedures of all safety equipment
including the first aid kit, eyewash station, safety shower, and fire
extinguisher. Know where the nearest fire alarm and exits are located.
9. Dispose of all waste properly. Sinks are to be used only for liquids designated
as acceptable by Ms. Wold. All solids should be disposed of in the proper
containers – paper lab trash goes into the trash can, broken glass into the
glass disposal box, dissected specimens to the location deemed appropriate
by Ms. Wold. If you do not know where to throw something away, ASK FOR
ASSISTANCE – DO NOT JUST FIND SOMEWHERE TO STASH IT!
10. Be sure to read all labels and equipment directions carefully.
11. Keep hands away from face, eyes, mouth, and body while using chemicals or
preserved specimens. Wash your hands with soap and water after
performing all experiments.
12. Clean, rinse, and wipe away all puddles from work surfaces (including the
sinks) at the end of an experiment. Return all equipment clean and in
working order to the proper location. NEVER LEAVE DISSECTION TOOLS OR
SCOPE MATERIALS DAMP!!!
13. Students are never permitted in the science stockroom unless given specific
permission by Ms. Wold.
14. Know what to do if there is a fire drill or any other evacuation procedure
during a lab; containers must be closed, gas valves turned off, and any
electrical equipment turned off and unplugged.
15. Handle all living organisms used in lab in a humane manner. Preserved
biological materials are to be treated with respect and disposed of properly.
16. When using scalpels and other sharp instruments, always carry with tips and
points aimed down and away from your body. Grasp sharp instruments only
by the handles.
Clothing:
17. Students will wear safety glasses at all times when chemicals, heat, or
glassware are used. There will be no exceptions to this rule!
18. Contact lenses should not be worn when using chemicals – including
specimen dissection. See Ms. Wold for more information.
19. Dress properly during a laboratory. Long hair should be caught back,
dangling jewelry should be removed, and loose clothing should be secured.
Shoes must completely cover the foot – no sandals or open-toed shoes
allowed during lab time.
Accidents and Injuries:
20. Report any accident (spill, breakage, equipment damage, etc.) or injury (cut,
burn, etc.) to the instructor immediately, no matter how trivial it may
appear.
21. Students ARE responsible for any breakage or damage done to lab
equipment or any other classroom supplies that must be replaced by the
school. The instructor will determine replacement/repair charges and the
student will be charged the appropriate fees.
22. If a chemical should splash into your eyes or on your skin, notify Ms. Wold
and report immediately to the eyewash station and/or safety shower to flush
the affected area with water.
This page needs to be signed and returned to Ms. Wold ASAP.
You are to keep the syllabus and lab rules in your science notebook for quick reference.
You must sign for the syllabus AND lab rules separately. By doing so, you acknowledge receipt
of these materials AND that you have thoroughly read both documents.
Syllabus:
I have read the syllabus and am aware of the classroom policies, procedures, and
expectations.
Student Name (print): ___________________________________________________
Date _________
Student Signature:
___________________________________________________
Date _________
Parent Name (print): ___________________________________________________
Date _________
Parent Signature:
Date _________
___________________________________________________
Lab Agreement:
Student:
I have read/been explained and agree to follow all of the safety rules set forth for this class.
I am aware that any violation of the safety rules or misbehavior on my part may result in
removal from the laboratory, office referral, receiving a zero on the assignment, and/or any
combination of these consequences.
Student Signature______________________________________________
Date ________________________
Parent/Guardian:
I have read the safety rules and am aware of the policies and consequences of violation of
said rules.
Parent Signature_______________________________________________
Date ________________________
Safety Information
1. Does your student have any allergies? If so please list.
2. Does your student have contact lenses?
3. Please list any other important information regarding your student’s capability to
do labs.
An additional copy of the syllabus and lab rules can be found online on Ms. Wold’s website.