AP ENVIRONMENTAL SCIENCE SYLLABUS
Mr. Jerome Muniz and Mrs. Sofia Taitt
Class Profile
Scheduling:
Size:
Prerequisites:
Textbook:
Methods:
The class meets 5 days a week for 50 minutes per period.
MWF: Lecture Days
TTh: Lab Days
The class size is between 28-34 students.
Students must have passed Biology 1 and Chemistry 1, and demonstrated strong
independent study skills in both.
Living in the Environment, 16th Ed., G. Tyler Miller (2009; Thompson Brooks- Cole
Pubs.)
Instructional methods include: lecture, discussion, debate, computer simulations,
journaling, current events, independent research, field work, and hands-on
laboratory investigation.
Course Outline
Unit
Textbook Chapters
1
1, 25-1
2
3
2
3
4
4 and 5
5
7
6
7
8
9 and 10
8 and 11
6
9
10
SEMESTER EXAMS
12
14, 15, 16
11
13, 20
12
17
13
18, 19
14
15
21
23, 24
AP EXAM REVIEW & FINALS
Unit of Study
Environmental Problems, Their Causes,
and Sustainability
Science, Matter and Energy
Ecosystems: food webs, trophic levels,
energy flow, soils, biogeochemical
cycles
Evolution and Biodiversity: natural
selection, symbiosis, islands
Climate, Biodiversity & Biomes:
atmospheric/ocean currents and
biogeography
Sustaining Terrestrial Biodiverstiy
Aquatic Biodiveristy and Sustainability
Population Dynamics & Human
Population Growth
Food Production & Pest Control
Geological and Energy Resources:
mining, renewable & non-renewable
energy
Water & Water Pollution: global use,
quality & human impacts
Environmental Hazards and Human
Health
Air Pollution, Climate Change and
Ozone Depletion
Solid and Hazardous Waste
Sustainability, Economics & Politics
Duration
1 ½ weeks
1 ½ weeks
2 weeks
2 weeks
2 weeks
2 weeks
2 weeks
3 weeks
1 week
2 weeks
3 weeks
2 ½ weeks
1 ½ week
2 weeks
2 weeks
1 week
1 week
Materials Needed for Class EVERY day:
1. At Least, Two (2) spiral notebooks for each nine weeks is REQUIRED:
a. One notebook will be used for Class Notes *please see section on Note taking*
b. One notebook will be used for Lab Assignments, Questions of the Day, and Reflective
Summaries (Study Guide Notebook)
2. Notebook Paper, preferred Wide-Ruled, but it is not necessary.
3. Pencils, Pens, and Highlighters (you may not write in red ink on assignments and pencil is
recommended for all lab assignments)
Grading
The grading policy is, at the minimum, 6 Minor grades and 3 Major grades within a Nine Weeks. Therefore,
all grades are computed by the following formula:
Daily Work, Quizzes, and Labs
=
50%
Tests, Major Labs, and Projects
=
+
50%
Total
100%
CHEATING WILL NOT BE TOLERATED! If you are caught cheating you will receive a zero on the assignment
and will receive an office referral. There is NO reason for cheating, EVER! Your personal honor, as well as
your grade, is at stake.
Note taking
The preferred style of Note taking in APES is the Cornell Note Taking System, although any note
taking system can be used. We will be periodically checking the notes you take in APES.
Throughout the years, the students who have done well on the AP Exam are those that have taken
consistent notes. Therefore, we will be monitoring and grading your notes throughout the year..
Questions of the Day
In APES, at the beginning of class each day, except for test days and certain lab days, there will be
at least one (1) question of the day. The APES student is responsible for copying the Question of
the Day in their Study Guide Notebook. A template will be given to you to help you organize the
questions of the day inside your notebook. Questions of the day will be graded every week or
every two weeks.
Late Work
Late Work is accepted up until the week before the end of the nine weeks. However, you should be
aware of the penalties if homework is turned in late. Late work will receive the following penalties:
1. 1 day late = -15 pts.
2. 2 days late = -30 pts
3. >2 days late = -50 pts
Test Corrections/Retesting
Retesting is an option students can take advantage of which we offer per FBISD policy (this is a
summary of reassessment):
 Corrections and Retests guidelines apply to major tests only
 Students that received a grade < 80 can correct their tests.
 In order to correct the test, a student must accomplish the following:
 On a separate sheet of paper, copy each incorrect question, word for word.
 Using your book or notes, find the correct answer and write it out completely
 Write down the page number or note section where the answer was found
 Explain why it is the correct answer.
 Corrections/ retesting must be completed prior to the administration of the next major
assessment in the course.
 Corrected tests will earn back half of the points missed up to a max score of an 80.
Absences
If a student is absent for any reason, the school policy will be followed for make-up work. You will
have one day for each day absent to get any missed work completed and turned in. If an
assignment was due or a test given the day you were absent, it is due the day you RETURN. If you
are absent the day before a test, you will still be responsible for taking the test the day you
RETURN. It is your responsibility to ask for your make-up work. If you are absent for school
business (i.e. athletics, band, etc.), you are responsible for getting your work BEFORE you miss
class, not AFTER.
Tutorials
We are here for you! If you did not understand what was taught in class, if you are unclear on any
information, or if you just need a place to sit and study, our classroom is always open to you.
Here is our Tutorial Schedule, and remember you may go to any of the APES teachers for any help
or test make-up:
Monday
Tuesday
Wednesday
Thursday
Muniz (230)
By Appointment
2:45 -4:00 PM
By Appointment
6:40 – 7:20 AM
Only
Only
2:45 – 4:00 PM
Taitt (826)
2:45 – 3:15 PM
No Tutorial
No Tutorial
2:45 – 3:15 PM
Field Work
In APES, we learn about how different organisms, both plant and animal, live together in the
environment. In order to fully observe this phenomenon, we will be going out in the field to do
field tests and observations. You will be briefed in the rules and regulations involved when working
in the field as the course progresses. Please wear proper clothing and sunscreen when going out in
the field. Also, please alert your instructor if you are allergic to any insect bites or plants. Violation
of any rules given will result in loss of field work activities for the class.
Field Trips
In APES, we learn about how humans interact with our environment. In order to understand this,
there will be opportunities to go on field trips. Remember that field trips are a privilege and can be
taken away. Possible field trips include, but are not limited to:
1. Waste Water Treatment Plant
2. Houston Museum of Natural History – Energy Hall and Trip to Hermann Park for Water
Testing.
3. Houston Zoo
4. Armaund Bayou Nature Center
5. Nuclear Power Plant (pending) – The teacher will attempt to get permission to visit a local
nuclear power plant. This will give us a better understanding of this energy source and
concerns surrounding it.
6. Surfside or Galveston beach – The student will take part in a beach clean up and do salt
water testing.
Lab Manuals
Molnar, William. Laboratory Investigations: AP Environmental Science. Saddlebrook, NJ: Peoples
Education, 2005.
Rosenthal, Dorothy B. Environmental Science Activities. New York, NY: John Wiley and Sons, Inc.,
1995.
Non-fiction Supplementary Books
Fine, Doug. Farewell, My Subaru. New York, NY: Villard; First Edition edition, 2008 .
Preston, Richard. The Hot Zone. First Ed. New York, NY: Anchor Books, 1994.
Weisman, Alan The World Without Us, New York: Thomas Dunne Books/St. Martin's Press, 2010
Chapter by Chapter Outline
Subject to Change
Unit 1: Humans and Sustainability
Chapter 1
A. Global Trends in Resource Use
 Ecological Footprint Calculator http://www.myfootprint.org/
B. Tragedy of the Commons & Historical Development of “Environmentalism”
 Goldfish Activity
D. Environmental Time Line http://www.radford.edu/~wkovarik/envhist/
Video: “The Lorax” (Dr. Seuss)
Unit 2: Science, Matter & Energy
Chapter 2
A. Science process skills
 Check activity (inductive reasoning)
B. Matter & Energy
C. Thermodynamics
 Solar Cooker Design Competition (students design and test cooking eggs/hotdogs)
a. Solar Cooking Archive (Website for Designs and Information)
Unit 3: Intro to Ecology
Chapter 3
 Intro to Ecology
 Terraqua-column lab (model of 3 interconnected ecosystems for long-term study)
a. Terraqua Column Information
A. Energetics
 Owl Pellets, Food Webs, and Biomass Pyramids Lab (mathematical modeling of ecological data)
 Investigation 16: Eating at a Lower Trophic Level Lab (Molnar application lab)
B. Biogeochemical Cycles
 Student Led Project Presentation
Video: “Planet Earth”
Unit 4: Evolution and Biodiversity
Chapter 4
A. Patterns & Evidences of Evolution
B. Ecological niches
 Investigation 17: Predator-Prey Simulation (Molnar)
C. Natural Selection & Speciation
 Goldfish Predator and Adaptation Simulation (modeling adaptive radiation)
 Evolution Flash Simulation Lab
Chapter 5
A. Community Ecology



Predator Prey Dynamics
a. Wolves & Rabbits online simulation (manipulation of fecundity, survival, predation and
herbivory rates to produce different outcomes)
1. Rabbits and Wolves Webgame
Community Structure & Species Interactions
Succession
Video: PBS Evolution Series
Unit 5: Climate, Biodiversity & Biomes
Chapter 7
A. Climate
 Atmospheric & Oceanic Currents
B. Terrestrial Biodiversity
 Climatogram Construction
 Biome Research Project (student research poster)
C. Aquatic Biodiversity
 Oceanic Light zones
Video: “Planet Earth” Series
“The Living Sea” (IMAX)
Unit 6: Sustaining Terrestrial Biodiversity
Chapter 9
A. Importance of Wild Species
 Article Analysis: The 6th Extinction by Nile Eldridge
o Website
B. Species Extinction
 “Back from the Brink” project (student research/species action plan)
C. Extinction Threats: E.O. Wilson’s “HIPPCO”
D. Protecting Species: Sanctuary vs. Legal approaches
Chapter 10
A. Human Impacts on Biodiversity
B. Conservation Biology
 Wolves of Yellowstone Project
C. Public Lands in the United States
 Federal Land Use Project: National Parks, National Forests, National Resource Land, National
Wildlife Refuges (student travelogue & research project)
 Conservation Priorities of Texas, Natural Area Preservation Association & Environmental Defense
D. Tropical Deforestation & Sustainable Forestry
E. Ecological Restoration
Unit 7: Aquatic Biodiversity and Sustainability
Chapter 8 and 11
A. Aquatic Biodiversity – Importance and Research
B. Overfishing & Non-natives
 Article: A Primeval Tide of Toxins, Kenneth Weiss, Los Angeles Times, July 30, 2006
C. Managing and Protecting Marine Biodiversity and Fisheries
 “Catch of The Day” (statistical analysis of global fishing trends)
D. Protecting, Sustaining, and Restoring Wetlands
 Case Study: Mississippi Watershed & Hurricane Katrina
F. Protecting, Sustaining, and Restoring Lakes and Rivers
Unit 8: Population Dynamics and Human Population Growth
Chapter 6
A. Intro to Population Ecology
 Shannon-Weiner Diversity Index Lab (calculating diversity with real population samples)
1. Schoolyard Ecology Lab
B. Population Dynamics
 Population Growth Strategies Inductive Lab (identifying unknown species using long-term
survivorship data)
 Lesson of the Kaibab (demonstrates real life example humans affecting population dynamics and
resulting crash as population exceeds carrying capacity)
C. Human Population
 Power of the Pyramids activity
 Global Population Trends lab
a. Investigation 21 Molnar Lab
 Doubling Times lab
a. Investigation 20 Molnar Lab
Video: “World in the Balance: The Population Paradox” (PBS: Nova)
Unit 9: Food Production and Pest Control
Chapter 12
A. Food Production and Nutrition
 Hamburger, Fries, and a Cola Activity
 Article: The Worst Mistake in the History of the Human Race, by Jared Diamond
B. Increasing yields: irrigation, fertilization, GMO’s, The Green Revolution,
 “Beefing it Up” (statistical analysis of global grain production trends)
 Detecting GMO’s Using PCR Lab (investigation of transgenes in “organic” foods)
C. Soil Erosion, Degradation, Conservation
 Investigation 9: Soil Analysis Lab (Molnar)
D. Sustainability
E. Types and Uses of Pesticides
F. Regulations
G. Alternative Pest Controls
 Integrated Pest Management
 Pest Population Dynamics
 Case Study: Imported Fire Ant Control in Texas
Video: “Supersize Me”; “Storewars”; “The Meatrix”; “Food Inc.”
Unit 10: Geological and Energy Resources
Chapter 14
A. Geologic Processes
 Plate Tectonics (Molnar Lab)
B. Geologic Hazards: Volcanoes and Earthquakes
C. Minerals, the Rock Cycle, and Mining
 Know your Minerals Lab
 Investigating Sedimentary, Igneous and Metamorphic Rocks.
 Cookie Mining Lab (geological mapping, EIS production, cost/benefit analysis)
Video: “America’s Tsunami” (Discovery)
Chapter 15
A. Nonrenewable Energy Resources and Net Energy
B. Fossil Fuels: Petroleum Extraction and Refining; Coal; Natural Gas
C. Nuclear Energy
D. Energy Calculations (significant figures, conversions)
Video: “Oil on Ice” (Sierra)
Chapter 16
A. Energy Efficiency: Compare Energy Resources (chart)
B. Renewable Energy Sources: Solar; Water; Wind
C. Alternative Energy Sources: Biomass; Geothermal; Hydrogen
D. Sustainable Energy Policy
Video: “Who Killed The Electric Car?” (Chris Paine)
Unit 11: Water Resources & Pollution
Chapter 13
A. Global Water Distribution and Human Usage
 Personal Water Use Inventory
 Global Water Use (study of aquifers)
B. Role of Wetlands as Runoff Filters
 Salt Marsh Model (sediment trapping and pollutant filtering lab)
Chapter 20:
A. Water Quality
 Invertebrate Water Quality Indicators
 Nitrate, Phosphate, Sulfate, pH, D.O., Turbidity and Fecal Coliform analysis of local stream and
school drinking water
B. Oil Spills & Bioremediation
C. Detergents & Fertilizer
 Eutrophication Lab (creating algal blooms using different pollutants)
D. Thermal Pollution
 Effect of Temp. on Dissolved Oxygen Lab
E. Groundwater Pollution
 “A Grave Mistake” (forensic point-source groundwater pollution investigation)
F. Liquid Waste Treatment
 Create your own water purification lab (student research project)
Field Trip: Municipal Water Treatment Plant
Unit 12: Toxicology
Chapter 19
A. Toxicity Measurement
 Serial Dilution & LD50 Lab (toxicity testing using Daphnia spp.)
B. Herbicides
 Student-Designed Herbicide Lab (inductive investigation of commercial pesticides, using leaf
color as an indicator of plant health)
C. Phthalates
D. Mercury in Marine Environments
 “Mad As A Hatter” Seafood Survey (analysis of Hg level trends in supermarket seafood)
Video: “A Civil Action” (Touchstone Pictures)
Unit 13: Air Pollution & Climate Change
Chapter 18
A. Air Quality Analysis
B. Houston’s Air Quality
 “A Tale of Two Cities” (TCEQ Ground-Level Ozone/Smog Survey 2000)
 Smog City (online urban smog simulator)
C. Carbon Dioxide Emission
 Personal Carbon Inventory
 Carbon Trading/Offset Calculation (accuracy assessment of different offset companies)
Chapter 19
A. Ozone Depletion
B. Global Warming
 Greenhouse Effect Lab (effect of increased CO2 on temp. in covered aquarium)
C. Climate Change
 Student Debate (after viewing AIT & reading opposing positions)
Video: “An Inconvenient Truth” (Al Gore)
Unit 14: Solid Waste Management
Chapter 21
A. History of U.S. Garbage
 Article: “Gone Tomorrow” (investigative report by Heather Rogers)
 Personal Trash Inventory (24hr collection and analysis of personal trash)
B. Landfills
 “Not In My Backyard” Debate (landfill location; cost-benefit analysis & debate)
 Energy from Landfills (generating electrical power from Texas landfills)
C. Recycling & Reclamation
Field Trip: Local Waste Management Landfill
Unit 15: Sustainability, Economics & Politics
Chapter 23
A. City Planning

“Tomorrow: Houston 2035” (students analyze population trends and plan Houston’s future
infrastructure)
B. Land Use Decision Making
 Dragonfly Pond (hypothetical town; students plan entire community)
 Human Sustainability
Chapter 24
A. Environmentally Sustainable Societies
 Research Countries Achieving Sustainable Economies
 Sustainability Project (students create an environmentally sustainable society)
Video: “Design E2: The Economies of Sustainability” (Green architecture & city planning)
I have read and understood all of the policies for AP Environmental Science found online, and I
have discussed them with my parent/guardian. I agree to accept the responsibility for my
performance.
_______________________________________________________________________
Student’s Name (Print)
Class period
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Student’s Signature
Date
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Parent’s/Guardian’s Name (Print)
_______________________________________________________________________
Daytime Telephone Number
Evening
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Address
City, State, Zip Code
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Parent’s/Guardian’s Signature
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