Mr. Samilenko – 627- 6393
email – msamilen@rtmsd.org
AP® Environmental Science
Course Syllabus
Course Overview
This course follows the guidelines for the Course
Description for AP® Environmental Science
(http://www.collegeboard.com/student/testing/ap/sub_envs
ci.html?envsci)
It is designed to be the equivalent of an introductory
college course in environmental science. Environmental
science is an interdisciplinary course in that it integrates a
wide range of topics including earth science, biology,
chemistry, sociology and economics. Core scientific
principles, concepts and methodologies required for
understanding the environment will be presented to the
students in this class. The primary themes of this course
include: science as a process, the earth is one
interconnected system, humans alter natural systems,
environmental problems involve social and cultural issues,
and the concept of environmental stewardship and system
sustainability. Through class and laboratory experiences,
students will learn to identify and analyze environmental
problems and how they affect humans (health risks) and the
entire biosphere. Students will look into solutions or
possible preventative measures to these issues
The course will consist of lecture, class discussion,
projects, multi-media presentation and indoor/outdoor
laboratory investigations. Assessments will be in the form
of laboratory reports, weekly quizzes, exams, and projects.
A final exam will constitute the fifth marking period. The
topics covered in this course also aim in preparing students
for the AP® environmental exam in May. Students will be
expected to read from the text and/or from supplemental
reading weekly, in preparation for the class. Vocabulary
and essay study guides will be constructed as a learning
tool by the students in preparation for exams. Assignments
and materials are found on my web page.
Text
Miller, G. Tyler. Living in the Environment: Principles,
Connections, and Solutions. 18th ed. Pacific Grove, Calif.:
Brooks/Cole.
Course Outline
The following outline is organized in units and by marking
period.
1st Quarter Marking Period
Overview of environmental science
Overview of issues and sustainability
Review of science as a process
Experimental design
Basic chemistry and physics (thermodynamics)
Chapters 1 ,2
Ecosystems (living world)
Energy flow
Matter cycles
Biodiversity
Natural selection and evolution
Biomes
Communities
Succession
Chapters 3, 4
2nd Quarter Marking Period
Population Ecology
Biological concepts of population
Human population (dynamics, sustainability, impacts of
growth)
Chapters 8, 9
Biodiversity
Sustainability
Terrestrial diversity
Aquatic diversity
Ecosystem Approach
Species Approach
Chapters 7, 8, 9, 10, 11,
Land and water use
Agricultural practices (crop production, erosion control,
pest control, overgrazing, land management)
Sustainable agriculture
Forest management
Water resources (fishing, aquaculture, wetlands, aquatic
ecosystems)
Geological nonrenewable resources
Chapters 12, 13, 14
3rd Quarter Marking Period
Energy Resources
Energy consumption (global use and future needs)
Fossil fuels
Nuclear energy
Hydroelectric
Renewable energy and renewable fuels
Energy conservation
Chapters 15, 16
Pollution
Health hazards and risks
Ozone depletion
Climate change
Air, water, solid and noise pollution (types, sources,
causes,)
Effects on the environment
Hazardous wastes
Chapters 17, 18, 19, 20, 21,
4th Quarter Marking Period
Global Sustainability
Review of resources conservation
Ecological services and ecosystem monitoring
Environmental policy
Environmental law
Economic systems and sustainability
Environmental worldviews and ethics
Chapters 22, 23, 24, 25,
AP Exam – May 4th 2014
Final Exam
Laboratory Investigations
The purpose of laboratory investigation is to allow students
to observe and have direct experiences with organisms or
systems in the environment. This also allows for students to
gain sampling skills and data collection techniques as well
as other scientific methodologies. It also allows for data
manipulation (calculations), interpretation and inquiry.
From these experiences students will think analytically in
order to make conclusions. Students can then evaluate the
validity of their findings to propose solutions to problems
and further questions for study.
Laboratory investigation will range from in class
experiments and investigation to field laboratories and
investigations. The following is a list of laboratories.
Weather conditions and time restrictions limit the
completion of all the following activities. Many of these
activities may take several weeks to complete and therefore
cover more than one laboratory period.
First Semester (marking periods 1 and 2) (subject to
change)
Ecological succession – Students walk the property of
nearby park to find and photograph various stages of
ecological succession. This will then be put into
powerpoint presentations.
Mark – return – recapture of grasshoppers - Students visit a
nearby meadow and capture and tag grasshoppers. They
then come back the following week to recapture them to do
a population study.
Tree species Survey – Students will be given a set area of
forest in which they will identify species and group them
by crown class in order to determine the structure of the
forest.
Evolution and Adaptation with Wooly worms – Students
will collect data on a simulated wooly worm population to
determine adaptations such as cryptic coloration and
calculate a chi-square test.
Forest study field assistants - Students will prepare an
instructional video for the freshman environmental science
students on tree identification and forest quadrant
procedures. They will also assist the freshman the day of
the study.
Exponential Growth – Students will use data to determine
exponential growth of a population
Wildlife Management –Students will create a report
regarding a real life scenario on coyotes and wildlife
management.
Living soil – Students will create a mini subterranean
ecosystem with earthworms and other soil organisms in
order to see their affects on the composition of soil over
time.
Animal adaptations and recognizing animal sign – Students
will identify skulls, tracks, and furs of wildlife and relate
their physiology to their feeding adaptations and habitat.
Reintroductions and age structure – Students will use age
structure diagrams of two National Forests to determine the
best choice for Lynx reintroduction.
Choosing a pesticide – Students will choose a specific
pesticides or pest management approach for specific pest
control situation through research.
Designing a conservation plan for a housing development –
Students will be given a scenario for a housing
development in which they will have to present a plan for
its development incorporation various conservation
techniques.
Designing a model ecosystem – Students will do an indepth group research study of an ecosystem in order to
design a model ecosystem. The design will be presented
with visual displays and models.
Hawk Mountain (Tentative) – Visit hawk mountain where
students will learn how to identify various raptors and
study migrations patterns
Second Semester (marking periods 3 and 4) (subject to
change)
Human Population – Students will understand some of the
basic concepts of population demography - survivorship
and mortality from a local cemetery
Biodiesel– Students will create their own biodiesel form
vegetable oil.
Soil analysis – Student will test soil in various parameters
including texture, porosity, invertebrates, moisture content,
percolation rate, and fertility.
Watershed mapping – Students will use various maps of the
area in order to trace their local watershed through
increasing stream order until it reaches the ocean.
Visit to a water treatment plant – Students will visit a local
water treatment plant in order study the various process
involved water treatment.
Testing tap water – Students will be testing tap and other
water sources for hardness and pH in order to compare and
discuss the their quality.
Sewage Treatment Plant – Students will build a small
sewage treatment plan in a two-liter bottle in order to see
how a sewage treatment plant works using real world
parameters
The effects of nutrients on a mini-pond ecosystem Students will create miniature pond ecosystems in order to
observe the effects of eutrophication on an aquatic
ecosystem.
Algae and water pollution - Student swill study preserved
slides of algae and evaluate the pollution tolerance of the
various species of algae.
Particulates Air pollution – students will measure
particulate matter in and around the building and evaluate
the data by EPA standards
Acid Rain – Students will measure and compare pH levels
in precipitation of areas over tie and analyze and account of
varying concentrations of oxides and pH reading in
precipitation
Invasive hike and management proposal – Students will
take a walk on the campus or nearby park in order to
identify various invasive species and their effects on native
species. They will then prepare a management plans and
report for the school on dealing with this issue