AP Environmental Science (APES) Course Syllabus
Personal philosophy: “In the end, we will conserve only what we love, we will love only what we
understand, and we will understand only what we are taught." (Baba Dioum) As the Oshkosh Student
Association’s director of environmental affairs, I truly agreed with Mr. Dioum’s philosophy. Whether or
not I’ve lived it is yet to be determined. This course ties together economics and political science along
with all science courses previously taken and places them in a practical, real-world perspective.
Through this course, students’ critical thinking skills are developed and applied to real problems. I do
not expect all of my APES students to become environmental scientists, but I do hope for them to
become more environmentally literate citizens, similar to the old man:
“A young man is walking along the ocean and sees a beach on which thousands and thousands of starfish have washed ashore. Further along he sees an old man, walking slowly
and stooping often, picking up one starfish after another and tossing each one gently into the ocean.
“Why are you throwing starfish into the ocean?,” he asks.
“Because the sun is up and the tide is going out and if I don’t throw them further in they will die.”
“But, old man, don’t you realize there are miles and miles of beach and starfish all along it! You can’t possibly save them all, you can’t even save one-tenth of them. In fact, even if
you work all day, your efforts won’t make any difference at all.”
The old man listened calmly and then bent down to pick up another starfish and threw it into the sea. “It made a difference to that one.”
Because it directly impacts daily decisions, this is the most important science course students will ever take.
My contact info: wierzal@masd.k12.wi.us or 262-363-6200 x 25219 with free hours (
)
Course prerequisites: A or B in Biology and Chemistry, Algebra
Course description: The course adheres to the description given by the College Board: “APES is designed to be the equivalent of a one-semester,
introductory college course in environmental science” that include a laboratory and field investigation component. Emphasis is placed on “the
scientific principles, concepts and methodologies required 1) to understand the interrelationships of the natural world, 2) to identify and analyze
natural and human-made environmental problems, 3) to evaluate the relative risks associated with these problems and 4) to examine alternative
solutions for resolving and/or preventing them.” Each class will contain a maximum of 26 students (to uphold lab safety) meeting for 52 minutes
daily.
Course requirements: labs; unit tests; document based, data-set and synthesis/evaluation essays; individual and group projects; activities; reading
with notes; discussion; cooperative group work; outdoor field work ( two large field trips and some short class trips)
Text: A. Friedland, R. Relyea & D. Courard (2012). Environmental Science for AP. New York: W.H. Freeman and Company
Text site: http://bcs.whfreeman.com/friedlandapes/#t_668210 with flashcards and practice quizzes with quiz tracking
Other resources:
Easton, Thomas A. (2013). Taking Sides: Clashing Views on Environmental Issues. New York: McGraw Hill Company
Molnar, Richard. (2005). AP Environmental Science: Laboratory Investigations. New Jersey: Peoples Education Inc.
Supplies: lab notebook (composition notebook or **Hayden McNeil Environmental Science lab notebook), black/blue ink pen, red pen, post-it
notes, pencil, 2” 3-ring binder with labeled tabs (assessments, labs, reference, notes), loose-leaf paper
**preferred-see AP credit section
Current events: To ensure success on the AP exam (which draws from current events), each week of the course every student will summarize and
react to a current event of their choice from a teacher-created list of resources (newspaper, magazine and journal articles). Details are further
outlined in a current events document.
Class rules: Because this course is equivalent to a college level class, students are expected to act as adults at all times, whether in class, lab or in the
field. Disruption of class activities in any way will not be tolerated and will be dealt with immediately. Cell phones are never permitted in class
because they will never be used. Therefore, if out, they will be confiscated and kept until the end of class. Feel free to bring any other technology
device to access the Internet. Hall passes are available to make essential trips to the restroom, but overuse of this privilege will result in its
termination. I expect all students to follow the Mukwonago Way: be safe, respectful, responsible and on time.
Grades: The grading scale is like any other science class at MHS. Also, like all classes at the high school, overall semester grades are determined as:
40% per quarter and 20% final exam. Those who take the AP exam in spring will be opted out of the second semester exam. Similar to a college level
course, the grade per quarter is determined as follows: 80% tests/quizzes and 20% learning opportunities (colleges do not give credit for
homework, labs, etc. These opportunities are assigned to help students understand material better for the mid-tem and final). Your attitude/effort
grade will follow a rubric (separate document) as will your lab grade and test/quiz grades. The FRQs will at first be assigned as practice and will
gradually be factored into the quarter grade with a maximum weight of 40% (like the AP exam, see assessment section of each unit below). The
FRQs will receive a rubric score that is similar to the AP scores.
Learning opportunities: Scientists and environmental professionals are expected to present their work products in a timely, neat, accurate and
well-organized manner. Therefore, the same is expected of students in this course. Work should be submitted the day it is due, or your class grade
will be incomplete and you must come in after school to make up the assignment. Remember that every assignment is designed to prepare you to
do well on the AP exam in May.
Teaching strategies: class discussion, role-play, debate, online powerpoints, cooperative labs, projects and activities; independent research, Math
Mondays (review math strategies/problems without a calculator for exam prep), Free Response Fridays (every other Friday, answer a free response
to prep for the exam)
Labs: Every week of the course there will be at least one lab, possibly of extended length (about one hour). The class will come to a consensus on
when these longer lab sessions will be held. In order to prepare for the free response section of the AP exam and to seek college credit, all labs and
activities should be handwritten neatly in an acceptable lab notebook (see supplies). All lab/fieldwork includes an analysis and interpretation
component of: experimental data and/or mathematical calculations. Additionally, students will identify and analyze environmental problems, as
well as critically examine various solutions for resolving or preventing these problems. The proposed resolution or prevention will show that
associated ecological and/or human health risks have been evaluated. Labs noted as inquiry will have student-generated materials and procedures
with little teacher guidance.
Field Work: In the Fall, students will be going on a field trip to the local rivers to begin water quality testing using both high-tech and low-tech
sampling techniques. Students will also visit a local bog and the Kettle Moraine Southern unit to do some biodiversity indexing and perform a
forest ecosystem analysis. This will be an all-day field trip. There will be other brief in-class trips (leaf litter, soil analysis, cemetery population
study, etc.) The Spring field trip is another all-day outing during which the students will conclude their pollution unit by visiting the local rivers
again, as well as a tour of a recycling facility, a landfill, a farm and a wastewater treatment plant. Because of our limited time in class, the students
will be conducting monthly testing of the class river tank ecosystem as opposed to monthly testing of outside waterways.
AP exam: The exam is three hours in length and consists of two parts: a 100-question multiple-choice section worth 60% and a four-question free
response section worth 40%. The multiple choice section is designed to cover the breadth of your knowledge and understanding of environmental
science and includes: thought-provoking problems, questions based on fundamental ideas, basic fact recall, and major concepts. The free response
questions (FRQs) emphasize the application of principles in greater depth; you will need to organize answers to broad questions, demonstrating
reasoning and analytical skills, as well as synthesize material from several sources into a coherent essay. There are three types of FRQs: data
analysis, document based and two synthesis and evaluation. NO CALCULATORS WILL BE ALLOWED on the exam or in this class at any time.
More details to follow.
**AP credit: students should keep all materials of this class (especially a well-kept lab notebook) as they seek college credit. Per the APES teacher’s
guide: “Although many introductory science courses in college do not include a lab, the inclusion of such information in a student portfolio will
help to convince reviewers of the comprehensiveness of the APES course and assist evaluators in finding equivalencies in the college curriculum.
Because most colleges do not have the luxury of devoting a full year, including lab, to introductory environmental science, students in a yearlong
APES course will have had a richer experience than they would from a university’s one-semester survey course with a large enrollment and no lab.
Keeping good records of the APES experience will help (you) demonstrate this to college officials.” In other words, because environmental science
is a NEW and promising field, this course could potentially be worth a 4 credit college lab course (with enough evidence and a high enough AP
score).
AP Score
Qualification
5
Extremely well qualified
4
Well qualified
3
Qualified
2
Possibly qualified
1
No recommendation
Essential Questions: (what students should know)
1. How can science be used to understand environmental issues?
2. How do energy conversions underlie all ecological processes?
3. How do biotic and abiotic cycles of Earth interact?
4. How have humans affected these cycles? What is the evidence?
5. How can humans help sustain a stable environment?
6. What are the economic, environmental and social ramifications of an issue?
Skills: (what students should be able to do)
A. Critically observe environmental systems
B. Develop hypotheses and conduct well-designed experiments (constants, control, independent & dependent variables)
C. Use the right tools and methods
D. Analyze and interpret data, including statistical and graphical presentations as well as mathematical calculations
E. Think analytically and apply concepts to the solution/prevention of environmental problems by evaluating associated risks (both ecological
and human health-related)
F. Make conclusions and evaluate the quality and validity of others’ conclusions
G. Propose further questions for study
H. Communicate accurately and constructively about observations and conclusions
To meet the curricular demands for this course, the following skills pertain to these learning opportunities:
Computer Simulations: A, F, H
Math labs: D-F, H
Inquiry Labs: A-H
Other Labs: A, C, D, F-H
Text Activities: E, F, H
FRQs: D-F,
Videos and current events: E-H
Debates: E, F, H
*Unit/theme
*Chapter 20 on sustainability
Essential
has been woven throughout
Questions
Chapters
Duration
Learning Opportunities:
Assessment
Labs/Activities/Audiovisual/Debates
(% weight for FRQ
the curriculum
1-SCIENTIFIC METHOD
to prepare for exam)
1-6
& SYSTEMS
1 Studying the
2 weeks
•
environmentalist poster
2008 AP pre-test
State of our Earth
2 current events
•
environmental law powerpoint
Text synthesis &
•
observation lab
evaluation FRQ on
environmental science,
sustainability, scientific
2 Environmental
•
scientific method inquiry lab
scientific method
method, matter, energy,
Systems
•
ecological footprint text activity
Unit test
•
The Story of Stuff
•
Edens Lost and Found (PBS)
•
Cane Toads
•
bottled vs. tap water text activity
•
work and power lab
•
ozone and air particulate labs
•
energy forms and changes simulation
•
alpha decay simulation
systems of nature
2-ECOLOGY & CYCLES
ecosystem structure, energy
1-3, 5, 6
3 Ecosystem
4 weeks
•
river ecosystem lab setup
Text synthesis &
Ecology
4 current events
•
biogeochemical cycle group project
evaluation FRQ on
•
Nitrogen cycle video
nitrogen cycle (5%)
flow, biogeochemical cycles,
biomes, atmosphere (weather,
4 Global Climates
•
Biomes: Assignment Discovery
Text document based
climate, seasons)
& Biomes
•
% oxygen in air lab
FRQ
•
net primary productivity lab
Unit test
•
owl pellet lab
•
paper use text activity
•
lower trophic level math lab
•
CO2 exhaust lab
•
field trip on water quality, biodiversity indexing,
ecosystem analysis and biomes
3-ECOSYSTEM
1, 3-6
•
biome presentation
•
formation of deserts analysis activity
•
outdoor albedo lab
•
atmospheric layers graph activity
•
El Nino analysis activity
•
convection currents inquiry lab
•
climatogram activity
•
specific heat & climate lab
5 Evolution of
2 weeks
•
river ecosystem water quality testing
Text document-based
Biodiversity
2 current events
•
geologic time scale activity
FRQ (10%)
•
natural selection kit & lab
Unit test
18 Conservation of
•
jellybean model of evolution
Biodiversity
•
biodiversity hotspot internet activity
•
endangered & invasive species projects
•
leaf litter lab
•
Evolution Lost by EarthTouch
•
ecotourism brochure project
•
biodiversity index lab
•
home size text activity
•
cost of a green lawn text activity
•
wanted poster activity
•
Do Ecosystem Services Have Economic Value?
2 weeks
•
copper extraction and reclamation inquiry lab
Text synthesis &
2 current events
•
river ecosystem water quality testing
evaluation FRQ
cycle, plate tectonics, soil
•
soil labs
(15%)
dynamics
•
Dirt
Unit test
•
chemical and mechanical weathering lab
•
acidification and lake size activity
•
plate tectonics project and computer simulation
DIVERSITY & CHANGE
biodiversity, evolution,
conservation
4-GEOLOGY
Earth science concepts (rock
1, 3-6
8 Earth Systems
5-POPULATION
1, 3-6
•
mining town web quest
•
diet and soil dynamics text activity
•
cookie mining activity
6 Population &
3 weeks
•
population growth of Lemna minor inquiry lab
Text synthesis &
organism/human population
Community
3 current events
•
cemetery tour and population distribution
evaluation FRQ
growth and resource
Ecology
•
island biogeography activity
(20%)
•
interspecific and intraspecific lab
Text data-set FRQ
7 Human
•
mark and recapture lab
Unit test
Population
•
study of succession on campus activity
•
living planet index text activity
•
GDP & footprint text activity
•
national footprint text activity
•
doubling time math lab
•
Oh Deer carrying capacity activity
•
Survival Island activity
•
life expectancy calculation activity
•
world population lab
•
power of the pyramids activity
•
river ecosystem water quality testing
•
The People Bomb
•
World in the Balance (PBS)
•
Do We Have a Population Problem?
2 weeks
•
river ecosystem water quality testing
Text synthesis &
2 current events
•
groundwater model simulation
evaluation FRQ
•
water in the USA activity
(25%)
•
water use diary
Unit test
•
Modern Marvels: Water
•
conserving water activity
•
national and local water use text activity
consumption
6-WATER RESOURCES
water resources and human
management
1, 3-6
9 Water Resources
•
water diversions research project
•
Should Waukesha Have Access to Lake
Michigan?
7-LAND & WATER USE
1-6
land management, hunger,
10 Public & Private
3 weeks
•
river ecosystem water quality testing
2012 synthesis &
Land
3 current events
•
tragedy of the commons activity
evaluation FRQ on
•
comparative land use lab
pesticide use (30%)
11 Feeding the
•
habitats-the choice is yours activity
Unit test
World
•
ecological footprint of food consumption text
agriculture
activity
SEMESTER ONE
18 WEEKS
•
fishing for the future activity
•
cost of commuting text activity
•
natural areas project
•
hunger banquet/lab
•
The DustBowl by American Experience
•
Food Inc.
•
End of the Line
•
soil fertilizer inquiry lab
•
mineral nutrition of plants inquiry lab
•
Lorax and Truax
•
scarcity lab
•
Can Organic Farming Feed the World?
•
Review January 20-21, 2014
Final Exam January
24, 2014
8-ENERGY RESOURCES
& CONSUMPTION
1, 2, 4-6
12 Nonrenewable
3 weeks
•
bitumen from oil sands inquiry lab
2012 document-based
Energy Sources
3 current events
•
conventional vs. hybrid car text activity
FRQ on natural gas
•
energy use audit
from rock (35%)
advantages and disadvantages
of renewable and
13 Achieving
•
Gaslands
2012 data-set FRQ on
nonrenewable
Energy
•
Fuel
alternative energy
Sustainability
•
Petropolis
and carbon emissions
9- POLLUTION &
1-6
14 Water Pollution
GLOBAL CHANGE
Unit test
•
nuclear waste activity
•
fossil fuel activity
•
biomass to biofuel inquiry lab
•
pizza box solar oven activity
•
choosing a light bulb text activity
•
river ecosystem water quality testing
•
fuel cell car inquiry
•
energy resource comparison project
•
Is Renewable Energy Really Green?
8 weeks
•
design your own environmental experiment
2012 synthesis &
8 current events
•
river ecosystem water quality testing
evaluation FRQ on
water pollutants, wastewater
15 Air Pollution &
•
safe water text activity
wetlands &
treatment, indoor/outdoor air
Stratospheric
•
flushed away activity
wastewater treatment
pollutants, smog, ozone, waste
Ozone Depletion
•
Pollution field trip: water quality of more/less
(40%)
polluted waterways, water treatment visit, farm,
Text document-based
landfill, recycling
FRQ (15)
and its disposal, global
warming, ozone depletion,
16 Waste
human impact
Generation &
•
oil spill remediation lab
Text synthesis &
Waste Disposal
•
water salinization inquiry lab
evaluation FRQ (16)
•
effects of nitrate/phosphate pollution lab
Text synthesis &
•
ozone lab (to be compared with Fall lab)
evaluation FRQ on
•
local air pollution investigation
global warming
•
parts per million lab
Unit test
•
coal emissions text activity
•
nitrogen air pollution activity
•
acid rain lab
•
air pollution lab
•
Acid Rain: The Invisible Threat
•
Ozone: The Hole Story
•
Modern Marvels: Trash
19 Global Change
•
Flush
•
One Degree
•
household waste activity
•
solid waste text activity
•
auto/truck tire waste math lab
•
recycle city activity
•
energy and recycling math lab
•
landfill lab
•
greenhouse gas lab
•
carbon production by various vehicles text
activity
•
greenhouse effect computer simulation
•
CO2 graphing activity
•
global climate change project
•
Should the Superfund Tax be Reinstated?
•
Is Global Warming a Catastrophe That Warrants
Immediate Action?
10-HEALTH
17 Human Health
2 weeks
•
LD50 lab
Text synthesis &
human health risks, infectious
& Environmental
2 current events
•
irradiated seeds lab
evaluation FRQ on
disease, toxic chemicals, risk
Risks
•
Contagion
risk management
•
Chemical & Biological Weapons (History Channel)
(40%)
•
risk perception activity
Unit test
•
Virustown activity
•
Trade Secrets (PBS)
•
local environmental risk computer activity
•
disease research project
•
river ecosystem water quality testing
•
Do Environmental Hormone Mimics Pose a
analysis
1, 3-6
Potentially Serious Health Threat?
AP EXAM REVIEW
AFTER THE EXAM
1 week
April 28-May 2, AP Test is Monday, May 5th
Possibilities include:
•
trip to elementary school to teach about the
environment
•
butterfly garden
•
school redesign for conservation
•
community service (weed picking, tree planting,
etc.)
•
community garden
•
political activism letter