AP Environmental Science
Email address: collins_k@hcde.org
2013/2014 Course Syllabus Office phone #: 209-5929
Mr. Collins
Tutoring: Mondays 4:15-5:15PM
Website: http://cca.hcde.org
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. [SC11}
Text
Living in the Environment, 16th ed., by G. Tyler Miller, Brooks/Cole, Cengage Learning,
2009/2007
Course Prerequisites
The prerequisites for Honors Environmental Science are Physical World Concepts, Biology and
Chemistry.
Methods
Instruction consists mostly of lectures, discussions, demonstrations,
and written assignments—
including research projects, in-class assignments, and homework. A minimum of one period per
week is devoted to hands-on laboratory experiences or fieldwork. All lab and fieldwork requires a
written report. All work will be expected on time and late work will not be accepted. Any student
that drops below a C grade at any point will be put on the DS list and will lose their senior lunch
privilege until their grade raises back to the C range. [SC17]
Course Timeline
Unit Date
Begins/Test
Unit 1-Introduction and Basic Concepts in Environmental Science
Chapter 1-Environmental Problems: Their Causes and Sustainability
08-17/08-31
Unit 2- Science , Systems, Matter and Energy
Chapter 2- Science , Systems, Matter and Energy
09-01/09-14
Unit 3-Living World
Chapter 3-Ecosystems: What are They and How Do They Work?
Chapter 4-Biodiversity and Evolution
09-15/09-28
1
Chapter 7-Climate and Terrestrial Biodiversity
Chapter 8-Aquatic Biodiversity
Unit 4-Population
Chapter 5-Biodiversity, Species Interactions and Population Control
Chapter 6-The Human Population and its Impact
09-29/10-19
10-20/11-02
Unit 5-Land Use
Chapter 9-Sustaining Biodiversity: The Species Approach
Chapter 10-Sustaining Terrestrial Biodiversity: The Ecosystem Approach 11-03/11-16
Chapter 11-Sustaining Aquatic Biodiversity
Chapter 12- Food, Soil and Pest Management
11-17/11-30
Unit 6-Water Use
Chapter 13-Water Resources
12-01/12-14
Unit 7-Earth Systems
Chapter 14-Geology and Nonrenewable Minerals
12-15/01-20
Unit 8-Earth Resources, Energy Resources and Consumption
Chapter 15- Nonrenewable Energy
Chapter 16-Energy Efficiency and Renewable Energy
01-21/02-01
Unit 9-Ecological and Human Health
Chapter 17-Environmental Hazards and Human Health
02-02/02-15
Unit 10-Pollution
Chapter 18-Air Pollution
Chapter 20-Water Pollution
Chapter 21-Solid and Hazardous Waste
02-18/02-29
03-01/03-14
03-15/04-06
Unit 11-Global Change
Chapter 19-Climate Change and Ozone Depletion
04-07/04-18
Unit 12-Other Topics
Chapters 22, 23, 24 and 25
Worked throughout the year as other topics are covered
Vocabulary Quiz Dates:
Ch 1 Quiz 08/24
Ch 5, 6 Quiz 10/26
Ch 2 Quiz 09/08
Ch 9,10 Quiz 11/03
Ch 3,4 Quiz 09/21
Ch 11,12 Quiz11/23
Ch 7,8 Quiz 10/12
Ch 13 Quiz 12/07
Ch 14 Quiz 01/11
Ch 15,16 Quiz 01/25
Ch 14 Quiz 02/02
Ch 17 Quiz 02/08
Ch 18 Quiz
Ch 20 Quiz
Ch 21 Quiz
Ch 19 Quiz
02/22
03/07
03/21
04/11
2
Course Outline
Unit 1: Introduction and Basic Concepts in Environmental Science
Chapter 1: Environmental Problems, Their Causes and Sustainability
General overview of the topics covered throughout the year
• Lab: Exponential Growth—A Toss of the Dice: Using random throws of dice; this activity
simulates population growth of a species. Factors such as life span, birthrate, resource depletion,
and population momentum are explored.
Probability, and statistics are introduced to the study of ecology. [SC14]
• Lab: Let’s Go Fishing—Mark/Recapture Activity: Students sample, mark, and resample in order
to use the Petersen Method to determine the fish population in a pond.
• Internet Activity: Top Environmental Stories, 2010-2015
• Video: Race to Save the Planet: The Environmental Revolution
• Video: The Lorax
Test: Chapter 1
Unit 2: Science, Systems, Matter and Energy
Chapter 2: Science Systems, Matter, and Energy
A.
B.
C.
D.
The scientific method
Nature’s building blocks—a review of general chemistry
Different forms of energy and their importance in environmental science
Laws of matter and energy
• Lab: Effects of Radiation on Seed Germination and Growth— Students measure, over a series of
days, the effects of three types of radiation on the germination and subsequent growth of the
irradiated seeds. They then treat their data to statistical analysis in order to draw conclusions.
[SC12]
Test: Chapter 2
3
Unit 3: Living World [SC3]
Chapter 3: Ecosystems: What are They and How Do They Work?
A. Populations, communities, food chains, and webs
B. Ecological pyramids and productivity
C. Biogeochemical cycles
• Lab: What’s in an Owl Pellet? Students gain insight into the habits and adaptations (such as
sources and preferences of prey) of an apex predator by examining owl pellets.
Chapter 4: Biodiversity and Evolution
A. Micro- and macroevolution
B. Niches—fundamental and realized, generalists and specialists
C. Theories and misconceptions about evolution
Lab: Biodiversity in Leaf Litter: A Berlese funnel is used to collect organisms from leaf litter.
Biodiversity is calculated using the Shannon- Weiner Diversity Index.
Test: Chapters 3 and 4
Chapter 7: Climate and Terrestrial Biodiversity
A. Weather and climate
B. What are biomes and how do they differ?
• Internet Activity: Creating and Understanding Climatograms • Project: Biomes
• Video: The Rainforest (National Geographic)
Test: Chapters 5 and 6
Chapter 8: Aquatic Biodiversity
A. Saltwater life zones
B. Freshwater life zones
1. Eutrophication
2. Overturn
3. Characteristics of streams and rivers
Test: Chapters 7 and 8
4
Unit 4: Population [SC4]
Chapter 5: Community Ecology, Structure, Species Interaction, Succession, and
Sustainability
A.
B.
C.
D.
E.
F.
G.
H.
Nonnative or exotic species
Indicator species and keystone species
Interspecific and intraspecific competition
Competition and symbiosis
Succession
Exponential versus logistic growth
Biotic potential and environmental resistance
Characteristics of r-strategists and K-strategists
Survivorship curves
Lab: Duckweed Population Growth Lab: Students observe the growth of duckweed, an aquatic
floating plant, and how its growth rate yields a logistic curve, illustrating concepts of population
growth rates, carrying capacity, and limiting factors (such as light, pH, etc.).
• Lab: Inter-and Intraspecific Competition: Students analyze the effects of population density on
the growth of two plant species (radishes and collards) growing alone and in mixed species
groups. Density and species composition are manipulated. The resulting biomasses of the two
species are statistically analyzed. [SC13]
• Video: Cane Toads
Chapter 6: The Human Population: Growth, Demography, and Carrying Capacity
A.
B.
C.
D.
E.
Zero population growth
Fertility and death rates
Age structure histograms
Factors affecting population size
The demographic transition
Lab: Power of the Pyramids—Constructing Age-Sex Histograms: Students use census data to
construct age-sex population pyramids. Such pyramids, representing several countries in various
stages of development, are discussed and compared. Students then explore and discuss how the
population would be affected by factors such as natural and human-made disasters as well as
social, economic, and political changes. [SC15]
• Video: The People Bomb
• Video: World Population (Zero Population Growth)
Test: Chapters 5 and 6
5
Unit 5: Land Use [SC5]
Chapter 9: Sustaining Biodiversity: The Species Approach
A.
B.
C.
D.
E.
F.
Effect of humans on biodiversity
Estimation of extinction risks
Instrumental, ecological, economic, and intrinsic values of biodiversity
Causes of extinction
Laws and treaties to prevent extinction of species (national and international)
Wildlife management
• Video: NOAH’S: Keepers of the Ark
• Project: Endangered Species
Chapter 10: Sustaining Terrestrial Biodiversity: The Ecosystem Approach
A. Land use in the United States and the world, including laws to manage public lands
B. Managing forests sustainably
1. Types of tree harvesting
2. Importance of fires
C. Managing tropical forests
D. Sustaining national parks
E. Gap analysis and ecological restoration
• Lab: Invertebrate Behavior
Test: Chapters 9 and 10
Chapter 11: Sustaining Aquatic Biodiversity
A. Importance and human impact on marine and aquatic biodiversity
B. Protecting and sustaining marine biodiversity
• Lab: Macroinvertebrates as a Measurement of Water Quality: Students assess the health of local
surface water samples by conducting an analysis of macroinvertebrate diversity.
Chapter 12
: Food, Soil, and Pest Management
A. Food production and nutrition
B. Increasing crop production
1. Genetic engineering
2. Irrigation
C. Meat production—Positive and negative effects
D. Harvesting fish and shellfish
E. Types of pesticides
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F.
G.
H.
I.
J.
Pros and cons of pesticide use
Pesticide treadmill and circle of poison
Pesticide regulations in the United States
Alternatives to the use of pesticides
Integrated pest management
• Lab: Herbicide Toxicity: Students determine the toxic dose for the plant Brassica rapa.
Test: Chapters 11 and 12
Unit 6: Water Use [SC6]
Chapter 13: Water Resources
A.
B.
C.
D.
E.
F.
G.
H.
Properties of water
Types of fresh water
Water shortages
Damming water and water transfer
Desalinization
Irrigation
Solutions to overuse of water
Flooding and floodplain management
• Video: The Power of Water (National Geographic)
Test: Chapter 13
Unit 7: Earth Systems [SC1]
Chapter 14: Geology and Nonrenewable Resources
A.
B.
C.
D.
E.
F.
Geologic processes and plate tectonics
Erosion and weathering
Rocks, minerals, and the rock cycle
Soil formation and soil profiles
Characteristics of soil and reading a soil triangle
Soil erosion, desertification, and salinization
• Lab: Soil Labs
• Lab: Rocks and the Rock Cycle
• Video: Weathering and Soils: Earth Revealed
Test: Chapter 14
7
Unit 8: Earth Resources, and Energy Resources and Consumption
[SC2], [SC7], [SC8]
Chapter 15: Nonrenewable Energy
A. Identifying, locating, and removing nonrenewable mineral resources
1. Types of mining
2. Environmental effects of mineral extraction
B. Oil extraction, refining, and use
C. Natural gas
D. Coal
E. Nuclear energy
Chapter 16: Energy Efficiency and Renewable Energy
A. Energy efficiency and how to improve it
B. Solar energy
1. Passive solar energy
2. Active solar energy
C. Hydroelectricity
D. Wind power
E. Biomass
F. Solar-hydrogen
G. Geothermal energy
H. Micropower
I. Sustainable energy use
• Lab: Fossil Fuel lab—Personal Energy Audit
• Project: Renewable and Nonrenewable Energy Sources—Pros and Cons
Test: Chapters 14 and 16
Unit 9: Ecological and Human Health
Chapter 17: Environmental Hazards and Human Health
A. Risks and hazards
B. Toxicology
1. Bioaccumulation and biomagnification
2. Poisons
C. Chemical hazards
D. Transmissible diseases
E. Risk analysis
8
• Lab: Toxicology—Testing LD-50: Four kinds of cleaning solutions (sodium hypochlorite,
quaternary ammonium compounds, vinegar, and borates), are analyzed to determine the lethal
dose 50 percent for yeast. Students write a report addressing dangers of current practices, effects
on wildlife and people and make recommendations for more sustainable practices. [SC16]
A dose-response curve is required as part of analysis.
Test: Chapter 17
Unit 10: Pollution [SC9]
Chapter 18: Air Pollution
A. Outdoor air pollution
1. Photochemical and industrial smog
2. Inversions
3. Acid deposition
B. Indoor air pollution
1. Types and sources
2. Effects on human health
C. Solutions to air pollution
• Video: Race to Save the Planet: Only One Atmosphere
• Lab: Measuring Automobile Pollutants
Chapter 20: Water Pollution
A.
B.
C.
D.
E.
F.
Main types of water pollutants and how they are measured
Point and nonpoint sources of pollution
Stream pollution and oxygen-sag curves
Groundwater pollution
Ocean pollution
Wastewater treatment
Lab: Measuring Water Quality
Video: Race to Save the Planet: Do We Really Want to Live This Way?
Video: Land of the Alligator (National Geographic)
Field trip: Wastewater treatment plant
9
Chapter 21
: Solid and Hazardous Waste
A.
B.
C.
D.
E.
F.
Municipal Solid Waste (MSW)
Hazardous waste
Reduce, reuse, recycle
Detoxifying, burning, burying, and exporting waste
Land disposal
Laws regarding hazardous waste in the United States
Video: Endangered Planet• Video: Endangered Planet
Test: Chapters 18, 20, and 21
Unit 11: Global Change [SC10]
Chapter 19: Climate Change and Ozone Depleation
A.
B.
C.
D.
Natural greenhouse effect
Global climate change
Possible solutions
Ozone depletion
1. Causes and chemical reactions
2. Effects on human health • Lab: Field Testing for Ozone: Schoenbein paper and relative humidity Schoenbein scale are
used to measure the concentration of ozone in the air. This is then compared to concentrations in
other time periods and in other parts of the world’s atmosphere.
Test: Chapter 19
Unit 12: Other Topics
Chapters 22, 23, 24 and 25
Topic: Environment and Society
• Worked throughout the year as other topics are covered
Laws regarding hazardous waste in the United States
• Video: Endangered Planet
AP Environmental Science Exam
10
Below are the College Board required topics for A.P. Environmental Science.
Scoring Components
SC1 The course provides instruction in Earth Systems.
SC2 The course provides instruction in Earth Resources.
SC3 The course provides instruction in the Living World.
SC4 The course provides instruction in Population.
SC5 The course provides instruction in Land Use.
SC6 The course provides instruction in Water Use.
SC7 The course provides instruction in Energy Resources.
SC8 The course provides instruction in Energy Consumption.
SC9 The course provides instruction in Pollution.
SC10 The course provides instruction in Global Change.
SC11 The course provides students with the scientific principles required to understand the
interrelationships of the natural world and draws upon various scientific disciplines.
SC12 The course includes methods for analyzing and interpreting information.
SC13 The course includes methods for analyzing and interpreting experimental data.
SC14 The course includes methods for analyzing and interpreting mathematical calculations.
SC15 The course teaches students how to identify and analyze environmental problems.
SC16 The course teaches students how to critically examine various solutions for resolving
or preventing environmental problems by evaluating the associated ecological risks and
human health risks.
SC17 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 fieldwork.
Note: The dates of tests and quizzes are tentative and may be changed due to changes in
the school calendar.
Exam Date: TBA
The final exam will be worth 25% of the final course grade.
III. EVALUATION
The grading system for this class will be based on the following scale:
93% to 100% = A
85% to 92% = B
75% to 84% = C
70% to 74% = D
Below 70% = F
Points received on class work, tests, notebooks, homework, and all other assignments will be
averaged together to determine the student's grade. Scores on all work are kept numerically
and not by letter grade, thus every point scored on all work will raise the student's grade.
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IV. REPORT CARDS
Report cards will be given to students on the following dates:
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
Oct. 16
Jan. 8
March 24
May 27 (mailed)
V. NOTEBOOKS
Students will be required to keep a notebook. A three-ring binder is suggested so that
assignments and papers are readily accessible. Students will be required to bring their
notebook to class on a daily basis. The notebook should be neat, organized and arranged in
an orderly fashion using dividers.
Categories:
1. Handouts (inc. Course Syllabus and all other 1st day handouts)
2. Notes (inc. lecture, reading and video)
3. Assignments
4. Misc.
VI. HOMEWORK
Formally assigned homework may require 30 minutes of study time, everyday, involving
completion of written homework, reading assignments, note taking, and preparation of
reports and projects. If a student is absent on the day that homework is due the student must
turn in the homework the first day back unless prior arrangements have been made with the
teacher.
VII. LATE WORK
Late work will NOT be accepted.
VIII. ATTENDANCE
Although grade points are not given for attendance, students need to be aware that absences
do have an effect on their grade. It is the responsibility of the student to see that attendance
problems are brought to the attention of the teacher. Poor attendance usually results in poor
grades, as the student can fall behind in his/her work.
After any absence, THE STUDENT IS REQUIRED TO INITIATE CONTACT with the
teacher to obtain appropriate make-up work within TWO school days directly following the
student's return to school. When the student gets his/her assignment it needs to be logged on
his/her make-up sheet (see attached) and signed by the teacher. The make-up sheet is a
permanent part of the students' notebook and when used properly will aid in the
tracking of missed assignments.
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IX. TARDIES
Any student who is tardy to class must sign the Tardy Sheet at the front of the classroom
upon entering the room. The only exception is if the student enters class with an appropriate
hall pass.
The instructor shall follow the tardy guidelines of the school.
X. CLASSROOM BEHAVIOR EXPECTATIONS
All policies and rules of CCA and HCDE will be enforced in this classroom, including the
following: No headphones, cellular phones, beepers or other electronic devices. If a student
brings these items to class they will be confiscated and turned over to an administrator.
Discipline plan:
1st step: verbal warning and/or phone call to parent/guardian
2nd step: detention/work detail and phone call to parent/guardian
3rd step: referral to office
* NOTE: steps 1 and 2 may be skipped if the infraction is serious enough to
warrant step 3.
XI. EXTRA CREDIT
Extra credit assignments will be announced at the beginning of the year (see attached extra
credit sheet) and at various times throughout the year. Students may turn in a maximum of
one extra credit assignment per week.
I have read the course expectancy sheet for Environmental Science.
DO NOT DETACH!
_____________________________
Student
Date: __________________
__________________________________
Parent
Date ______________________
This signed expectancy sheet should be kept by the student in his/her notebook and will
be checked at the end of the 1st week of each quarter and recorded as the student's 1st
grade of each quarter.
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