Advanced Placement Environmental Science
David Gift
Room E05
Course Goal:
The goal of the Advanced Placement Environmental Science course is to provide students with the
scientific principles, concepts, and methodologies required to understand the interrelationships of the
natural world, to identify and analyze environmental problems both natural and human-made, to evaluate
the relative risks associated with these problems, and to examine alternate solutions for resolving and/or
preventing them.
Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of
study. Yet there are several major unifying constructs, or themes, that cut across the many topics included
in the study of environmental science. The following themes provide a foundation for the structure of the
AP Environmental Science course:
 Science is a process
 The Earth itself is one interconnected system
 Environmental problems have a cultural and social context
 Humans alter natural systems
 Energy conversions underlie all ecological processes
 Human survival depends on developing practices that will achieve sustainable systems
Your Instructor:
David Gift: B.S. Science Education/Concentration in Biology; M.A.Ed. College Teaching/Physical
Education
Research Interests: Health and Human Performance, Human Evolution, Science and Physical Education
cross curriculum
Email: dgift@currituck.k12.nc.us
Phone: 252-453-0014 ext 3050
Teacher Page: http://www.currituck.k12.nc.us//Domain/798
Teaching Schedule:
1st Bell (8:05 – 9:30) – Planning
2nd Bell (9:35 – 11:05) – AP Env Science/Honors Marine Science
4th Bell (12:10 – 1:35) – Biology
5th Bell (1:35 – 3:05) – Earth/Env Science
Textbook:
Cunningham, W., & Cunningham, M. (2012). Environmental science: A global concern. (12th ed.). New
York, NY: McGraw-Hill.
Supplemental Text:
Nash, Roderick. American environmentalism: Readings in conservation history. 3rd edition. New York,
NY: McGraw-Hill, 1990. Print.
Labs:
All lab safety procedures will be followed during labs. If I feel a student is hazardous to the learning
environment during labs, the student will not be allowed to participate and will receive a zero for the lab.
Lab procedures are as follows:
1. Labs will only begin after thorough instruction
2. Classroom safety will be practiced by both students and instructor
3. If materials are broken, immediately notify the instructor
4. Clean-up will be mandatory of all students
Most lab activities will not be graded solely on the accuracy of data collected. Students will be expected
to develop FULL FORMAL LAB REPORTS with most labs conducted in this class in APA format. If
a student has repetitive issues using APA format, they will be required to attend a seminar in the literary
center during their Power Hour until improvements are made
Grading:
The state has issued a new 10 point grading scale that is to be used state wide. It goes as follows:
A
90-100
B
80-89
C
70-79
D
60-69
F
0-59
Exams/Major Projects
Labs/Quizzes
Classwork
50%
30%
20%
Final class grade will be calculated as follows:
1st nine weeks grade X .20 = __________
2nd nine weeks grade X .20 = __________
3rd nine weeks grade X .20 = __________
4th nine weeks grade X .20 = __________
Final exam grade X .20 = __________
Total the 5 scores for final grade!!
Missing/Late/Make-Up Work:
Students who fail to complete an assignment by the due date will still be allowed to complete the work up
to 3 days after the assignment is due. Anything turned in after the 3rd day will not be accepted. This is a
school wide policy.
Day(s) Late
1 DAY
2 DAYS
3 DAYS
AFTER 3 DAYS
Grade Impact
-10 pts
-30 pts
-50 pts
Student will receive a 0
If a student is absent, the schedule above begins on their first returning day. Tests can be made up in
class, before school or during lunch. I coach and therefore will not be available after school.
If a student’s grade falls below a 70, that student will be signed up for mandatory tutoring until the
grade is brought to or above a 70. Tutoring will take place for my class Wednesdays and Fridays, 11:00
to 11:30 am.
Technology:
The school issued Chrome Book (or a personal laptop if preferred) may be needed on any given day. It is
imperative that the student have these available, charged and ready to go, any and every class. These will
be used for educational use only. Any alternative uses (Facebook, games, etc) will not be tolerated and
will result in further disciplinary action.
Academic Integrity:
Peer tutoring and assistance is one of the most effective ways for students to learn. Your classmates often
can do a better job than I can of helping you see things through “students” eyes. However, this does not
mean that a fellow student does your work for you or allows you to copy their work. Students who cheat,
plagiarize, etc. will receive a zero for that assignment. All school discipline guidelines will be followed
regarding cheating.
Permission form:
The following Not Rated documentaries may POSSIBLY be shown in this class as a learning tool and a
permission slip is necessary: Blue Gold: World Water Wars and King Corn
Course Outline:
I. Earth Systems and Resources (10–15%)
A. Earth Science Concepts
(Geologic time scale; plate tectonics, earthquakes, volcanism; -seasons; solar intensity and latitude)
B. The Atmosphere
(Composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect; atmosphere–
ocean interactions; ENSO)
C. Global Water Resources and Use
(Freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic use; surface and groundwater
issues; global problems; conservation)
D. Soil and Soil Dynamics
(Rock cycle; formation; composition; physical and chemical properties; main soil types; erosion and other soil
problems; soil conservation)
II. The Living World (10–15%)
A. Ecosystem Structure
(Biological populations and communities; ecological niches; interactions among species; keystone species;
species diversity and edge effects; major terrestrial and aquatic biomes)
B. Energy Flow
(Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids)
C. Ecosystem Diversity
(Biodiversity; natural selection; evolution; ecosystem services)
D. Natural Ecosystem Change
(Climate shifts; species movement; ecological succession)
E. Natural Biogeochemical Cycles
(Carbon, nitrogen, phosphorus, sulfur, water, conservation of -matter)
III. Population (10–15%)
A. Population Biology Concepts
(Population ecology; carrying capacity; reproductive strategies; survivorship)
B. Human Population
1. Human population dynamics
(Historical population sizes; distribution; fertility rates; growth rates and doubling times; demographic
transition; age-structure diagrams)
2. Population size
(Strategies for sustainability; case studies; national policies)
3. Impacts of population growth
(Hunger; disease; economic effects; resource use; habitat destruction)
IV. Land and Water Use (10–15%)
A. Agriculture
1. Feeding a growing population
(Human nutritional requirements; types of agriculture; Green Revolution; genetic engineering and crop
production; deforestation; irrigation; sustainable agriculture)
2. Controlling pests
(Types of pesticides; costs and benefits of pesticide use; integrated pest management; relevant laws)
B. Forestry
(Tree plantations; old growth forests; forest fires; forest management; national forests)
C. Rangelands
(Overgrazing; deforestation; desertification; rangeland management; federal rangelands)
D. Other Land Use
1. Urban land development
(Planned development; suburban sprawl; urbanization)
2. Transportation infrastructure
(Federal highway system; canals and channels; roadless areas; ecosystem impacts)
3. Public and federal lands
(Management; wilderness areas; national parks; wildlife refuges; forests; wetlands)
4. Land conservation options
(Preservation; remediation; mitigation; restoration)
5. Sustainable land-use strategies
E. Mining
(Mineral formation; extraction; global reserves; relevant laws and treaties)
F. Fishing
(Fishing techniques; overfishing; aquaculture; relevant laws and treaties)
G. Global Economics
(Globalization; World Bank; Tragedy of the Commons; relevant laws and treaties)
V. Energy Resources and Consumption (10–15%)
A. Energy Concepts
(Energy forms; power; units; conversions; Laws of Thermodynamics)­
B. Energy Consumption
1. History
(Industrial Revolution; exponential growth; energy crisis)
2. Present global energy use
3. Future energy needs
C. Fossil Fuel Resources and Use
(Formation of coal, oil, and natural gas; extraction/purification methods; world reserves and global demand;
synfuels; environmental advantages/ disadvantages of sources)
D. Nuclear Energy
(Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types; environmental
advantages/disadvantages; safety issues; radiation and human health; radioactive wastes; nuclear fusion)
E. Hydroelectric Power
(Dams; flood control; salmon; silting; other impacts)
F. Energy Conservation
(Energy efficiency; CAFE standards; hybrid electric vehicles; mass transit)
G. Renewable Energy
(Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale hydroelectric; ocean
waves and tidal energy; geothermal; environmental advantages/disadvantages)
VI. Pollution (25–30%)
A. Pollution Types
1. Air pollution
(Sources — primary and secondary; major air pollutants; measurement units; smog; acid deposition —
causes and effects; heat islands and temperature inversions; indoor air pollution; remediation and reduction
strategies; Clean Air Act and other relevant laws)
2. Noise pollution
(Sources; effects; control measures)
3. Water pollution
(Types; sources, causes, and effects; cultural eutrophication; ground-water pollution; maintaining water
quality; water purification; sewage treatment/septic systems; Clean Water Act and other relevant laws)
4. Solid waste
(Types; disposal; reduction)
B. Impacts on the Environment and Human Health
1. Hazards to human health
(Environmental risk analysis; acute and chronic effects; dose-response relationships; air pollutants;
smoking and other risks)
2. Hazardous chemicals in the environment
(Types of hazardous waste; treatment/disposal of hazardous waste; cleanup of contaminated sites;
biomagnification; relevant laws)
C. Economic Impacts
(Cost-benefit analysis; externalities; marginal costs; sustainability)
VII. Global Change (10–15%)
A. Stratospheric Ozone
(Formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion; effects of ozone
depletion; strategies for reducing ozone depletion; relevant laws and treaties)
B. Global Warming
(Greenhouse gases and the greenhouse effect; impacts and consequences of global warming; reducing climate
change; relevant laws and treaties)
C. Loss of Biodiversity
1. Habitat loss; overuse; pollution; introduced species; endangered and extinct species
2. Maintenance through conservation
3. Relevant laws and treaties
Unit #
Unit Topic
1
Introduction to Environmental Science
Textbook
Chapter
Reference
1, 2.1
Quarter 1
General overview of environmental topics, problems and
solutions, historical perspective and sustainability
2
Human Populations
6, 7
Population dynamics, carrying capacity, human growth and
demography, toxicology, disease and health
3
Toxicology
8, 21.1, 21.2
Risk, human health, and environmental health
4
The Geosphere & Land Use
Waste, recycling, soil composition and erosion, agriculture and
forestry, mining resources and processes, plate tectonics
5
Energy & Consumption
9, 10, 12, 14,
19.2, 19.3
3.1-3.2, 19, 20
Overview of units of energy and chemical/physical laws, types
of alternative energy sources, fossil fuels, solid waste
Quarter 2
6
The Hydrosphere
17, 18, 20.5
Aquatic ecology, water cycle, water resources and pollution,
oceans and freshwater bodies, water and wastewater
treatment
7
8
15, 16, 24.2Layers and compositions of the atmosphere, air pollution, global 24.4
warming, ozone depletion
2.2, 2.3, 3.4, 3.5,
Ecology
4, 5, 11
Matter and energy flow, biodiversity, community ecology,
components of ecosystems, biomes, biogeography, species
interactions
The Atmosphere
Ap Environmental Science – Fall 2015
Please sign and return by Wednesday, August 26th.
Parent/Guardian Signature
Date
Student Signature
Date
By signing this I am indicating that I have read the course syllabus. By
signing this I am also condoning my child to view the documentary Blue
Gold: World Water Wars and King Corn when/if the time comes.