Name:_____________________________________________ AP Environmental Science Syllabus Rahway High School Instructor- Mrs. Jessica Merrill JMerrill@Rahway.net Room 222 2015-2016 Date:____________ Course Description: AP Environmental Science is a lab based course that is designed to examine ecological, biological, chemical, physical and environmental concepts and interactions. A student of this course should be familiar with local, regional and global concerns within their own environment. Environmental Science combines concepts from all disciplines of science. A deeper understanding of the natural world and human impact will be achieved through discussion, videos and lab experiments. The APES course is equivalent of a one-semester introductory college level course. Lab experiments are used to build student problem-solving skills and working as part of an informed research team. Students should leave this course with knowledge of the environment and the skills to make informed discussions later in life. Textbook: Living in the Environment, 17th Ed., by G. Tyler Miller, Jr. AP Environmental Science Exam: Monday, May 2nd 2016 at 8:00am Course Overview *Each chapter will be covered within a full school week. *Labs are subject to change based on materials and supplies. Unit 1 Biotic and Abiotic Environments: 3 weeks Chapter 2: Science, Matter, Energy, and Systems Topics: Biogeochemical cycles, energy, and Law of Thermodynamics Labs and Activities: Students will investigate the specific heat of water and soil. Chapter 3: Ecosystems: What Are They and How Do They Work? Topics: The major components and energy movement within an ecosystem. Labs and Activities: Students will simulate the tragedy of the commons with candy representing organisms which are being overfished. Students will create posters and flip charts of each biogeochemical cycle to share with their classmates. Chapter 7: Climate and Biodiversity Topics: Climate patterns and effect on biodiversity Labs and Activities: Biome project: Students will be given a biome to research. The students will create a “recipe card” to create their assigned biome. Each student will create a biome “cook book” which they will need to add a secret ingredient to each biome. Unit 2: Interactions between Species and the Environment: 3 weeks Chapter 4: Biodiversity and Evolution Topics: Earth Systems and Resources, Ecosystem Diversity and Change. Labs and Activities: Parking lot diversity: Students will find the diversity of cars found in the schools parking lot using the Shannon Wiener Diversity Index Name:_____________________________________________ Date:____________ Chapter 5: Biodiversity, Species Interactions, and Population Control Topics: Species relationships, changes in population size and limiting factors Labs and Activities: Students will use provided data based on the two populations over a ten year period. Students will use the data to argue the type of relationship and the overall pattern of each population. Chapter 9: Sustaining Biodiversity: The Species Approach Topics: Ecosystem diversity, Human Impact, and Loss of biodiversity Labs and Activities: Students will create a wanted poster of an invasive or endangered species. Chapter 10: Sustaining Terrestrial Biodiversity: The Ecosystem Approach Topics: Forestry, Rangeland, Land use and Conservation Labs and Activities: Students will be assigned roles in a fictional community. The students will debate the best action to take to manage a forest. Unit 3: Aquatic ecology Chapter 8: Aquatic Biodiversity Topics: Aquatic ecosystem structure and natural changes of aquatic ecosystems Labs and Activities: Evaluation of Natural Water Resources (continued): Students will visit a local aquatic system to perform various water testing. Students will also conduct research on the local water shed and human impact. Chapter 11: Sustaining Aquatic Biodiversity Topics: Water and land usage and conservation options Labs and Activities: Students will calculate the amount of water wasted drop by drop. Fishbanks Game Online Simulation: Students will work as a class to simulate a fishing community. Students will make decisions based on ecological, economical and human needs. Chapter 13: Water Resources Topics: Global water resources and usage Labs and Activities: Evaluation of Natural Water Resources: Students will visit a local aquatic system to perform various water testing. Students will also conduct research on the local water shed and human impact. Unit 4: Human population and human concerns Chapter 6: The Human Population and Its Impact Topics: Human population dynamics and human impact on the environment Labs and Activities: Cemetery Investigation: Students will survey a local cemetery to create an age structure diagram and make predictions on future populations. Chapter 12: Food, Soil, and Pest Management Topics: Soil dynamics, agriculture, and pollution and human impact/affect Labs and Activities: Students will conduct a detailed soil analysis of several soil samples. Name:_____________________________________________ Date:____________ Unit 5: Hazardous waste and waste management Chapter 17: Environmental Hazard and Human Health Topics: Pollution types and impacts on the Environment and Human Health Labs and Activities: Students will test the effect of varies does of toxins on living organisms and construct LD50. Chapter 21: Solid and Hazardous Waste Topics: Types and sources of waste, Hazards to human health and the environment Labs and Activities: Trip to Coventa Waste to Energy Plant and inventory their trash over a week. Unit 6: Air and Water Pollution Chapter 20: Water Pollution Topics: Types and sources of water pollution and impacts on the environment and human health. Labs and Activities: Students will simulate the water treatment process. Chapter 18: Air pollution Topics: Sources of major air pollution and human impacts Labs and Activities: Student will create their own experimental design to test the emissions released by cars. Students will also create a story about one of the “dirty dozen” Unit 7: Energy Sources and Global Impact Chapter 15: Nonrenewable Energy Topics: Historical energy consumption, Fossil fuel resources, nuclear energy and impact on humans Labs and Activities: Electricity Use and Efficiency: Students will calculate the energy consumption of their own appliances and design a plan to decrease energy usage. Students will act as salesmen to sell one of the nonrenewable energy types. Chapter 16: Energy Efficiency and Renewable Energy Topics: Energy conservation and renewable energy options Labs and Activities: Students will revise their sales pitch to sell the latest renewable energy. Start exam review Unit 8: The left overs Chapter 14: Geology and Nonrenewable Mineral Topics: Mining and material usage and effect on environment/humans Labs and Activities: Cookie Mining lab: Students will dissect different cookies and determine the simulated economic and ecological effects of mining. Chapter 19: Climate Disruption and Ozone Depletion Topics: Stratospheric ozone and global climate change Labs and Activities: How Hot is it Here on Earth? Lab: Students will design an experiment to test how CO2 is affecting our atmosphere. Ozone Depletion Interactive From NOAA Chapter 23/25: Economics, Environment and Sustainability Topics: Global economics changed by land and water use, pollution, global warming and loss of biodiversity Labs and Activities: Considerations of Climate Change: Students will simulate the Intergovernmental Panel on Climate Change by acting as the UN. Name:_____________________________________________ Date:____________ Summer Packets Every student in the Rahway School system is required to obtain a summer science packet from the year prior. The summer packet is worth two full test grades. Packets handed in after the due date will NOT BE ACCEPTED. Grading System Your grade for this class will be based on tests, quizzes, labs, class participation, completion of class and homework assignments as well as the maintenance of a notebook. Please see the grading policy information below for further details. Class Participation and Class Assignments – 15% of Grade; as evidenced by completion of all class work assignments and, asking and responding to questions, offering relevant comments, and respecting the classroom learning environment. Preparedness – a notebook, pen, pencil and agenda must be in class EVERYDAY! Homework Assignments – 20% of Grade Laboratory Assignments - 25% of Grade Tests/Quizzes - 40% of Grade; includes all tests, quizzes, and projects. All projects will count as test grades. o Tests are structured to mirror the AP exam. 60% Multiple choice and 40% FRQ. Materials The following materials you will need for class everyday: 1. Three ringed binder ( at least 2 inches)- Notes kept in order by date 2. Calculator to check math questions. 1. 2. 3. 4. Classroom Expectations Students must follow rules in the student handbook at all times. (Including cell phone use) Coping work including homework, classwork (from others or the internet), and tests is taken seriously and will be reported to Rahway High School Administration, guidance and guardians. Be prepared every day by having your materials ready and open for discussion. Actively engage in class discussion and ask questions. Your questions will only help you and other students learn. Discussion and debates will aid in learning new material and critical thinking. Absents If you are absent you will have only the amount of days you were absent to complete missing work. If you miss a test during the time you are absent, you will only have the amount of days you were absent to make up the test. YOU ARE RESPOSIBLE FOR ALL OF THE MISSING WORK. Most labs are very difficult to repeat independently, only miss lab days if it is absolutely necessary. If you do not make up work/ labs in the amount of time given you will be given a ZERO for missing work. Late Policy Any assignment (except tests and quizzes) turned in 1 day will be marked down 50%. Assignments will not be accepted after 24 hours from the do date. Name:_____________________________________________ Class Contract Date:____________ I,_____________________________, agree to abide by the 2015-2016 syllabus and the current grading policy. I will give my full attention during each class period and try my hardest regardless of how difficult the topic may be. I will seek assistance if I start to struggle or begin accepting failure. I will be respectful, responsible, cautious and hard working from this time forward. ______________________________________ Student Signature Date _____________________________________ Student Printed Name Date ______________________________________ Parent Signature Date _____________________________________ Parent Printed Name Date