Name:_____________________________________________
AP Environmental Science Syllabus
Rahway High School
Instructor- Ms. Jessica Merrill
JMerrill@Rahway.net Room 222
2014-2015
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 4th 2015
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: Solar over: Students will construct a solar over using materials such as cardboard
and foil.
Chapter 3: Ecosystems: What Are They and How Do They Work?
Topics: The major components and energy movement within an ecosystem.
Labs and Activities: Tragedy of the commons activity: Students will simulate the tragedy of the
commons with candy representing organisms which are being overfished. Eco-column lab: Students will
construct an eco-column with the major components of an ecosystem. Students will observe and record
the changes within the eco-column.
Chapter 7: Climate and Biodiversity
Topics: Climate patterns and effect on biodiversity
Labs and Activities: Biome project: Students must create a short PowerPoint presentation on a single
biome. The presentation must provide details about the location, abiotic factors, climatograms,
ecosystems found with in the area, current ecological status, and human efforts to maintain the biome.
Name:_____________________________________________
Date:____________
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
Biodiversity of local forest floor lab: Students will dissect samples of leaf debris from a local forest floor
to calculate the biodiversity using the Shannon Wiener Diversity Index
Chapter 5: Biodiversity, Species Interactions, and Population Control
Topics: Species relationships, changes in population size and limiting factors
Labs and Activities: Wolves vs. Moose data analysis: Students will use provided data based on the
wolves and moose populations over a ten year period. Students will use the data to argue the type of
relationship and the overall pattern of each population.
Mark-recapture methods lab: Students will simulate the mark-recapture technique using lima beans.
Students will calculate the estimated population size and compare the actual population to the estimated
population.
Chapter 9: Sustaining Biodiversity: The Species Approach
Topics: Ecosystem diversity, Human Impact, and Loss of biodiversity
Labs and Activities: Invasive species jigsaw: Students will work in small groups to research several
invasive species. Each group will research a set of organisms. Students will rotate groups to share
information about their set of organisms with the other students until each student has an overview of
each organism.
Chapter 10: Sustaining Terrestrial Biodiversity: The Ecosystem Approach
Topics: Forestry, Rangeland, Land use and Conservation
Labs and Activities: Elk and Vegetation Management Plan: Student will use provided data to address a
changing ecosystem. Students will determine how to balance a plant and an animal population based on
the provided data.
Unit 3: 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 17: Environmental Hazard and Human Health
Topics: Pollution types and impacts on the Environment and Human Health
Labs and Activities: Nicotine Toxicity and Black Worms: Students will test the effect of varies does of
toxins on living organisms.
Chapter 12: Food, Soil, and Pest Management
Topics: Soil dynamics, agriculture, and pollution and human impact/affect
Labs and Activities: Students will grow plants and vary one factor to observe the effects.
Name:_____________________________________________
Date:____________
Unit 4: 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: 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 5: Pollution and waste management
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.
Chapter 20: Water Pollution
Topics: Types and sources of water pollution and impacts on the environment and human health.
Labs and Activities: Visit local water treatment facility.
Chapter 18: Air pollution
Topics: Sources of major air pollution and human impacts
Labs and Activities: Student will investigate the levels of ozone in Rahway.
Unit 6: Energy Sources and Impact
Chapter 15: Nonrewable 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.
Chapter 16: Energy Efficiency and Renewable Energy
Topics: Energy conservation and renewable energy options
Labs and Activities: Students will plan a city using only renewable energy sources.
Start exam review
Name:_____________________________________________
Date:____________
Unit 7: The left overs
Chapter 14: Geology and Nonrenewable Mineral
Topics: Mining and material usage and effect on environment/humans
Labs and Activities: Characteristics of soil lab: Students will example different local soil samples and
preform soil tests on each sample.
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.
Continue Review
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. The packet is due September 4th, 2012. 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.
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Class Participation and Class Assignments – 15% of Grade; as evidenced by completing the “Do
Now” daily , completion of all class work assignments and, asking and responding to questions, offering
relevant comments, and respecting the teacher’s authority. 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 and notebook
checks will count as test grades.
Mid-term Exams: January 28th -31st 2015
Final Exams: June 17th -22nd 2015
Materials
The following materials you will need for class everyday:
1. Three ringed binder ( at least 2 inches)- Notes kept in order by date
Name:_____________________________________________
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Date:____________
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.
Class Contract
I,_____________________________, agree to abide by the 2013-2014 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.
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Student Signature
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Student Printed Name
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Parent Signature
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Parent Printed Name
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