AP Environmental Science
SYLLABUS
Congratulations on your decision to take AP Environmental Science. Your
participation in this class shows that you are (1) not afraid to work hard, and
(2) eager to learn about and help solve the environmental problems facing
humankind today. Welcome!
Course Summary
This course is designed to be the equivalent of a one-semester, introductory
college course in environmental science. According to the AP College
Board:
the goal of the AP 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 alternative solutions for resolving or
preventing them.
In addition to the above, my personal goals for this class are to:
Increase our scientific and environmental literacy.
Develop our ability to think critically about environmental issues and
problems.
Reduce our own contributions to environmental problems by making
changes in our daily lives and activities.
Use our knowledge of environmental science to become responsible
citizens, voters and decision-makers.
Find creative solutions to environmental problems, and (of course)
Pass the AP Environmental Science Exam!
This class is an interactive class that involves indoor and outdoor laboratory
activities, field studies, class-work and discussion, reading and homework
assignments, and individual and group projects. Students should be in their
assigned seats and ready to begin when the bell rings.
Readings
Text: The textbook for this course is the 13th Edition of Living in the
Environment, by G. Tyler Miller, Jr.(2004, Brooks/Cole Thomason
Learning). We will read and cover the entire book. We will read
approximately two chapters per week. Reading the textbook and completing
the homework assignments are essential to the successful completion of this
class. Please bring your textbook to class everyday.
You will also be responsible for supplementary readings throughout the
term. These readings may be from newspapers, journals, books or websites.
Assignments
This course will include, and you will be evaluated on, the following types
of assignments. The grading will be on a percentage based system.
1.) Tests/Projects – 65%
2.) Homework/Labs – 20%
3.) Classwork/Science Notebook – 15%
Science Notebooks
Your AP Environmental Science Notebook may be reviewed by the college
administrators at your chosen university to determine whether you will
receive AP credit for their introductory environmental science class. As
such, keep a good notebook!
To assure a neat and organized notebook, your notebook should be
organized in the following manner:
1.) Organized by Units. (Unit 1 first, Unit 2 second, etc.)
2.) Each Unit will contain:
A.) Lecture Notes/Journal Notes/Vocabulary Lists
B.) Current Event Articles/Homework
C.) Labs
D.) Projects/Activities/Tests
School Supplies
1.) Sharpened pencils, black and red pens, a set of colored pencils, and a
small ruler or straight edge.
2.) Blank loose-leaf notebook paper.
3.) This syllabus, all other class handouts, and your class notes.
4.) A lab-top computer.
Class Rules
1.) Do not impede the instruction of this classroom.
A.) No sleeping or laying your head down on your desk.
B.) Stay in your assigned seat. Raise your hand if you need to get
up.
C.) No talking while the instructor is talking.
D.) No food or drink in class.
Rule Violations
1.) Verbal warning.
2.) School detention/call home.
3.) Referral to the office.
Late Policy
Late assignments will be accepted on the following bases: 1 min. to 4 days 30% off grade. 1 week – 2 weeks – 50% off grade. All other late grades will
be except under the following circumstances with no % penalty:
1.) The student is absent from school the date the assignment is due.
2.) The student’s absence is due to illness or family travel.
For each day absent, you have two days to make up any missed work.
However, I will not extend the due day for missing work more than 6 days
beyond a student’s return to school.
Electronic Devices
Electronic devices are not to be used during the school day. If they are used
during the school day, they will be confiscated. Electronic devices include,
but are not limited to: radios, CD players, MP3 players, hand held video
games, toys, beepers, headphones, and cell phones.
AP Exam
The AP Environmental Science Exam is three hours long and is given on
May 7th. There are 100 multiple choice questions (60% of the grade) and 4
free response questions (40% of the grade). You will be given 90 minutes to
complete each of the two sections. The free-response questions consist of 1
data-set question, 1 document-based question, and 2 synthesis and
evaluation questions. The exam is graded on a 1-5 scale. AP College Board
recommendations pertaining to AP credit are as follows:
5
4
3
2
1
Student is Extremely Well Qualified
Well Qualified
Qualified
Possibly qualified
No recommendation
All students must register as students on the AP student website at:
www.collegeboard.com/apstudents
AP Exam Preperation
To ensure the best possible score on the above test, one to two essay
questions will be given on each bi-weekly test, and all homework, labs and
journal entries must be written in complete sentences.
The following topics will be taught and tested as the semester progresses.
The percentages after each topic shows the approximate proportion of
multiple-choice test questions on the A.P exam; thus the percentages also
indicates the relative emphasis that will be placed on the topics in the course.
I.) Global Change – (10-15%) - Unit 1 – Ch. 1 & 2 & Summer Reading
II.) Earth Systems and Resources - (10-15%) – Unit 2 – Ch’s. 3, 4 & 11.
III.) The Living World – (10-15%) – Unit 3 – Ch’s. 5, 7 & 8.
IV.) Population – (10-15%) – Unit 4 – Ch. 9 & 12.
V.) Land and Water Use – (10-15%) Unit 5 – Ch’s. – 13, 20 & 14.
VI.) Pollution - (25-30%) Unit 6 – Ch’s 6, 17, 18, 19, 20 & 21.
VII.) Energy Resources and Consumption - (10-15%)
Unit 7 – Ch’s. 16 & Summer Reading
Class Teaching and Grading Schedule
1.) Classwork will begin with a bell ringer. Five minutes will be
given for completion.
2.) One hour of lecture and discussion will be completed for the
first hour of class on Monday, Wednesday and Thursday.
3.) One half hour will be given for Journal preparation and
discussion, Science Notebook Organization, Laboratory Report
Completion, and Essays on Monday, Wednesday and Friday.
4.) Current events and your concurrent report will be checked
periodically.
5.) Chapter Outlines and or assigned Chapter Essay
Questions will be checked every week.
6.) Labs and Projects will be completed on Tuesdays.
7.) Tests will usually be given on Fridays.
Special Rules to Follow
1.) Always follow the Current Events Rubric.
2.) Follow the rules for writing a complete essay that is printed on the
back of your Currents Events Rubric.
3.) All daily Journal Entries should cover: questions you had about the
lecture, relationships you identified as the lecture progressed and
any epiphany’s you had as the material was taught.
4.) Always follow the AP Environmental Science Lab
Report format.
Special Teaching Strategies and/or Techniques
Periodically, assigned groups of students will teach a chapter in a
form of cooperative learning.
Periodically, student names will be switched to designate new lab and
project groups.
Periodically, essay questions will be assigned that will require
students to solve environmental problems.
I have read and understand the Course Syllabus for AP Environmental
Science.
Student (Print) _______________________________
Student Signature _____________________________ Date_____________
Parent (Print) ________________________________
Parent Signature ______________________________ Date_____________
Pacing Guide
Unit 1 – (Ch. 1 & 2 – Jan. 22 – Jan. 25)
Chapter 1
Topic: Environmental Issues, Their Causes, and Sustainability
General overview of the topics covered throughout the year.
Lab: Quadrat Lab, Teacher Led, One day to complete. Goal – On school
grounds, students learn how to mark off a quadrat and identify the
large plants in the area. Then they graph the area.
Video: The Lorax
Chapter 2
Topic: Environmental History
A. How humans have adapted to and modified the environment.
B. Environmental history of the United States.
Lab: Fish Pebble Study. Teacher led, One day to
complete. Goal – Estimate the total size of a population
by the taking of samples.
United Streaming: Champions of the Land.
Activity – Index cards for Environmental Laws
Test: Chapters 1 & 2. Monday, Jan. 28th.
Unit 2 – (Ch. 3, 4 & 11 – Jan. 29 – Feb.8)
Chapter 3
Topic: Science Systems, Matter and Energy
A. The scientific Method
B. Nature’s building blocks – a review of general chemistry
C. Different forms of energy and their importance in environmental
science.
D. Laws of matter and energy
Lab: Effects of Salt Concentration on Seed Germination and
Growth. Teacher led, 3 days to complete. Goal – Students
measure, over a series of days, the effects of various salt
concentrations on the germination and subsequent growth of
grass seed. They then share their data to statistical analysis in
order to draw conclusions.
Activity: Nutrient Cycle Maps (Nitrogen, Sulfur, Water,
Phosphorous, and Carbon.)
Chapter 4
Topic: Ecosystems: Components, Energy Flow, and Matter Cycling
A. Populations, communities, food chains and webs.
B. Ecological pyramids and productivity.
C. Biochemical cycles
Lab: What’s in a Owl Pellet? Teacher led, 1 day to complete.
Goal – Students gain insight into the habits and adaptations
(such as sources and preferences of prey) of an apex predator
by examining owl pellets.
Activity: Food Web Posters.
Chapter 11
Topic: Risk, Toxicology, and Human Health
A. Risks and hazards
B. Toxicology
1. Bioaccumulation and biomagnifications
2. Poisons
C. Chemical hazards
D. Transmissible diseases
E. Risk analysis
Lab: Toxicology – Testing LD-50. Teacher and Student Led. 1 day
Goal – Four kinds of cleaning solutions are analyzed to determine
the lethal dose 50% for yeast. (Generating a dose-response curve.)
Test: Chapters 3, 4, & 11 – Friday, Feb. 8th.
Unit 3 – (Ch. 5, 7 & 8 – Feb. 11 – Feb. 22)
Chapter 5
Topic: Evolution and Biodiversity: Origins, Niches and Adaptation.
A. Micro- and macroevolution
B. Niches-fundamental and realized, generalists and specialists
C. Theories and misconceptions about evolution.
Activity: Change through natural selection/Beans.
Chapter 7
Topic: Aquatic Ecology: Biodiversity in Aquatic Ecosystems
A. Saltwater life zones
B. Freshwater life zones
1. Eutrophication
2. Overturn
3. Characteristics of streams and rivers
Chapter 8
Topic: Community Ecology, Structure, Species Interaction, Succession, and
Sustainability.
A. Nonnative or exotic species
B. Indicator species and keystone species
C. Inter-specific and intra-specific competition
D. Competition and symbiosis
E. Succession
Lab: Inter- and Intra-specific Competition. Student led, 1
day to set up. Goal – Students analyze the effects of
population density on the growth of two plant species
(green beans and lima beans) growing alone and in mixed
species groups. Density and species composition are
manipulated. The resulting biomasses of the two species
are statistically analyzed.
Exercise: Introduction to Shannon-Weiner Biodiversity
Index: Schoolyard diversity. (car diversity in lots.)
Test: Chapters 5, 7 & 8, Friday, Feb. 22.
Unit 4 – (Ch. 9 & 12 – Feb. 25 – March 7)
Chapter 9
Topic: Population Dynamics, Carrying Capacity, and Conservation Biology
A. Exponential versus logistic growth
B. Biotic potential and environmental resistance
C. Characteristics of R-strategists and K-strategists
Activity: The Power of Doubling/Using Beans
Activity: “Oh Deer” Carrying capacity.
Video: Wolf Reintroduction Video
Chapter 12
Topic: The Human Population: Growth, Demography, and Carrying Capacity
A. Zero population growth
B. Fertility and death rates
C. Age structure histograms
D. Factors affecting population size
E. The demographic transition
Lab: Power of the Pyramids – Teacher and student led, 1 day.
Goal – Students use census data to construct age-sex
population 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.
Video: The People Bomb
Test: (Ch. 9-12 – Thursday, March. 7)
Unit 5 (Ch. 13, 20 & 14 – March 11 – March 22)
Chapter 13
Topic: Food Resources
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
Guest Speaker: Barry Foushee on agricultural issues associated with
large animals.
Chapter 20
Topic: Pesticides and Pest Control
A. Types of pesticides
B. Pros and Cons of pesticide use
C. Pesticide treadmill and circle of poison
D. Pesticide regulations in the United States
E. Alternatives to the use of pesticides
F. Integrated pest management
Activity – Poison Pump
Activity – Bioaccumulation/Biomagnifications: feeding at a lower
trophic level.
Chapter 14
Topic: Water Resources
A. Properties of water
B. Types of fresh water
C. Water shortages
D. Damming water and water transfer
E. Desalination
F. Irrigation
G. Solutions to overuse of water
H. Flooding and floodplain management
Webquest: Water treatment and personal water use survey.
Test (Ch. 13, 20 & 14 – Friday - March 22)
Unit 6a (Ch. 6 – March 25 – March 28 )
th
Chapter 6
Topic: Biogeography, Climate, Biomes, and Terrestrial Biodiversity.
A. Weather and Climate
B. What are biomes and how do they differ?
Internet Project: Power-point on Biomes.
Lab: Zoo Data Collection. Teacher led, 2 days to complete.
Goal – 1.) Vegetation Census and using a dichotomous key –
tree I.D. exercise. 2.) Tree Aging exercise (reading tree rings).
3.) Soil Analysis. 4.) Canopy Cover.
Lab: Macro-invertebrates as a Measurement of Water Quality: Teacher
and student led, one day to complete. Goal - Students assess the health of
local surface water samples by conducting an analysis of macroinvertebrate diversity.
Lab: Shannon-Weiner Biodiversity Index: Measuring Invertebrate
Diversity from Leaf Litter. Teacher and Student lead, 1 day to complete.
Goal – A Berlese funnel is used to collect organisms from leaf litter.
Biodiversity is calculated using the Shannon-Weiner Diversity Index.
Unit 6b (Chapters 19 & 17 – April 8
th
to April 19th)
Chapter 19
Topic Water Pollution
A. Main types of water pollutants and how they are measured
B. Point and non-point sources of pollution
C. Stream pollution and oxygen-sag curves
D. Groundwater pollution
E. Ocean pollution
F. Wastewater treatment
Guest Speakers: from local water treatment facility
Lab: Measuring Water Quality. Teacher and Student led, 1 day to
complete. Goal – Measure water: Nitrogen, Potassium and Phosphorus
content.
Lab: Thermal pollution. Teacher and Student led, 1 day to complete.
Goal – This is a timed experiment using yeast cells, heat, stain and
microscopes.
Chapter 17
Topic: Air and 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
Internet Lab: What can you do to stop global warming Internet
Lab: “Tailpipe Tally Web” www.enironmental
defense.org/tailpipetally. Student led, 1 day to complete. Goal –
students compare different cars and rate their pollution levels.
Chapter 21
Topic: Solid and Hazardous Waste
A. Municipal Solid Waste
B. Hazardous waste
C. Reduce, reuse, recycle
D. Detoxifying, burning, burying, and exporting waste
E. Land disposal
F. Laws regarding hazardous waste in the United States
Video – Endangered Planet
o Film – A Civil Action
o Activity: Solid Waste Inventory
Test (Ch. 21, 19 & 17 – Friday - April 19)
Unit 6c (Ch. 18 – April 22 – April 24)
Chapter 18
Topic: Climate Change and Ozone Loss
A. Natural greenhouse effect
B. Global climate change
C. Possible solutions
D. Ozone depletion
1. Causes and chemical reactions
2. Effects on human health
Lab: Field Testing for Ozone. Teacher led, 1 day to complete. Goal
Schoenbien paper and a relative humidity Schoenbien scale are
used to measure the concentrations in other time periods and in
other parts of the world’s atmosphere.
Activity – Indoor/Outdoor Air Pollution Tables (Source,
Environmental Effects, Health Effects.)
Unit 7 (Ch. 16 – April 25 – May 3)
Chapter 16
Topic: 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 Power
G. Hydrogen Fuel Cells
H. Geothermal energy
I. Propane
J. Natural Gas
K. Electric Vehicles
L. Sustainable energy use
Guest Speaker: Local official from near-by Zoo who uses and
generates sustainable energy.
Project – (As a test grade): Internet-Power Point – Renewable and Non-renewable
Energy Sources: an answering of a series of questions concerning their, reliability, energy
out-put, economic profitability, feasibility, etc. (Due – Friday – May 3rd.)
AP Exam – Monday – May 6th – 8 am.
The AP Environmental Science Exam is three hours long and is given on
May 7th. There are 100 multiple choice questions (60% of the grade) and 4
free response questions (40% of the grade). You will be given 90 minutes to
complete each of the two sections. The free-response questions consist of 1
data-set question, 1 document-based question, and 2 synthesis and
evaluation questions. The exam is graded on a 1-5 scale. AP College Board
recommendations pertaining to AP credit are as follows:
Course Final Exam – Monday-Friday – June 6th –June 10th
This final exam will be 100 multiple choice questions from all the chapters
covered this semester. It will be comprehensive, it will be worth 25% of
your over-all grade, and it will be given one day over final exam week.
Unit 8 (Ch. 22-28 – May 8? – June 7)
Field Trip?: Led by Ag. Extension to Swine, Poultry and Dairy Operations.
Chapter 22
Topic: Sustaining Wild Species
A. Effect of humans on biodiversity
B. Estimation of extinction risks
C. Instrumental, ecological, economic, and intrinsic values of biodiversity.
D. Causes of extinction
E. Laws and treaties to prevent extinction of species (national and
international).
F. Wildlife management
Project: Invasive Species Poster completion.
Video: Cane Toads.
Chapter 23
Topic: Sustaining Terrestrial Biodiversity: The Ecosystem Approach
B. Land use in the United States and the world, including laws to manage
public lands
C. Managing forests sustainable
1. Types of tree harvesting
2. Importance of fires
D. Managing tropical forests
E. Sustaining national parks
F. Gap analysis and ecological restorations
Article: A Burning Question (the role of fire in ecosystems)
Chapter 24
Topic: Sustaining Aquatic Biodiversity
A. Importance and human impact on marine and aquatic biodiversity
B. Protecting and sustaining marine biodiversity
Chapter 25
Topic: Sustainable Cities: Urban Land Use and Management
A. Distribution of populations between rural and urban
B. Environmental and resource problems associated with urban areas
C. Effect of transportation systems on urban growth
D. Alternative transportation
E. Methods for control of urban growth
Chapter 26, 27 & 28.
Topics: Environment, Economics, Politics and Worldviews
Student Solutions – A student led activity where my students propose their
solutions to the problems thus proposed. Groups of 2, power-point or
poster completions. They answer a series of questions and present their
solutions to the class upon completion.
2012 AP Environmental Science
I.) Global Change – (10-15%) - Unit 1 – Ch. 1 & 2, & Summer Reading
th
(Time to cover this Unit - Jan. 22 – Jan. 25) - Test: Friday, Jan. 25 )
(Summer Reading Take Home Test Due Date – Monday, Feb. 4thd)
II.) Earth Systems and Resources - (10-15%) – Unit 2 – Ch’s. 3, 4 & 11.
th
(Time to cover this Unit - Jan. 28 – Feb. 8) - Test: Friday, Feb. 8 )
III.) The Living World – (10-15%) – Unit 3 – Ch’s. 5, 7, & 8.
th
(Time to cover this Unit - Feb. 11 – Feb. 22) - Test: Friday, Feb. 22 )
IV.) Population – (10-15%) – Unit 4 – Ch. 9 & 12.
st
(Time to cover this Unit - Feb. 25 – March 7) - Test: Friday, March 7 .)
V.) Land and Water Use – (10-15%) Unit 5 – Ch’s. – 13, 20 & 14.
th
(Time to cover this Unit – March 11th – March 28) - Test: Friday, March 22 )
VI.) Pollution - (25-30%) Unit 6 – Ch’s 6, 17, 18, 19, & 21.
th
(Time to cover this Unit – April 8th – April 24 ) - Test: Friday, April 19 )
VII.) Energy Resources and Consumption - (10-15%)
Unit 7 – Ch.16 & Summer Reading
(Time to cover this Unit – April 25th – May 3rd) - Project/Test: Friday, May 3rd.
May7th – May 10th - Project: Internet-Power Point Display Presentation –
Renewable and Non-renewable Energy Sources: an answering of a series of questions
concerning their, reliability, energy out-put, economic profitability, feasibility, etc.
May 13st – May 31st – Field Trip?: led by Ag. extension agent to Swine, Poultry and
Dairy Operations? Project: Internet Power-Point Display – Design a sustainable house:
location, rooms, square footage, building materials (wood, composite, shingles, paint,
carpet, etc.)
May 13th – May 31st – Project/Final Exam: Complete a power-point exercise
designed to explain how you’re going to live your future life and why. (You must justify
this why with provable data.) This Power-point will include you’re: career choice,
possible house design, rural vs. urban living, married or unmarried?, possible number of
children, transportation choices, (cars, trucks, scooters, motorcycles, type of energy
required for propulsion? possible street/bike paths, railways, electric buses, etc. desired
near home?) power generation needed, population demographics desired, , rural
sustainability vs. urban sustainability, etc., etc. .
June 3rd – June 7th - Final Exam – a comprehensive exam covering all the
chapters completed this semester.
2012 AP Exam schedule
Week 1
Morning 8 a.m.
Afternoon 12 noon
Monday,
May 6
Chemistry
Psychology
Tuesday,
May 8
Computer Science A
Spanish Language
Art History
Wednesday,
May 9
Calculus AB
Calculus BC
Chinese Language and Culture
Thursday,
May 10
English Literature and Composition
Japanese Language and Culture
Latin: Vergil
Friday,
May 11
German Language and Culture
United States History
European History
Environmental Science
Studio Art—Last day for Coordinators to submit digital portfolios (by 8 p.m. EDT) and to gather 2-D Design and Drawing
students for the physical portfolio assembly.
Teachers should have forwarded students' completed digital portfolios to Coordinators before this date.
Week 2
Morning 8 a.m.
Afternoon 12 noon
Afternoon 2 p.m.
Monday,
May 14
Biology
Music Theory
Physics B
Physics C: Mechanics
Physics C: Electricity and Magnetism
Tuesday,
May 15
United States Government and Politics
Comparative Government and Politics
French Language and Culture
Wednesday,
May 16
English Language and Composition
Statistics
Thursday,
May 17
Macroeconomics
World History
Microeconomics
Italian Language and Culture
Friday,
May 18
Human Geography
Spanish Literature
APES Current Events Requirement
1.) You must include a current events article every week in the section of your science
notebook labeled “current events.”
2.) A new entry is due each Monday.
3.) I will check to make sure this homework is completed on Mondays.
4.) I will pick this homework up randomly for grading, and I may pick one up (say for
example, Monday, October 15th) and grade all the students’ entries that I’ve missed up to
that date.
5.) Therefore it is imperative that you do, and do well, on all of the journal entry
assignments.
Grading Rubric – Current Events
Percents
1.) Your name and the date the article is due. (All articles are due on the
Monday of each week.)
10
2.) A copy of the article and the name and date of your source. (If internet,
include the date it was posted, and the date you downloaded it and its url.)
10
3a.) Read and highlight the important components of the article.
40
3b.) Organize these components in a simple organized fashion.
4a.) What is your comprehension of this article? (What do these newly
organized components mean?)
40
4b.) How can this information be applied? (Is it worthwhile? Does it relate to
life and death? Health of animals, humans or the environment? How? How
not? ((Appraise, decide, & justify.))
Total
100
Tips for writing Homework and Exam Essay’s
1.) Write the question to be answered before each portion of your answer and put
labels on each answer if the question calls for them: “a”, “b”, “c”, etc.
2.) Write each answer in complete sentences, and answer the question!!!!!
I have read and understood the Current Events for AP Environmental
Science.
Student (Print) _______________________________
Student Signature _____________________________ Date_____________
Parent (Print) ________________________________
Parent Signature ______________________________ Date_____________
AP Environmental Science Lab Report
Laboratory write-ups should be in the following form, and must be in your
own words.
1.)
Title, date, your full name, and the full names of your partners.
(5 %)
2.)
Purpose (5%)
This should be a statement of the purpose of the lab, the relationship being
studied, or the problem to be solved. Be Specific.
3.)
Background Information (5%)
This section should contain a statement explaining what relationships you
are studying in this experiment, followed by a paragraph of background
information about the scientific principles involved.
4.)
Hypothesis (5%)
State your hypothesis. Explain what you believe the results of the experiment
will show.
5.) Variables (5%)
Identify the independent and dependent variables. Write in complete
sentences. Remember that the independent variable is the “treatment.” The
dependent variable is what changes in response to the treatment.
6.)
Procedure (5%)
Describe how you prepared and conducted the lab. Be specific enough that
someone could repeat exactly what you did by reading your description.
Include a schematic diagram if necessary.
Include a list of all materials you used in the lab.
7.) Results/Data (15%)
Use a table if possible
Include column titles and units in your table.
8.) Analysis (40%)
A. Graphs (15%)
Use graph paper
Label the X and Y axis including units
Give every graph a title
Clearly indicate the data points
B. Calculations (5%)
Include all the equations (formulas) you used
Provide an example of each calculation using data from the
experiment.
C. Questions/Discussion (15%)
Answer any questions in the lab instruction
Answer in complete sentences
D. Conclusions (15%)
Discuss what your results show and whether or not your
hypothesis was correct. The conclusion should answer the question
stated in the “purpose” section of the report.
9.) General Information (5%)
Write a paragraph explaining what you learned from the experiment as it
relates to APES.
I have read and understood the Science Lab Report for AP Environmental
Science.
Student (Print) _______________________________
Student Signature _____________________________ Date_____________
Parent (Print) ________________________________
Parent Signature ______________________________ Date_____________
Safety in the Laboratory
Occasionally will we use chemicals and glassware for our experiments. The laboratory is
a safe place to experiment if you are careful. You must assume responsibility for the
safety of yourself and your neighbors. If you do not follow the following rules, or if
you are a danger to yourself or others, all labs for the day will be taken away from
you and appropriate bookwork will be assigned for the day.
1. The laboratory is a place for serious work.
2. Do not perform experiments without your teacher’s permission.
3. Study your lab assignment before you come to the lab. If you are in doubt about any
procedure, ask your teacher for help.
4. Safely goggles and a laboratory apron must be worn whenever you work in the lab.
Contact lenses should not be worn in the lab, even if goggles are worn; lenses absorb
vapors and are difficult to remove in an emergency.
5. Gloves should be worn whenever you use chemicals that cause irritations or can be
absorbed through the skin.
6. Know how to use the safely equipment provided by you. Know the location of the fire
extinguisher, safely shower, eye wash, fire blanket, and the first aid kit.
7. Report any accident, injury, or incorrect procedure immediately using plenty of water.
8. If you spill acid or other corrosive chemical, wash it off immediately using plenty
of water.
9. Never taste any chemical substance. Never draw materials into a pipet with your
mouth. Eating, drinking and smoking are prohibited in the laboratory.
10. Smother fires with a towel. If clothing should catch fire, smother it with a fire
blanket, or quench it under a safety shower.
11. Handle chemicals carefully. Check the label of all bottles before removing the
contents. Do not return unused chemicals to reagent bottles.
12. Keep combustible materials away from open flames. (Alcohol and acetone are
combustible.)
13. Handle toxic or combustible gases only under the direction of your teacher. Use the
fume hood when such materials are present.
14. When heating a substance in a test tube, be careful not to point the mouth of the test
tube at another person or yourself.
15. Use caution and the proper equipment to handle hot glassware. Hot glass looks
the same as cool glass.
16. Place broken glass and solid substances in designated containers. Keep insoluble
waste material out of the sink. Follow the directions given in each procedure or by your
teacher for the disposal of chemicals.
17. Know the correct procedure for mixing acid solutions. Always add the acid slowly
to the water. Never add water to a large amount of acid.
18. Long hair should be tied back. Avoid wearing scarves, ties, or clothing with loose
sleeves as they may catch fire. Shoes that cover the feet must be worn.
19. Wash your hands with soap and water when finished with your laboratory work.
20. Never work alone in the laboratory. Work only when your teacher is present.
I have read and understood the Safety in the Laboratory for AP
Environmental Science.
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Parent (Print) ________________________________
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