Course Overview
The goal of AP Environmental Science 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 and/or preventing them. Environmental
science is interdisciplinary; it embraces a wide variety of topics from different areas of study. The
curriculum draws upon various scientific disciplines including:
 Earth Systems and Resources
 The Living World
 Population Dynamics
 Land and Water Use
 Energy Resources and Consumption
 Pollution
 Global Change
In addition the course will provide students with the scientific principles, concepts, and methodologies
required to understand the interrelationships of the natural world including:
 Analyzing and interpreting information and experimental data, including mathematical
calculations.
 How to identify and analyze environmental problems, to evaluate the ecological and human
health risks associated with these problems, and to critically examine various solutions for
resolving or preventing them.
 A laboratory and/or field investigation component. A minimum of one class period per week will
be spent engaged in laboratory and/or field work.
The following themes will be introduced and revisited throughout the course as they represent unifying
themes in the study of environmental science:
1. Science is a process.
 Science is a method of learning more about the world. .Science constantly changes the way we
understand the world.
2. Energy conversions underlie all ecological processes.
 Energy cannot be created; it must come from somewhere.
 As energy flows through systems, at each step more of it becomes unusable.
3. The Earth itself is one interconnected system.
 Natural systems change over time and space.
 Biogeochemical systems vary in ability to recover from disturbances
4. Humans alter natural systems.
 Humans have had an impact on the environment for millions of years
 Technology and population growth have enabled humans to increase both the rate and scale of
their impact on the environment.
5. Environmental problems have a cultural and social context.
 Understanding the role of cultural, social, and economic factors is vital to the development of
solutions.
6. Human survival depends on developing practices that will achieve sustainable systems.
Course Structure and Prerequisites
Students enrolling in AP Environmental Science must have completed 2 years of science course work.
The class meets 53 minutes a day, 3 days a week and one 90 minute lab day per week. This time frame
provides ample time to investigate environmental topics in depth using a variety of methodologies
including lecture, lab and field activities, video with pre- and post-viewing activities, primary source
readings with seminar style discussion, simulations and case studies.
Textbook
Environmental Science: The Science Behind the Stories (3rd Ed), Withgott and Brennan
Activity Sources
The Habitable Planet, Annenberg Learner.org
Laboratory Investigations in Environmental Science, William Molnar
Environmental Issues: Measuring, Analyzing and Evaluating, McConnell and Abel
AP Environmental Resource Manual, Carolina Math and Science
AP Environmental Science Lab and Field Experiences, College Board
The Environmental Literacy Council
The Case Study Collection, SUNY Buffalo
Assessment
Approximate Course Grading Weights
Assessments
Labs and Projects
Class Work and Homework
50 %
35 %
15 %
There will be a test following each unit designated below. Each test will contain multiple choice and free
response questions, mostly from previously released exams.
Students are expected to keep a lab notebook that includes all of the steps of each investigation in a
scientific experiment. Students will also complete pre-lab assessment questions and/or a data table
before the actual experimentation. A fully typed lab report is due one week after the laboratory
procedure. **Results, Analysis, and Conclusion must include mathematical and graphical support in all
applicable situations** Projects (daily, weekly, or extended) are included in the labs aspect of the final
grade.
Current Events
Environmental science is a rapidly changing field; there are daily news reports and scientific findings
adding to our collective knowledge. You are to select ONE article twice a month related to the current
topic of study. For each article write a BRIEF summary and personal response to your article.
Include all environmental topics covered in the article and evaluate the article for bias. These are to be
turned in on alternate Fridays. You will be asked to share your article with the class at least once over
the course of the year
General scope and sequence for the course:
Unit
1
2
3
4
5
6
7
8
9
Topic
Introduction: Themes, economics and policy
Water: Aquatic ecosystems, water resources and pollution
Populations: Animal, plant and human
Biodiversity: Evolution, community ecology and land management
Air: Atmosphere, climate, biomes and pollution
Geological processes, Mining, Soil and Agriculture
Toxicology, Risk, Pesticides and Waste
Energy: Renewable and non-renewable
Sustainable Solutions
Relevant Text
Chapters
1-3
4, 7, 15, 16
5,8
5, 6, 11, 12
17, 18
7, 9, 10
14, 10, 22
19, 20, 21
13, 23
Unit 1: Introduction: Themes, history and worldviews (4 weeks)
Lecture Topics:
 Sustainability, IPAT, Agricultural, Industrial and Green Revolutions
 Fishing methods and sustainable fishing practices
Readings for Discussion:
 Tragedy of the Commons, Garrett Hardin
 The Land Ethic, Aldo Leopold
Labs, Quantitative Activities and Field Experiences:
 Introduction to Experimental Design and Analysis: Paper Towels and the ANOVA
 Molnar Investigation 20: Doubling Time and Exponential Growth
 Online calculation of personal ecological footprint
Case Studies and Simulations:
 Tragedy of the commons simulation
 Fishbanks: Students form fishery companies and compete for economic success. They quickly
see the Tragedy of the Commons. Follow up: Students read an article about sustainable fishery
management in Australia and cooperatively modify the Fishbanks rule and the simulation is
repeated under these sustainable management practices.
 Search for the Missing Otters: Progressive disclosure case where students analyze maps and
graphical data to unravel the mystery of otter decline in the Bering Sea.
Relevant Laws and Regulations:
 Magnuson Act and Regional Fishery Councils
Unit 2: Water: Aquatic ecosystems, water resources and pollution (4 weeks)
Lecture Topics:
 Properties of water, The water cycle, point vs non-point sources of water pollution
 Ecosystem principles: Energy Flow and Nutrient Cycles
 Measures of Biodiversity: Species richness, evenness and diversity
 Net primary productivity, BOD and oxygen sag curves
 Irrigation methods and hydroelectric power generation
Readings for Discussion:
 Excerpts from The Closing Circle, Barry Commoner
Labs, Quantitative Activities and Field Experiences:
 Field Trip: Analysis of the physical, chemical and biological characteristics of the wetlands behind
the school. Data will be used to calculate Shannon Diversity Index and Water Quality Index
(Molnar 12).
 Online Extension: The Bear Creek Watershed Students investigate the effects of municipal
development, acid mine drainage and agricultural runoff on biodiversity and water quality
 Field Trip: Wastewater Treatment Plant
 Estuarine Pollution: The Chesapeake Bay. Students calculate the effect of treated sewage on
the water quality of the Chesapeake Bay
 Food Web Project: Using the macroinvertebrates collected on the field trip and an online source
of Colorado Species Interactions, students construct a food web.
 Aquatic Net Primary Productivity Lab: College Board AP Biology Lab using Chlorella and nutrient
enrichment
 BOD Lab: Students investigate the effect of organic material on available oxygen using milk and
yeast
Case Studies and Simulations:
 Idagon Watershed Management : Students use a STELLA model to make decisions about water
diversions balancing demands for hydropower, irrigation and salmon runs.
Relevant Laws and Regulations:
 The Clean Water Act, NPDES
Unit 3: Populations: Animal, plant and human (3 weeks)
Lecture Topics:
 Rule of 70, Exponential and logistic growth
 Demographic Transition, developed vs developing nations
 Population Pyramids
Readings for Discussion:
 Lifeboat Ethics, Garrett Hardin
Labs, Quantitative Activities and Field Experiences:
 Quadrant Sampling Field Trip: Students estimate the size of a plant population
 Something's Fishy: Mark recapture technique simulation
 Population Growth in Duckweed- Determination of population growth parameters with and without
nutrient enrichment
 Generation of survivorship curves using cemetery data
 Calculation of population parameters and resource use of developed vs developing nations
 Power of the Pyramids
Videos:
 NOVA: World in the Balance-The People Paradox
Case Studies and Simulations:
 Aid Game (GingerBooth.Com) Students make decisions about aid packages for developing
nations
Unit 4: Biodiversity: Evolution, community ecology and land management (4 weeks)
Lecture Topics:
 Community ecology: Niche, competition and symbiotic relationships
 Ecological Succession
 Invasive and non-native species
 Evolution by Natural Selection
 Biodiversity = Speciation - Extinction
 Habitat degradation and fragmentation
 Population Genetics: Variation and susceptibility to extinction
Readings for Discussion:
 Of Mice and Mast: Connections among oak, mice, deer, gypsy moth and tick populations
 OP/ED: A tree or a life: Preserve the yew or harvest them, for cancer treatment?
Labs, Quantitative Activities and Field Experiences:
 Quantitative simulation of natural selection predator-prey dynamics and coevolution
 Breeding Bunnies: Quantitative simulation of population genetics and genetic variation
Videos:
 Cane Toads
Case Studies and Simulations:
 Coyote removal in Texas: Progressive disclosure investigates the effect of coyote removal on
trophic structure in an ecosystem using analysis of graphical data.
 Asian Oysters in the Chesapeake: Town meeting simulation investigates the pros and cons of
introducing a non-native species to save an economically important way of life.
Relevant Laws and Regulations:
 Endangered Species Act, The Lacey Act, CITES
Unit 5: Air: Atmosphere, climate, biomes and pollution (4 weeks)
Lecture Topics:
 Global air and oceanic circulation patterns
 El Nino and La Nina
 Sources of air pollution
 Chemistry of photochemical smog and acid precipitation formation
 Ozone Loss
 Global climate change and fossil fuel use
Readings for Discussion:
 Recognizing Gaia, James Lovelock
Labs, Quantitative Activities and Field Experiences:
 Specific Heat and Climate (Molnar 3)
 Coriolis effect demonstration lab
 Formation of deserts (Molnar 4)
 Producing Climatograms and Biome SPOONS: Students are assigned to produce cards for an
individual Biomes. The cards include climatograms, geographical, climatic and biological
characteristics of their biome. Students are then grouped and play a game where they have to
collect all cards from a particular biome and identify the biome. Other students amy verify or
dispute the claim.
 Mapping ground level Ozone in our school using Schoebein paper


Measuring particulate air pollution in our school
Acid Rain Lab (Carolina Environmental Science Resource Manual) Investigates the effect of
bedrock, wind patterns, CO2 and SOx emissions on pH of water. Students measure the alkalinity
of local surface waters
Videos:
 NOVA: Gaia
 NOVA: What's up with the Weather?
Case Studies and Simulations:
 Daisyworld
 Virtual Courseware: Earth's Energy Budget and Global Warming
Relevant Laws and Regulations:
 Clean Air Act, Montreal Protocol, Kyoto Treaty
Unit 6: Geological processes, Mining, Soil and Agriculture (3 weeks)
Lecture Topics:
 Structure and Interaction among the Earth's Crust, Mantle and Core
 Mining methods and environmental degradation
 Soil erosion and soil conservation practices
 Forestry and Public Lands
Readings for Discussion:
 Easter's End, Jared Diamond
Labs, Quantitative Activities and Field Experiences:
 Rock Cycle Webquest
 Rock ID lab
 Plate tectonics and geological activity: Students use GIS software to map earthquake and
volcanic activity and superimpose plate boundaries.
 Ore processing: Students are given a "rock" made up of sand, salt and iron fillings held together
by paraffin. They must design methods to extract the salable ores: iron and salt. They keep track
of energy, equipment and transport costs. In the end they calculate the percent composition of
their ore as well as an analysis of the relative processing costs.
 Field Trip: Soil profiles and percolation rates at Westminster Open Space. Samples from each
horizon are analyzed in the lab for nutrient content, particle size distribution, pore space and
water holding capacity.
 Soil salinization Lab: Students design their own procedure, collect, graph and analyze data under
three different scenarios.
Videos:
 NOVA/Frontline: Harvest of Fear (GMOs)
 The Lorax
Case Studies and Simulations:
 Policy debate: GMOs
Relevant Laws and Regulations:
 Surface Mining Control and Reclamation Act
Unit 7: Toxicology, Risk, Pesticides and Waste (3 weeks)
Lecture Topics:
 Risk perception
 Risk assessment vs Risk Management
 Toxicology: Routes of exposure, Acute vs Chronic effects
 Dose Response, Synergism and Antagonism
 Pesticides, resistance and IPM
Readings for Discussion:
 Recycling is garbage!
 Excerpts from Silent Spring, Carson
Labs, Quantitative Activities and Field Experiences:
 Energy and Recycling (Molnar 8)
 Personal trash collection and analysis of % recyclable material by mass
 LC50 in Brine shrimp
Case Studies and Simulations:
 Malaria and DDT: To spray or not to spray. A role play case regarding The WHO's decision to
allow limited spraying in area's where malaria is a problem
STELLA: The Cats of Borneo
Town Meeting: What do we do with the Flowing Railroad Site; Modified from the EPA site this
case presents students with a hypothetical abandoned waste site. They must learn what toxics
are present, where they are, where they are headed and the potential health effects. In the end
the town must decide the best method to reclaim the land weighing economic, social and
personal impacts.
Relevant Laws and Regulations:
 NEPA, RCRA, TSCA, CERCLA, FIFRA


Unit 8: Energy: Renewable and non-renewable (4 weeks)
Lecture Topics:
 Laws of thermodynamics (review)
 How fossil fuels are formed, located and extracted
 Peak Oil
 Nuclear fission and half life
Labs, Quantitative Activities and Field Experiences:
 Energy efficiency calculations
 Measurement of energy transfer efficiency: Students use an immersion heater to heat a known
mass of water. Using electrical and calorimetry equations they calculate and compare the
electrical energy input to the heat energy gained by the water.
 Personal Energy Use Audit (Molnar 25)
 Solar Absorption Lab (Molnar 26)
 Solar water heater design contest
Videos:
 NOVA: Saved by the sun
 An Inconvenient Truth
Case Studies and Simulations:
 Policy debate: Should we Drill in the ANWR? Balancing land use and energy independence
 Students research and present a Powerpoint or Web Page on renewable forms of energy.
Presentations must include an economic and feasibility analysis.
Unit 9: Sustainable Solutions (1 week)
AP Test Review (2 weeks)