AP Environmental Science
Instructor: Ms. Kristen Realdine
Phone: (215) 949-6780, ext. 77205 (voicemail)
Email: krealdine@pennsbury.k12.pa.us
Text: Living in the Environment, 12th Ed., by G. Tyler Miller, Jr. (Pacific Grove, Calif.:Brooks/Cole
Thomson Learning).
Course Materials:
 Pencil
 Pen
 Scientific Calculator
 2-inch to 3-ring binder with loose-leaf
 Graphing notebook (lab notebook) needed if not going to type up reports
This course is designed to be the equivalent of an introductory college-level semester course in
Environmental Science. Environmental Science is an interdisciplinary field of study, and the goal in
this class is to integrate what you know about Biology, Chemistry, Geology, Hydrology, Math, History,
Sociology, etc. to come to an understanding of the natural world and the forces that affect it. Open to
students who have taken Biology, H. Chemistry, and Algebra 2. This course incorporates the
curriculum recommended by the College Board. Students are not required to take the AP exam
offered by the College Board on May 5, 2014 but are recommended to do so.
Independent work is an expectation of this course, and you will be required to master some content
material on your own so that we have more time for laboratory and fieldwork. In addition, you will be
required to do long-term observations outside of class time. Another important part of the course is
data analysis, measurement, statistics, dimensional analysis and other operations that require
mathematical skills. You must be prepared to work outdoors for many of the labs. Approximately one
period per week is devoted to hands-on laboratory experiences or fieldwork.
There are several major unifying themes for this course that cut across the many topics included in the
study of Environmental Science (from the College Board Course Description):
Science is a process.

Science is a method of learning more about the world.

Science constantly changes the way we understand the world.
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.
C-ll- The course includes a
laboratory and/or
field investigation
component. A minimum of
one class period or its
equivalent per week is spent
engaged in laboratory and/or
field work.
The Earth itself is one interconnected system.

Natural systems change over time and space.

Biogeochemical systems vary in ability to recover from disturbances.
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.
Environmental problems have a cultural and social context.

Understanding the role of cultural, social, and economic factors is vital to the development of solutions.
Human survival depends on developing practices that will achieve sustainable systems.
Outline of Topics
The following is an outline of major topics, which defines the scope of the course. The order of topics
in the outline is not necessarily the order in which the topics will be addressed, and many of the topics
will be interwoven repeatedly throughout the course.
From the College Board Course Description:
Weeks 1-2
 Definition of Environmental Science
 Scientific Method and Critical Thinking
 Experimental Design and Analysis (Chi-square test and p-values)(C9)
 Introduction to Environmental Issues
 Causes and Sustainability, and Environmental History
 Review of Basic Chemistry
 Matter and Energy Relationships (Laws of Thermodynamics)
 Chapters 1-3
Weeks 3-4
 Ecosystems: Energy Flow- Food Chains and Webs (C2)
 Matter Cycles- Biogeochemical Cycles (C1)
 Evolution and Biodiversity, and Extinction (C10)
 Biogeography: Climate and Biomes (C1)
 Chapters 5, 6
Weeks 5-6
 Aquatic and Community Ecology (C1)
 Species Interactions (C2)
 Invasive or nonnative species
 Succession and Sustainability
 Wetlands and fieldtrip (C8)
 Chapters 7,8, and 24 (pages 650 - 652)
C9- The course
includes methods for
analyzing and
interpreting information
and experimental data,
including mathematical
calculations.
C2- The course
provides instruction
in the Living World.
C10- See description
on next page.
C1- The course
provides instruction
in Earth Systems and
Resources.
C8- The course provides students
with the scientific principles,
concepts, and methodologies
required to understand the
interrelationships of the natural
world. The curriculum draws upon
various scientific disciplines.
During the week around Election Day, Chapter 27, “Politics, Environment, and Sustainability,” is
assigned as an independent study project, which includes multiple-choice questions from the test
bank and a short report on one environmental law. (Each of you will report on a different law using
Internet resources; a summary of major environmental legislation is provided after the reports are
collected so you may review them throughout the year.)
Weeks 7 -8
 Water Resources (C4)
 Surface Water and Groundwater
 Water Pollution (C6)
 Water and Wastewater Treatment-Fieldtrip (C8)
 Water Quality and Drinking Water Standards
 Clean Water Act
 Chapters 13 and 19
Take-Home Assignment
 Hazards, Risk and Risk Assessment
 Toxicology
 Calculating LD-50 (C9)
 Human Health
 Chapter 16
C4- The course provides
instruction in Land and
Water Use.
C6- The course provides
instruction in Pollution.
C9- The course includes
methods for analyzing and
interpreting information and
experimental data, including
mathematical calculations.
Week 9







Geology (C1)
Plate Tectonics
Earthquakes and Volcanoes
Rock Cycle
Soil: Formation, Characteristics and Properties
Erosion, Degradation, and Conservation (C4)
Chapter 10
Take-Home
 World Food Resources: Crops, Meat, Fish (C4)
 Genetic Engineering (C10)
 Aquaculture
 Chapter 12 and 24 (pages 647 - 649)
C1- The course
provides instruction in
Earth Systems and
Resources.
C4- The course
provides instruction in
Land and Water Use.
C3- The course
provides instruction in
Population.
C10- The course teaches students how to identify
and analyze environmental problems, to evaluate the
Weeks 10 – 11
ecological and human health risks associated with
 Population Dynamics (C3)
these problems, and to critically examine various
 Carrying Capacity
solutions for resolving or preventing them.
 Conservation Biology
 Human Population: Growth, Demography (Survivorship Curves and Age Structure Diagrams),
Carry Capacity
 Sustainable Cities: Urban Land Use and Management, Zoning, and City Planning, Urban
Problems
 Chapters 9, 11, 25
Over the Winter Break, Chapter 26, “Economics, Environment and Sustainability,” is assigned as an
independent study project, which includes multiple-choice questions from the test bank and an essay
question.
Weeks 12-13
 Nonrenewable Mineral and Energy Resources (C5)
 Renewable Energy Sources & Energy Efficiency (C10)
 Chapters 14 – 15
Weeks 15 - 16
 Air and Air Pollution (C6)
 Air Quality Standards
 Clean Air Act
 Greenhouse Effect
 Climate Change and Implications (C7)
 Ozone Depletion
 Acid Deposition
 Chapters 17 -18
Take Home Assignment
 Pesticides and Pest Control (C6)
 Effects on Air and Water Quality and Human Health
 Alternatives and Integrated Pest Management
 Chapter 20
Week 17
 Solid and Hazardous Wastes (C6)
 Reduce, Reuse, Recycle
C5- The course
provides instruction
in Energy Resources
and Consumption.
C6- The course
provides instruction
in Pollution.
C7- The course
provides instruction
in Global Change.
C6- The course
provides instruction
in Pollution.

Chapter 21
Safety and Behavior
During lab activities, you may be learning to use new equipment and working with energy sources. It’s
important that you approach your work seriously. Use equipment only as it is intended to be used. Do
not touch equipment unless we are using it in lab. NEVER HORSE AROUND! At the end of a lab or
activity, I’ll allow time for everyone to clean up equipment, materials, and work areas so that the room
will be ready for the next group of students.
Please make sure that all is as you found it. NO FOOD OR DRINKS ARE ALLOWED IN CLASS DURING
LABWORK.
You’re expected to treat me and your fellow students with respect at all time. This means never
talking when someone else (teacher or student) is addressing the class, as well as cooperating in
group work.
Classwork
I expect each of you to participate fully in class. There is no such thing as a stupid question, and you
won’t be downgraded for giving the wrong answer, so take the risk! Thoughtfulness, curiosity, and
intellectual energy are all appreciated, and will contribute to your grade. If you don’t feel comfortable
speaking in class, talk to me outside of class or send me an email. I also enjoy sharing any current
events or special material to which you have access. Many of you have parents, relatives, or friends
that may have something to offer the class as a guest speaker. Please let me know if this is the case
so that I can arrange for them to come in, if appropriate.
Attendance and Deadlines
When the bell rings, I expect you to be in your seat, with all materials necessary for class at hand. This
means your text, notebook, and writing utensil should be on your desk, not in your backpack.
Backpacks will be on the floor. If there is an assignment due or a quiz, test, or lab to go over, this
should be readily available. I don’t wish to spend precious class time for a materials search.
Everything should be at your fingertips. Lateness demonstrates a lack of concern and respect for me,
your fellow students, and your own grasp of the material being studied. If you are late on 5 occasions,
you’ll receive a class cut. Latenesses accumulate throughout the year, and are not wiped out by the
beginning of a new quarter. Two cuts result in a class failure for the marking period. Passes will be
administered to students with a five minute limit. An abuse of pass time, 10 minutes or longer, will
result in a cut as well. If you know you will be longer than 5 minutes for a special circumstance, let me
know in advance.
Attendance and grades are strongly correlated, especially in an AP course. The intensive nature and
pace of the course make every instructional day crucial to your performance in the class and on the
exam. Additionally, we work in groups and teams frequently. If one or more members are often
absent, this hurts the performance and learning of the whole group. If you must be absent, discuss it
with me in advance whenever possible. All students must get a planned absence form signed at least
a week in advance.
Assignments are due at the BEGINNING OF CLASS unless I tell you otherwise. If it is not turned in at
that time on the due date, it will be considered late, and your grade will be reduced by 10% for each
day late.
If you’re absent, it is your responsibility to get the assignment and any missed notes from a classmate.
It is also your responsibility to come see me within two days after your return so that I can give you an
appropriate due date for missed material. If you missed a scheduled quiz or test, then you must make
sure that you make up that quiz or test. I will not chase after you to do so, and you will receive a zero
if that work is not made up in a reasonable amount of time. If you’re absent on the day of a test or
announced quiz, but have attended all classes covering the material on the test, you’ll be expected to
take the test the day you return to school, unless you have a written note from a parent or your
advisor. If there are extenuating circumstances, it is your responsibility to make sure that I am aware
of them. I’m always willing to work with you if you have a problem.
Conferences and Help
Even the most bright and eager students have questions and confusion. Please don’t hesitate to
come in for help. If you need help, stop after class and arrange a time for us to meet. I can’t
emphasize enough how coming to see me when you have a question can clear things up and make
the class easier and more enjoyable. It may be for 5 minutes or for 70 minutes, but taking that
initiative will serve you well in the long run.
Grading and Evaluation
You’ll be graded, approximately, according to the following schedule:
A.
Tests – 100 points.
B. Quizzes – will range from 15 to 25 points, depending on the difficulty. Difficult concepts will
not be included on quizzes until they have been discussed in class, but I do expect you to
learn vocabulary and straightforward ideas independently when reading your assignments, so
you should expect occasional quizzes on reading assignments and lab concepts at the
beginning of class.
C. Labs – You will from time to time be asked to write formal lab reports. I will give you careful
instructions as to the format and point value of these assignments. If you miss a lab, you
must see me immediately to arrange a make-up or alternative assignment. Even if you miss a
lab, you are responsible for knowing the procedure, results, and conclusions of that
experiment.
D. Homework – If the assignment is reading, it is EXTREMELY important that you read carefully,
as you may be quizzed on your reading, and I will base our class activities on the assumption
that you have read the assignment. When written homework is assigned, it will be checked
for completeness and could be used if there is a reading quiz that day. It is NOT accepted
late!
E.
Classwork – Will be graded from time to time, and points awarded will depend on the difficulty
of the task.
F.
Projects – Projects will be assigned and will vary in scope. The value of each project will be
set according to the difficulty of the task and the time involved. A grading rubric is used.
G. Class Participation – A good grade will be achieved if I see the following:
 Asks questions when doesn’t understand, either in class or outside of class.
 Asks questions and makes comments that indicate mastery of the material.
 Behaves in a manner that promotes learning for all in the class.
 Respects the right of others to speak and answer questions.
 Works in a cooperative manner in groups.
 Helps members of the group to learn.
 Shows curiosity.
 Takes responsibility for tasks.
 Takes responsibility for self-learning.
 Completes assignments carefully and accurately.
H. Final Exam – This exam is cumulative for material covered in both quarters and is worth 20%
of your overall grade. Seniors with an A average are exempt.
***No extra credit assignments will be offered, but extra effort is valued and will contribute to
your class participation grade.
At the end of the grading period, I add up all the points you could have possibly received, and
those you actually received. I divide the actual points by the possible points to get a percentage,
and this will be your grade.
I expect complete honesty and integrity from each of you. There will be occasions when I expect
you to share information, and I will tell you this clearly. Homework may be done with another
student so that you may help each other, but you are not allowed to just copy another students’
work. In the long run, this type of cheating will not serve you well, as I make up questions for
tests that require the same skills and knowledge. If someone has missed a test, it goes without
saying that you will not share what was on that test with him or her.
AP Exam Information
The AP Environmental Science Exam is three hours long and divided into two sections: multiplechoice and free-response. Every student in the course is recommended to take it. During the
Spring semester, AP Exam preparation and practice exams will be given during assigned EOP
sessions. Please listen to announcements, and check the schedule posted outside my door in
late March.
I will be assigning practice questions (both multiple-choice and free-response) throughout the year
within the context of homework, tests, class activities, etc. If you take a conscientious approach
to this class, you will be prepared to take the AP exam. I do not, however, consider the primary
goal of this course to be exam preparation. Much of what we will be doing is designed to give you
an appreciation for the practice of Environmental Science and the natural world.
I hope this makes my policy and expectations in this class clear. If you have any questions, please
let me know. Please share this handout with your parent(s) or guardian, sign the statement
below, tear it off, and hand it into me next class.
I have read, understand, and accept the information in the handout “AP ENVIRONMENTAL
SCIENCE 2013-2014” for Ms. Realdine’s class.
Student Name: ______________________________________________
Student Signature: ___________________________________________
Parent(s)/Guardian Signature: __________________________________
Date: _______________________________________________________
The following Laboratory, Fieldwork, and Activities are typically performed:
Please note: This is subject to change as new labs are incorporated and schedules change
due to interruptions. This is a general framework of the course.
Weeks 1-2
1Lab: Parking Lot Ecology
-Students will investigate a familiar and often-overlooked habitat-the parking lot. Following an
introductory exploration, groups of students will design and carry out their own experiment to
collect quantitative data on the physical and biological features of this environment. A formal
lab report will be created and will also include Excel spreadsheets and graphing, Mean,
Average deviation, p-value and Chi-Square. This also leads into a discussion about primary
succession. Data is collected and analyzed through the Excel program using graphing skills
and including correlation (r2).
2) Lab Simulation: Tragedy of the Commons Fishing Activity
-Students read and discuss Garrett Hardin’s original piece, work in fishing teams to capture
goldfish crackers, and collect data to study how and why humans impact land and our natural
resources. The video, The Lorax is viewed as another example of land use and the tragedy of
the commons.
Weeks 3-4
1) Lab Simulaton: Energy Flows
-Students will realize from this that all interconnections in a food web are important. A “vital
commodity” is transferred from one organism to another in a mock aquatic community.
2) Biogeochemical Cycle Projects
-Expert groups are formed and must present ( PowerPoint, and create a model, skit, or
demonstration) how their assigned cycle moves through the environment, describe where it is
stored, how humans disrupt the cycle, and the environmental impacts from these human
disruptions.
3) Lab: Quadrant Sampling
-In a local woodlot, students learn how to mark off a quadrant and identify the large plants
and wildlife in the area. They than graph the area, determine population density, and
calculate the Shannon-Weiner Diversity Index.
4) Lab: Natural Selection Within a Species
-Students investigate natural selection in peanuts and gain insight into the adaptations that
help or hinder individuals in a certain environment.
Week 5
1) Lab Simulation: Here Today, Gone Tomorrow?
-In this inquiry based simulation, student analyze data to deduce the meaning and importance of
ecological principles such as the competitive exclusion principle, competition, specialized/narrow
niche, generalized/brad niche, and endangered species.
2) Field Trip: Silver Lake Nature Center- Wetlands and Turtle Tracking Study (Tentative)
-Students visit the park to hike the grounds to see and learn the value of wetlands. While there,
students observe first hand the study on the endangered Red Belly Turtle. Students participate in
kayaking, trapping, marking & data collection, and tracking (GPS) procedures used to determine their
watershed niche. Factors such as invasives and human land use are discussed.
Weeks 6-7
1) Wet Lab: What is a watershed?
-Students make models of a watershed using paper, water-soluble markers, and a spray bottle.
Predications are made as to where watersheds will form.
2) Lab: Determining Ground-Water Contamination
-To determine, by preparing and analyzing contour maps, which way a plume of contaminated ground
water will move, which drinking water wells will be affected, and how long it will take the contaminants
to reach the wells.
3) Water Use Audit: Drop by drop
-Students approximate how much water they use each day, and investigate methods to conserve their
personal water use. A problem set is calculated to exemplify how a leaky faucet, drop by drop, can
waste the valuable resource.
4) Field Trip: On Site at Bristol Wastewater Treatment Facility (Tentative) or In Class Virtual Tour
-Students tour the facility to observe the process of treating wastewater. Primary and secondary
treatment are evaluated, the use of chlorine and the permissible amounts allowed to be released into
the Delaware River, and alternative uses for the byproducts of sludge and methane are all discussed
with the facilities manager.
5) Lab: Water Quality Index
-Students physically, chemically, and biologically test Lake Caroline’s tributary Queen Anne creek to
determine the WQI to establish an ongoing record and basis for possible water remediation.
Week 7
1) Lab: Soil Profiles and quality
-Students use augers in various areas on school grounds to collect and analyze soil profiles, determine
soil characteristics by reading a soil triangle, and test for a variety of possible contaminants to
determine how clean the soil is.
2) Web Quest Activity: Dynamics of Plate Tectonics
-Pairs of students work in the computer lab to visit various pertinent and suggested websites to see
how different boundaries move, read and analyze a seismogram for P and S waves. Students also
read about various volcano case studies, calculate amounts of CO2 emissions and their effects on
climate. Additionally, they observe the continental drift timeline, theorized movement, and calculate
the rate of separation of Gondwanaland and Laurasia.
3) Topographical Maps Activity
-Students learn to read a contour map to determine where various land formations such as mountains
and valleys are located, and how they affect human land use and development.
Week 8
1) Lab Activity: Foods Consumed
-Students collect data on the foods they consume over a 3-day period in order to calculate the average
number of calories that they consume per day and annually. Using this data they determine how
much land would be required to support them for a year with their current diet.
2) Web Quest: Biotechnology
-Students visit a website to manipulate the process of a genetically modified organism (corn), and
learn about the pros and cons of GMOs. The video, Harvest of Fear is also used as a resource.
Afterwards, a class debate is held to share the information found.
Weeks 9-10
1) Lab: Human Population Study
-Students collect data from an online obituary site from various countries (developing and developed)
over the last few hundred years to create survivorship curves, age structure pyramids, and calculate
mortality rates.
2) Demographic Facts of Life Activity
-Birth and death rates are determined, and then the doubling time is calculated for a variety of nations
(developing and developed). This leads into the discussion of the fair use of resources and
sustainability. Then a model of an oak forest and estimate of the number of deer that can be
supported by that forest are calculated and graphed to analyze carrying capacity. The World
Population film by ZPG is then viewed to demonstrate the power of exponential growth.
Weeks 11-12
1) Lab: Cookie Mining
-This lab activity provides an introduction to the economics of mining fossil fuels. Students must
purchase land areas and mining equipment, as well as pay for mining operations and reclamation.
The goal is to make students aware of how much land is wasted during these processes and its
impact on the environment.
2) Home Energy Audit
- Students approximate how much energy their household uses each day, and investigate methods to
conserve their personal energy use. An energy conservation activity is used to calculate and graph
differences in energy saving goods such as fluorescent verse incandescent bulbs. Also, a problem set
is used to dispel the idea that recycling items, like aluminum cans, will always use more energy than
creating new ones.
3) Lab: Renewable and Nonrenewable Energy Sources
- Various stations are visited over the course of 2 days to create and investigate the energies including
solar photovoltaic cells, hydrogen fuel cells, a synfuel( gasified coal), and biomass.
Weeks 13-14
1) Web Quest: Tailpipe Tally
-The site allows students to input up to four car models to calculate fuel needed per year and exhaust
gases for each vehicle. Work is saved in Word format to accompany student responses to reflection
questions.
2) Lab: Lichen as an Indicator
-Students research the organisms and then prepare lichen samples in order to evaluate how living
organisms can indicate air pollution. Observations on various heavy metals and the chemical reaction
that takes place are made the following day, recorded, and analyzed.
3) Lab: Greenhouse Effect and Global Warming
-Groups of students create a model to learn more about the greenhouse effect. Each group designs
their own investigation, using the same model, but manipulating a different variable to observe the
effects of temperature over time. This is used to launch a discussion on climate change, and the
video, An Inconvenient Truth is viewed.
Week 15
1) Lab Activity: LD-50 and MSDS
-Students must calculate the LD-50, using their own mass, for a variety of household products using
the mg/kg provided. Next they find a MSDS for any product they choose on-line and calculate their
LD-50 for that product.
2) Lab: Toxicity Testing with California Blackworms and Alcohol
-Students work in groups to determine how various concentrations of ethanol affect the swimming
behavior of California Blackworms. Students will observe exposure pathways, nature of effects, acute
and chronic exposure, as well as reversible and irreversible effects. Data is analyzed, and findings will
be presented to class.
Week 16
Case Study: Integrated Pest Management
-Effects of pesticides on an ecosystem are determined analyzing data.
Week 17
Lab: Packaging Analysis
-Students analyze the packaging of a variety of products (trash) they would have thrown away over the
course of one day. The weight of trash is recorded for each student, and then effective vs. ineffective
packaging techniques are listed using the items brought into class. Factors that come into play with
buying decisions, and the cost of waste are evaluated.
WebQuest: Virtual Tour of Town for Waste Disposal and Land Use Planning
-Students search for strategies to reduce, reuse, and recycle in a scavenger hunt style quest