AP Environmental Science Syllabus
The goal of this class is to provide students with a science-based study of the natural
sciences in an interdisciplinary context. This course includes aspects of Biology,
Chemistry, Ecology, and Physics and their application to the function of our natural
world. The identification and analysis of the environmental impact that human activity
has on these natural systems and their organisms, is at the core of this course. Evaluation
of these problems, their risk, and possible solutions are studied throughout this course.
Text
Environmental Science: A Global Concern, 9th Ed., by Cunningham, Cunningham, &
Saigo.
Methods
Instruction consists of lecture, discussions, demonstrations, computer simulations, field
trips, guest speakers, field activities, lab experiences, technology usage, and written
assignments-including research projects, power point presentations, in-class activities,
homework, lab reports, quizzes, and tests. Approximately one period per week is devoted
to hands-on laboratory experiences or field work. All lab experiences require a written
report.
Long Term Projects for 2012-2013
Additions to outdoor classroom, collaborative aquaponics program with a high school in
Kenya, solar powered equipment, campus recycling programs, and clean water initiative
projects will be included in the curriculum throughout the school year.
Technology Utilized In Classroom for 2012-2013
A class website will utilized throughout the school year.
The web address is: mrsgradel.weebly.com
Students will be asked to follow Mrs. Gradel on Twitter so tweets concerning class
projects, reminders, and notifications can be sent.
Classroom response systems will be utilized throughout the year.
Skyping will be utilized to talk to various speakers and classes both in the US and abroad.
Google docs will be utilized throughout the school year for assignments and group work.
Lab quest and various probes for measuring water pollutants, air quality, temperature,
pH, and water flow rates will be utilized.
Computer labs will be utilized throughout the class, as well.
Unit 1-Chapters 1, 2, & 3
4 weeks
Chapter 1
Topic: Understanding Our Environment
A. Definition and overview of topics in environmental science
B. History of environmentalism: US environmental history
• Lab: Tragedy of Commons- This activity demonstrates to students Garret
Hardin’s argument that commonly held resources will inevitably be degraded or
destroyed due to self-interest outweighing public interests. Students will collect
data and analyze results to determine if the argument holds true.
C. Sustainable development
Activity: Calculating your ecological footprint- students will mathematically calculate
their personal footprint (impact) on the environment.
Video: World Population Growth
Chapter 2
Topic: Understanding Science, Systems, and Ethics
A. What is science?
•Lab: Effects of Ionizing Radiation on Seed Germination and Growth- Students
measure the effects of 5 different dosage levels on seed germination and growth.
Measurement data is collected over several weeks and statistical analysis is used
to draw conclusions.
B. Systems
C. Environmental ethics
Activity: Scientific notation activity
Internet Activity: Interactive feedback loops
Chapter 3
Topic: Matter, Energy, and Life
A. Elements of life
•Lab: DNA Extraction- Wheat germ DNA is extracted as students explore what
types of agents will break down cellulose, fat, and protein. This information is
related to environmental hazards and their effects on living organisms.
B. Energy for life: populations, communities, food chains and webs
C. Material cycles and life processes: biogeochemical cycles
Computer Activity: Ecological pyramids
Unit 1 TEST-Chapters 1, 2, & 3
Unit 2-Chapters 4, 5, & 12
4 weeks
Chapter 4
Topic: Evolution, Biological Communities, and Species Interactions
A. Evolution and speciation
B. Species interactions
C. Community properties
•Lab: Measuring Primary Productivity- The concepts of wet versus dry weight,
net productivity, respiration rates, gross productivity, and standing biomass are
explored in this lab. Students will calculate the net productivity, respiration, and
gross productivity of grass plots.
D. Communities in transition
Field Activity: Tagging and collection of tracking data on migrating Monarchs.
Chapter 5
Topic: Biomes: Global Patterns of Life
A. Terrestrial biomes
B. Marine ecosystems
C. Freshwater ecosystems
•Lab: Soil Macro-biodiversity: Prairie (Grassland) Soil vs Temperate Deciduous
Soil- Students use Berlese funnels and arthropod identification keys to identify
organisms found in different biome soils. Biodiversity is calculated using the
Shannon-Weiner Diversity index.
Chapter 12
Topic: Land Use: Forests and Grasslands
A. World forests
B. Tropical/temperate forests
C. US forest management
D. Grasslands/rangelands
Activity: GIS computer lab
Video: Forest Wars
Test: Chapters 4, 5, and 12
Unit 3-Chapters 6 & 7
2 ½ weeks
Chapter 6
Topic: Population Biology
A. Dynamics of population growth
B. Factors that increase or decrease populations
C. Factors that regulate population growth
•Lab: Capture/recapture population estimation- Students utilize the Lincoln’s
Index to estimate the population size of local grasshoppers.
D. Conservation biology
Chapter 7
Topic: Human Populations
A. Human population growth and limits
B. Human demography
•Lab: Human Population: Changes in Survival- Students will gather data from the
San Francisco County Genealogy Obituaries and current local newspapers to
understand the difference in human mortality and survivorship between past and
modern times. Students will analyze how these changes have influenced
population growth.
C. Demographic transition
D. Family planning and fertility control
Computer lab: Students use census data to construct age-sex population pyramids and
analyze how population is affected by various environmental factors.
Test: Chapters 6 and 7
Unit 4- Chapters 8, 9 , & 10
4½ weeks
Chapter 8
Topic: Environmental Health and Toxicology
A. Pandemics/ environmental health
B. Toxicology: Movement, distribution, and fate of toxins
C. Measuring toxicity
•Lab: Dose/Response Bioassay using Lettuce Seeds- Students will make serial
dilutions and expose lettuce seeds to various concentrations of chemicals.
Students will determine the LD-50 for each chemical, chart, and graph results.
D. Risk assessment and acceptance
Activity: Risk Assessment Data Collection and Statistical Analysis
Chapter 9
Topic: Food and Agriculture
A. Food and Nutrition: Key food sources
B. Soil: A renewable resource: How it is used and abused
•Lab: Soil: The Wealth Beneath Your Feet- Students collect soil samples from 3
different ecosystems and run tests on the texture, structure, and characteristics
of the soil samples. Sample data is recorded and statistically analyzed.
C. New crops and genetic engineering
D. Sustainable agriculture
Activity: Group presentations on sustainable agriculture
Chapter 10
Topic: Pest Control
A. Pests and pesticides
B. Pesticide benefits and problems
C. Alternatives to pesticide use/ reducing exposure
Internet Activity: Integrated Pest Management Techniques
Test: Chapters 8, 9, & 10
Semester Final
End of First Semester
Unit 5
Chapter 11
Topic: Biodiversity
A. Biodiversity/hot spots/benefits
B. What threatens biodiversity/over-harvesting ( fish)
C. Endangered species management and laws
D. Captive breeding and species survival plans
Activity: Invasive Species Wanted Posters and Presentations
Video: Endangered Species: National Geographic
Chapter 13
Topic: Preserving and Restoring Nature
A. Parks and nature preserves
B. Wilderness areas and wildlife refuges
2 1/2weeks
C. Preserving ecosystems and restoration ecology
•Lab: Flow Rates- Students will use power source, water pumps, and channels to
measure and calculate the flow rate of water through channels at various
voltages and elevations. Students will then apply their understanding to the
study of the Everglades Restoration Project.
Test: Chapters 11 and 13
Unit 6
4 weeks
Chapter 14
Topic: Geology and Earth Resources
A. Dynamic planet-plate tectonics
B. Minerals and rocks/ geology and mineralogy
C. Environmental effects of resource extraction/ conserving resources
D. Geologic hazards-earthquakes, volcanoes, landslides, tsunamis
•Lab: Erosion Rates- Students are to design their own experiment testing the
effects of several variables such as flow rate, water temperature, etc. on the rate of
erosion. These experiments are to be transferred into the field and tested on local
creek systems.
Chapter 15
Topic: Air, Weather, and Climate
A. Atmosphere and climate
B. El Nino/ La Nina
C. Global warming/climate change
Guest Speaker: Oklahoma University Meteorology School-Climate change
Video: Global Warming
Chapter 16
Topic: Air Pollution
A. Natural sources of air pollution
B. Human-caused air pollution
•Lab: Qualitative Analysis of Vehicle Exhaust: A vehicle’s engine is usually
directly proportional to the amount of pollution produced and emitted through
its exhaust pipe. Students will collect, observe, and make qualitative evaluations
of vehicle efficiency.
C. Effects of air pollution
D. Clean air legislation
•Lab: Ozone Levels: Students will take ozone measurements of 5 different sites in
the Tulsa metro area. Measurements will be taken over a four month period and
data recorded. The five locations will compare rural to urban settings.
Test: Chapters 14, 15, and 16
Unit 7
3 weeks
Chapter 17
Topic: Water Use and Management
A. Water resources/major components
B. Water availability, usage, and shortages
C. Increasing water supplies/ management and conservation
•Lab: Water Filter Contest: Students will design and test a water filter on
contaminated water. The water will be put through a battery of pre and post tests
and results recorded. The most effective filter wins the contest. After evaluations
are made, design corrections are made and tests rerun.
Chapter 18
Topic: Water Pollution
A. Types and effects of water pollution
B. Water pollution control/quality
C. Water legislation
•Lab: Creek Water Analysis- Students will monitor 5 sites along a nearby creek
by collecting and testing water samples once a month during the spring semester.
Soil samples are also taken from the bank and watershed area of each site and
tested in class. One part of the creek lies adjacent to an open, undisturbed field,
while another area lies next to a recently constructed housing development. Water
and soil samples are being monitored for possible run-off.
Test: Chapters 17 and 18
Unit 8
3 ½ weeks
Chapter 19
Topic: Conventional Energy
A. Energy: What is it? Where do we get it? How is it used?
B. Coal, oil, natural gas
C. Nuclear power/radioactive waste management
D. US energy policies
•Lab: Home Energy Audit: Electricity Usage- Students are to find a way to
measure the amount of electricity used in their own home, analyze their data,
design a conservation plan, and equate their electricity use to carbon dioxide
emission.
Chapter 20
Topic: Sustainable Energy
A. Conservation: Transportation, electricity, heat
B. Solar energy, fuel cells, biomass
C. Energy from the Earth’s forces: water, wind, geothermal
D. Energy future
•Lab: Solar House Design- Students will design and build a model solar
house using their knowledge of passive and active solar house designs. The ability
of the house to remain cool in the summer and retain heat during the winter will
be tested.
Guest Speaker: Tulsa University Chemical Engineering Dept.-Hydrogen car and fuel cell
technology.
Video: Renewable Energy: Discovery
Activity: Analysis of Top Ten Green Companies
Test: Chapters 19 & 20
Unit 9
2 ½ weeks
Chapter 21
Topic: Solid, Toxic, and Hazardous Waste
A. Solid waste disposal
B. Recycling, reusing, reducing
•Lab: Solid Waste Inventory: Conservation Plan- Students are to record all the
solid waste their household disposes over a 3-day period, categorize it, and
design a conservation plan for their house utilizing the recycling, reusing, and
reducing principles.
C. Hazardous and toxic waste/superfund sites
Chapter 22
Topic: Urbanization and Sustainable Cities
A. Urbanization/immigration/government policies
B. Urban challenges in developing and developed countries
•Lab: Land-Use Plan- Students are to use ecological principles in developing
a land-use plan for a coastal area. They are to identify the environmental impacts
of their development and are required to abide by all zoning ordinances and
wetlands regulations.
Chapter 23
Topic: Ecological Economies
A. Economic worldviews
B. Populations, technology, and scarcity
C. GNP, cost-benefit analysis, trade, and development
Activity: Students are to design an eco-efficient business and present it to the class.
Chapter 24
Topic: Environmental Policy, Law, and Planning
A. Environmental policy and law
B. International treaties and conventions
C. Dispute resolution and planning
Guest speaker: Attorney –Environmental law and geopolitics
Test Chapters 21, 22, 23 and 24
AP Test Review
Field Trip: 2nd Semester- Tulsa Mohawk Water Treatment Plant, Captive Breeding
program at Tulsa Zoo, and Tulsa Riverside Power Plant