AP Environmental Science 2015-2016
Meets on 4B days
Samantha Neubert
Room A204
Phone – (302) 449.3840 x1204
Email – samantha.neubert@appo.k12.de.us
OVERVIEW OF THE COURSE:
This course is designed to be the equivalent of a one-semester introductory college course in
environmental science that includes a laboratory and field investigation component. Emphasis is
placed on the scientific principles, concepts, and methodologies required for understanding the
interrelationships of the natural world, to identify and analyze environmental problems both natural
and manmade, to evaluate the relative risks associated with these problems, and to examine
alternate solutions for resolving and/or preventing them.
Each student is expected to take the AP Environmental Science test that is scheduled on Monday,
May 2nd, 2016 in the morning. The expectation is that if you take an AP course that you will take the
AP Exam. Students will be strongly encouraged to take the test in May. There is an approximately
$91 test fee (per test) charged by The College Board.
The AP Exam
The AP Environmental Science Exam is a rigorous, 3-hour exam, administered at our school, and
proctored by the guidance department. The first part of the test (90 minutes) consists of 100
multiple-choice questions. The second part of the test (also 90 minutes) consists of four free
response essays.
Test scores are released in July. AP uses a 5-point scale with 5 meaning “extremely well qualified”, 4
is “well qualified”, 3 is “qualified”, 2 is “possibly qualified” and 1 is “no recommendation”. In general,
a score of 3 or higher is considered to be a passing grade.
College Admissions
Each college and university makes their own decision concerning their acceptance of AP exam
grades for college credit. It is extremely important to check each university to find their policy.
Some do not accept them at all. Even among those that do accept them, there is wide range of
how they evaluate them. AP course grades in all subject areas are looked at very carefully by
admissions directors of universities. Universities may be unimpressed by any grade lower than B.
COURSE REQUIREMENTS:
 Complete all assigned homework.
 Conduct laboratory work according
to safety rules.
 Keep an organized Laboratory Data
Notebook.
 Take all quizzes, tests, and exams.
 Submit all required laboratory reports.
 Take the Advanced Placement Exam
in May
TEXT:
Raven, P. H., Berg, L. R., & Hassenzahl, D. M. (2010). Environment. United States of America: John Wiley
& Sons.
Support Materials:
Cunningham, William; Cunningham, Mary Ann; Saigo, Barbara. Environmental Science: A
Global
Concern. 8th ed. New York, New York: McGraw-Hill. 2005.
McKinney, Michael. Outlooks: Readings for Environmental Literacy. 2nd ed. Sudbury, MA: Jones and
Bartlett, 2004.
Miller, G. Tyler. Living in the Environment: Principles, Connections, and Solutions. 12th ed. Pacific Grove, Calif.:
Brooks/Cole, 2002.
Schoch, Robert. Case Studies in Environmental Science. St. Paul, MN: West Publishing Co., 1996.
Lab manual
There is no lab manual required for this course. All activities are hands-on. Lab activities come from a variety of
sources including:
Molnar, William. AP Environmental Science Laboratory Investigations. Saddle Brook, New Jersey: The
Peoples Publishing Group. 2005.
EVALUATION:
1. Marking period grades will be calculated from performance on quizzes, tests, lab reports, class
participation, projects, and homework. 90% of the grade is summative; 10% formative
2. Each marking period grade counts as 20% of the final grade.
3. The mid-term exam counts as 10% of the final grade.
4. The final project counts as 10% of the final grade.
MATERIALS NECESSARY:
 2 – 3 in. Three ring binder
 Dividers
 Composition book
 Scientific Calculator
 Pen or pencil
 Colored pencils or markers
GRADING POLICY
ALL WORK IS GRADED USING A TOTAL POINT METHOD. According to district policy a student
missing more than 10% of the classes will not receive credit for the course.
1. Labs: Labs will be performed on a regular basis usually one per week. Lab reports will
be required for each lab.
2. Projects: At least one personal or group project/presentation will be completed
during each marking period.
3. VOCAB QUIZZES: Will be given for each chapter/unit. Essential that all material
covered be reviewed for these quizzes.
4. Quantitative Practice Questions: will be given for each chapter and graded.
5. REFLECTION ESSAYS: Will be given periodically after a reading assignment or video.
These will be given during each section of the class.
6. TESTS: Will be administered after each major unit (usually 2 or more chapters). Test will
be multiple-choice and/or a timed free response question. Calculators will NOT be
used during these tests.
Course Outline:
Unit 1: Humans in the Environment
Timeframe: 1.5 Weeks
Topics Covered:
Definition of Environmental Science, introduction to environmental issues, causes and
sustainability, common resource properties, tragedy of the commons, different
environmental ethics, US environmental legislation.
Corresponding Chapters
 Ch 1, “Introducing Environmental Science and Sustainability,” pgs. 1-21
 Ch 2, “Environmental Laws, Economics, and Ethics,” pgs. 22-43
Video
 The Lorax
Labs and Activities
 Tragedy of the Commons Lab.
 Who polluted the Potomac?
Unit 2: Understanding Ecosystems
Timeframe: 5-6 wks.
Topics Covered:
Review of basic chemistry, Laws of Thermodynamics, Conservation of Matter, food chains,
food webs, energy flow through ecosystems, matter cycling through ecosystems, water
cycle, carbon cycle, nitrogen cycle, phosphorus cycle, populations and communities,
adaptations to the environment, evolution and diversity, natural selection, extinction,
weather, climate, biomes, aquatic ecosystems, community structure, species interactions,
ecological succession.
Corresponding Chapters
 Ch 3, “Ecosystems and Energy,” pgs. 44-61
 Ch 4, “Ecosystems and Living Organisms,” pgs. 62-85.
 Ch 5, “Ecosystems and the Physical Environment,” pgs. 86-115
 Ch 6, “Major Ecosystems of the World,” pgs. 116-145
Videos
 Challenges of Life
Labs and Activities
 Nutrient Cycle Presentations
 Eating at a Lower Trophic Level
 Quadrant Analysis of a Vegetative
Activity
Community Lab
 Habitat and Niches
 Successional Changes in
 Biome Reports
Vegetation Lab
 Natural Selection of Forks and
 Predator and Prey Lab
Beans Lab
 The Beaks of Finches Lab
 Water Ecosystem Reports
Unit 3: A Crowded World
Timeframe: 2 weeks.
Topics Covered:
Environmental developments in US and world history, demography, population
dynamics,
carrying capacity, survivorship curves, age structure diagrams,
demographic transition, patterns of resource use, quality of life.
Corresponding Chapters
 Ch 8, “Population Change” pgs. 168-192
 Ch 9 “ The Problems of Overpopulation” pgs. 192-210
Video:
 World Population
Labs and Activities
 Human Population Lab
 Using the World Population
 Environmental Timelines and
Datasheet from the Population
Presentations.
Reference Bureau
 Creating Age Structure
Diagrams.
Unit 4: Do We Really Want to Live This Way?
Timeframe: 2 wks.
Topics Covered:
Chemical and biological agents, hazardous chemicals, dose-response relationships, acute
and chronic effects, risk assessment, cost-benefit analysis, pesticides, their effects, IPM
Corresponding Chapters
 Ch 7 “Human Health and Environmental Toxicology” pgs. 146-167
 Ch 10 “The Urban World” pgs. 211-227
 Ch 23 “The Pesticide Dilemma” pgs. 532-541
Video
 Planet in Peril Toxin Segment
Labs and Activities
 Toxicity Testing: LC 50: How Much is
 Risk Perception vs. Reality Lab
Too Much?
Unit 5: Only One Atmosphere
Timeframe: 3-4 wks.
Topics Covered:
Atmosphere history, origin, evolution, composition, structure, major pollutants,
photochemical smog, air pollutants, outdoor air pollution, effects on aquatic systems,
vegetation, buildings and structures, and wildlife, indoor air pollution, clean air act, air
quality standards, pollution reduction/remediation/control, greenhouse effect, climate
change and implication, ozone depletion
Corresponding Chapters
 Ch 20 “Air Pollution” pgs. 454-475
 Ch 21 “Regional and Global Atmospheric Changes” pgs. 476-504
Video:
 A Global Warning
 Dimming the Sun
Labs and Activities
 The Greenhouse Effect
 Acid Deposition lab
Unit 6: What’s Happening With Our Water
Timeframe: 2.5 wks.
Topics covered:
Water use, US and global water issues, management, conservation, major sources of water
pollution, point vs. nonpoint source pollution, effects on aquatic systems, vegetation,
buildings and structures, and wildlife, pollution reduction/remediation/control
Corresponding Chapters
 Ch 14 “Water: A Limited Resource” pgs. 299-325
 Ch 22 “Water Pollution” pgs. 505-531
Video
 FLOW
Labs and Activities
 Wastewater and Sewage Treatment
Lab
 Water Quality Testing
 The Tapwater Tour
Unit 7: Land Resources
Topics Covered:
Managing and sustaining forests, tropical deforestation, natural reserves, land use,
ecological restoration, mining, minerals
Corresponding Chapters
 Ch 16 “Minerals: A Nonrenewable Resource” pgs. 348-369
 Ch 18 “Land Resources” pgs. 398-426
Labs and Activities
 Copper Extraction Lab
 Cookie Mining
Unit 8: Remnants of Eden
Timeframe: 2 wks.
Topics Covered:
Human Impacts on biodiversity, endangered species, invasive/introduced species,
protecting wild species from depletion and extinction, wildlife management
Corresponding Chapters
 Ch17 “Preserving Earth’s Biological Diversity” pgs. 369-397
Video:
 Cane Toads
 End of the Line
Labs and Activities
 Human Population Dynamics
 Invasive Species Wanted Posters
 Endangered Species Newsletter
Unit 9: The Search For Energy
Timeframe: 2.5 wks.
Topics Covered:
Conventional energy sources: oil, coal, natural gas, nuclear, Alternative energy sources:
wind, water, solar, geothermal, biomass, solar-hydrogen; energy efficiency
Corresponding Chapters
 Ch 11 “Fossil Fuels” pgs. 228-252
 Ch 12 “Nuclear Energy” pgs. 253-274
 Ch 13 “Renewable Energy and Conservation” pgs. 275-298
Video:
 A Crude Awakening
Labs and Activities
 Investigating Biofuels and Bioproducts
Unit 10: Save the Earth- Feed the World
Timeframe: 2.5 wks.
Topic Covered:
Soil formation, soil types, erosion and conservation, food production, nutrition, and
environmental effects of food production, Green Revolution Pros/Cons, Aquaculture, and
Oceanic food production, pesticides, effects of pesticides, IPM
Corresponding Chapters
 Ch 15 “Soil Resources” pgs. 326-347
 Ch 19 “Food Resources: A Challenge for Agriculture” pgs. 427-453
 Ch 23 “The Pesticide Dilemma” pgs. 536, 542-554
Video
Dirt! The movie
Labs and Activities
 Soil Properties Lab: texture,
 Pesticide Resistance: The
color, permeability.
Pesticide Treadmill.
 Soil Salization Lab
 Using State Soil Surveys
Unit 11: Waste Not, Want Not
Timeframe:1.5 wks.
Topics Covered:
Types, Sources, and amounts of hazardous wastes, metallic and nonmetallic mineral
sources, amounts, uses, and problems; Waste Disposal methods and their limitations;
Solutions: Reduce, Reuse, Recycle; Hazardous Waste Regulation in the US
Corresponding Chapters
 Ch 24 “ Solid and Hazardous Wastes” pgs. 555-581
Video:
 Tapped
Labs and Activities
 Groundwater Pollution using an
 Household Hazardous Waste
Aquifer Model
Inventory
Unit 12: Tomorrow’s World
Timeframe: 1 wk.
Topics Covered:
Environmental Worldviews, strategies for sustainable living
Corresponding Chapters
 Ch 25 “Tomorrow’s World” pgs. 582-596
Video
Earth: the Sequel
AP Test Review:
Timeframe: 2 wks
Use Released AP test material and AP Environmental Science review texts to prepare for the exam.
Please sign this paper to acknowledge that you have received and read this syllabus. The
syllabus is to be kept in your APES Binder/folder.
Student Name (please print): ___________________________________________
Student Signature: ____________________________________________________
Parent signature: _____________________________________________________
Contact Information
Samantha Neubert
Room A204
Phone – (302) 449.3840 x1204
Email – samantha.neubert@appo.k12.de.us
Appoquinimink High School – www.appohigh.org
I will also be using Schoology primarily for posting information, resources and assignments.
This is a BYOT classroom. Please bring your device you wish to use. As I hope to incorporate more
technology into my lessons.
Appoquinimink School District
Science Safety Contract
STUDENT CONTRACT:
I,
,(student’s name) have read and agree to follow all of the safety
rules set forth in this contract. I realize that I must obey these rules to ensure my own safety, and that of my fellow
students and instructors. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe
lab environment. I will also closely follow the oral and written instructions provided by the instructor. Unsafe conduct
in the laboratory or misbehavior on my part, may result in being removed from the laboratory, receiving a failing grade,
behavior referral, and/or dismissal from the course.
Student Signature
Date
QUESTIONS:

Do you wear contact lenses?
YES
NO

Are you color blind?
YES
NO

Do you have allergies
If so, list specific allergies:
YES
NO

Are you allergic to latex?

Do you have any medical conditions we need to be aware of (asthma, seizures, cardiac abnormalities, etc.)?
YES
YES
NO
NO
PARENT CONTRACT:
We feel that you should be informed regarding the school’s effort to create and maintain a safe science
classroom/laboratory environment. With the cooperation of the instructors, parents, and students, a safety instruction
program can eliminate, prevent, and correct possible hazards. Read the list of safety rules above. No student will be
permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on
file with the teacher. You are now aware of the safety instructions your son/daughter will receive before engaging in
any laboratory work.
Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measures
taken to ensure the safety of your son/daughter in the science laboratory, and will instruct your son/daughter to uphold
his/her agreement to follow these rules and procedures in the laboratory.
Parent/Guardian Signature
Date