Course Syllabus:
AP Environmental Science
Taught by: Amanda O’Keefe, Centerville Junior High School
Email Address: aokeefe@dsdmail.net
Webpage: mrsoscience.weebly.com
Room Number: D-23
Prep Period: 4
Course Description
‘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 and/or
preventing them.’ College Board
This course:
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Will include instruction in the following topics: earth systems and resources, the living world,
population, land and water use, energy resources and consumption, pollution, and global
change. The full course description can be found at:
https://apstudent.collegeboard.org/apcourse/ap-environmental-science/course-details
Includes methods for analyzing and interpreting information, experimental data, and
mathematical calculations.
Teaches students how to critically examine various solutions for resolving or preventing
environmental problems by evaluating the associated ecological risks and human health risks.
Students will:
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Learn skills to become expert researchers, problem solvers, efficient and effective writers, and
master the scientific process.
Learn to work with others in different group settings and how to effectively collaborate.
Have the opportunity to receive college credit-this is a college level course. Students will have
the chance to take an AP test on May 5, 2014 to earn this credit. The cost of this test is
approximately $90 which is the responsibility of the student. If you have significant financial
need, you may be eligible for a College Board fee reduction, depending on the state in which
you live.
Materials Needed:
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Three-ring Binder (minimum 2”) to be used ONLY for this class – bring daily
College-ruled filler paper – bring daily
Composition notebook – bring daily
Number 2 pencil, black or blue ink pen, red ink pen – bring daily
Six dividers for your binder – we will use these to organize your binder
Small notecards to be used as flashcards (there are Apps available for phones and IPods/I Pads if
you prefer)
Access to computer and internet at home or at our after-school homework lab. You will
frequently need the internet to do independent research.
Textbook Used:
Cunningham, William and Mary Cunningham. Environmental Science: A Global Concern 12th Edition. New
York, NY: Pearson.
You will check out a textbook to keep at home which must be returned, undamaged, at the end of the
year. Students will be responsible for costs associated with lost or damaged textbooks.
Grading Policy:
Your grade will be determined by the percentage of points you have received out of the total possible
points. Below is the grade/percentage breakdown:
A
AB+
B
BC+
100-90%
89.9-87%
86.9-84%
83.9-80%
79.9-77%
76.9-74%
C
CD+
D
DF
73.9-70%
69.9-67%
66.9-64%
63.9-62%
61.9-60%
59.9-0%
The APES course is treated as a college level course and students are expected to commit the time and
effort that is required of such a course. That means that I will treat you as college-level student. It also
means that YOU are the person primarily responsible for your own success. You must do the readings
and know the material by the date required. I will test you on material that is covered in class, readings
and supplements. In other words, anything related to the topics we cover is open to testing, just like the
AP exam.
Homework:
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This course is reading and writing INTENSIVE. We have a lot of material to cover before the AP
test in May. You will be required to read, research, and write papers on a regular basis. You can
expect about 1 hour of homework 5 nights a week. If you can’t commit to this, you will fall
behind.
If you are absent, YOU are responsible for finding out and making up any missing work.
Late work will only be accepted on a case-by-case basis, you MUST talk to me before the class
period in which the assignment is due in order to have your request considered. You will receive
50% credit (half of the points your work would have earned) for any late assignment.
Extra Credit
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Two extra credit assignments will be offered each term – one at midterm and one at the end of
the term. I will announce what those opportunities will be when the time comes.
Extra credit will only be awarded to students who have completed ALL other term assignments.
With extra credit, a student can raise his/her grade by one letter grade, AT MOST.
Coursework
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Below you will find a predicted timeline of units and fieldwork – it is subject to change.
For each unit, you can expect teacher lectures, class discussion, quizzes, and other assessments.
This course includes a laboratory and/or fieldwork investigation component. A minimum of one
class period, or its equivalent, per week will be spent engaged in laboratory and/or fieldwork.
This class includes a lab fee of $10 to cover costs associated with these labs (see additional
transportation fee under field trip section). Please pay these fees online or in the office before
Wednesday, September 11, 2013. If you are on a fee waiver, please talk to me.
Video clips will be watched as they pertain to content – each will be carefully selected based on
relation to course and age-appropriate material. Please contact me if you have any
questions/concerns.
Unit 1 – Introduction and Basic Concepts in Environmental Science (approx. 2 weeks)
Chapter 1: Understanding Our Environment
Chapter 2: Principles of Science and Systems
Unit Labs/Activities
 Tragedy of the Commons activity – Students will simulate fishing seasons and
understand the importance of leaving enough to support the ecosystem and
food webs.
 Earth Island activity – Students will write an essay comparing the earth, an
island, and a boat in regards to resource availability and use.
 Eco footprint activity – Students will calculate their ecological footprint
 Scientific Method lab – Students will conduct an experiment reviewing the
scientific process testing two different types of bubble gum.
Unit 2 – The Living World and Global Change (approx. 6 weeks)
Chapter 3: Matter, Energy, and Life
Chapter 4: Evolution, Biological Communities, and Species Interactions
Chapter 11: Biodiversity: Preserving Species
Chapter 5: Biomes
Chapter 12: Biodiversity: Preserving Landscapes
Unit Labs/Activities
 California Salamander Speciation Lab – Chart, analyze, and interpret data about
speciation.
 Symbiotic Relationship Lab – Using a microscope, observe mutualism between
nitrogen-fixing bacteria and the aquatic plant Azolla.
 Biodiversity and Edge Effects – Analyze, interpret, and calculate Shannon
biodiversity index number for data collected on a boundary of two adjacent
communities.
 Quadrant Lab – On school grounds students learn to mark quadrants and graph
determine biodiversity found within.
 Biome Lab – Students use mathematical calculations to compare primary
productivity, biodiversity, and abundance between biomes.
 Eco column Lab – Students will construct and observe miniature ecosystems
inside two-liter plastic bottles.
 Photosynthesis/Cellular Respiration Lab – Students will investigate the
relationship between photosynthesis and cellular respiration.
Unit 3 – Population (approx. 4 weeks)
Chapter 6: Population Biology
Chapter 7: Human Populations
Chapter 8: Environmental Health and Toxicology
Chapter 9: Food and Hunger
Unit Labs/Activities
 Duckweed Population Growth Lab – Study the logarithmic growth of Duckweed
populations, students will observe and record growth in a controlled
environment.
 Determining the LC50 for copper sulfate on Daphnia magna – enter description
 Capture-Mark-Recapture Population Estimation Simulation – enter description
 Cemetery Population Survey – Students will collect data from headstones over
the last few hundred years to create survivorship curves, age pyramids, death
rate per age group graphs, etc.
 Bubble Population Lab – Students will use various solutions and techniques to
simulate survivorship curves of different types.
 Personalizing Risk Activity – Students will complete an activity that helps them
understand the nature of risk from a personal perspective.
Unit 4 – Land Use (approx. 3 weeks)
Chapter 10: Farming: Conventional and Sustainable Practices
Chapter 13: Restoration Ecology
Chapter 22: Urbanization and Sustainable Cities
Unit Labs/Activities
 Farm Land Lab – Students will calculate the amount of land needed to grow
various varieties of crops.
 What’s in your Shopping Cart? – Students will read and research about the
numerous GM foods on the market.
 Coastal Debate Activity – Students will identify and discuss the problems
associated with sound management of coastal resources.
Unit 5 – Earth Systems and Resources (approx. 4 weeks)
Chapter 14: Geology and Earth Resources
Chapter 15: Air, Weather, and Climate
Unit Labs/Activities
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Snack Tectonics Lab – Students model plate tectonics with graham crackers, icing, and
fruit roll ups.
Mapping Earth’s Volcanoes and Earthquakes – Students map out plate boundaries,
volcanoes, and earthquakes to visualize how all these factors are related.
Physical and Chemical Properties of Soil – Students will test, analyze, and compare
physical and chemical properties of soil samples from various locations.
Indirect/Direct Light Source Lab – Students use a flashlight to test how light intensity
changes with respect to angles. The information they gather is then compared to the
earth’s seasons.
Mapping Ocean Garbage – Students map out the movement of Nike shoes through the
Pacific Ocean to understand the movement of ocean gyres.
Soil Salinization Lab – Students will investigate how varying levels of salinization effect
seed germination.
Unit 6 – Air Resources, Air Pollution, and Global Change (approx. 2 weeks)
Chapter 16: Air Pollution
Unit Labs/Activities
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Monitoring Air Pollution – Students will monitor air pollution over the course of a
month.
Field Testing for Ozone – Students will use Schoenbein paper and relative humidity
Schoenbein scale to measure the concentration of ozone in the air. This information is
then compared to concentrations in other time periods and in other parts of the earth’s
atmosphere.
Graphing CO2 Lab – Students investigate map scaling and analyze numerous CO2
datasets to learn about the effect of CO2 on global climate change.
Unit 7 – Waste Management (approx. 2 weeks)
Chapter 21: Solid, Toxic, and Hazardous Waste
Unit Labs/Activities
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Oil Spill Lab – Students will investigate various materials’ success in cleaning up oil spills.
Sewage Treatment Plant Visit – Students will visit the local treatment plant to visualize
the chemical treatment of waste water.
Wasatch Integrated Waste Management District Visit – Students will investigate various
techniques used to dispose of waste at the local facility.
Utah State Department of Environmental Quality Guest Lecture – Scott Hopkins, Used
Oil Recycling Coordinator, will speak with students regarding proper disposal of
hazardous materials.
Unit 8 – Water Resources, Water Pollution, and Global Change (approx. 3 weeks)
Chapter 17: Water Use and Management
Chapter 18: Water Pollution
Unit Labs/Activities
 Acid Rain Effects on Seed Germination – Students will conduct a 3-week lab
investigating acid rain’s effect on germination of mung beans. Students will analyze this
environmental issue and research potential solutions.
 Groundwater Pollution Lab – Students investigate and calculate ground water
contaminant percentages and try to locate sources for groundwater pollution.
 Water Treatment Lab – Students will simulate primary water treatment by designing
and constructing their own filter system. They will then test water quality to determine
the effectiveness of their systems.
Unit 9 – Energy (approx. 3 weeks)
Chapter 19: Conventional Energy
Chapter 20: Sustainable Energy
Unit Labs/Activities
 Resource Depletion Activity – Students will simulate resource depletion due to mining.
 Mining Simulation – Students will complete an activity which simulates the
environmental impacts of mining.
 Alternative Fuels Lab – Students will test the energy output of several types of fuels.
 Solar Energy Cars – Students will participate in an inquiry lab investigating how angles,
time of day, etc. affect the speed and/or ability of solar powered cars to travel up
inclined planes.
 Solar Oven Building – Students will design and build a solar oven, competing to design
the most effective.
 Home Energy Audit – Students will complete a personal energy audit.
 Energy Solutions Guest Lecture – A representative from Energy Solutions will speak to
students about Utah’s nuclear power and storage industry.
Field Trips
 We will have the opportunity to go on field trips several times throughout the year to complete
lab work and interact with the content we cover in the classroom. Field trips will greatly
enhance learning and students are required to attend. This class has a transportation fee of $10
to cover costs associated with these learning opportunities – please pay this online or in the
office before Wednesday, September 11, 2013. If you are on a fee waiver, please talk to me.
 You will miss other classes to attend these field trips. While I will do my part in notifying
teachers of these field trips YOU are responsible to talk to each teacher about the work you will
miss and need to make up.
 If there is some kind of extreme circumstance and you cannot attend a field trip, YOU must
inform me at least 2 days prior to the field trip for your special assignment. These opportunities
to learn are impossible to fully make up so please do everything you can to attend.
 I will give you a tentative field trip schedule to attach to this disclosure as soon as possible.
Classroom Standards
1. Positively participate according to teacher’s instructions.
2. Respect others – people AND their property (including school property).
3. Be seated, QUIETLY working on the science starter when the bell rings. You will be marked tardy
if you are not in your seat working on the science starter when the bell rings.
4. Keep all school wide rules.
Citizenship
 Your citizenship (H, G, S, N, or U) will be based on how well you apply classroom standards. If
you do not follow the standards you will be given a demerit and asked to sign-in to the demerit
book. Demerits can include tardies, unexcused absences, negative classroom behavior, missing
assignments, etc. Below is the breakdown:
o 0 demerits – H
o 1 demerit – G
o 2 demerits – S
o 3-4 demerits – N
o 5+ demerits – U
Staying Informed
While you are ultimately responsible for keeping track of important due dates, test dates, etc. I will do
my best to keep everyone informed in alternative ways as well.
I will be giving you a calendar at the beginning of each month which will tentatively outline the schedule
for the month. You should keep this in your binder at all times so you can add due dates and make
changes as they come up.
The class website will be updated on a daily basis. Please visit mrsoscience.weebly.com where you can
get general class information, helpful links, and a daily blog which will include daily activities and
assignments.
Another option for reminders is remind101, a text reminder application. You will receive a letter from
me detailing this option at a later time. If you want to participate please text the message @apes20131
to (385) 244-4728.
AP Environmental Science College Credit
School
Credit Hours Received
Weber State University
Utah State University
University of Utah
Brigham Young
University
3
3
3
3
School Core Class
Fulfilled
BTNY 1XXX LS (3cr)
3 (BLS) credits
Science IE
PWS 150
Score Required
3, 4, 5
3, 4, 5
3, 4 ,5
4, 5
Teacher’s responsibilities- It is my responsibility to provide you with various means and methods of
learning the required content. I work to assist you in your learning by being prepared for classes,
accountable for my responsibilities, and diligent in my efforts. I will do my best to be present, on time,
actively involved and prepared for each and every class. On most days, I am available before and after
school to assist you. Please take the opportunity to stop by if you need anything! If you can’t make it
before or after school, please email or call me. My contact information is at the beginning of this
syllabus.