APES Syllabus
COURSE DESCRIPTION
This course is equivalent to a semester-long college-level course that investigates the natural sciences in an interdisciplinary context. The course follows the instructions set forth in the Course Description for AP Environmental Science (APES). The goal of the APES Course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationship of the natural world, to identify and analyze environmental problems both natural and man-made, to evaluate the relative risks associated with these problems and to examine alternative solutions for resolving and/or preventing them. The class includes laboratory and field modules. Environmental Science is interdisciplinary; the course includes a wide variety of topics from different areas of study. At the college level environmental science is offered in a variety of departments, including geology, biology, environmental studies, environmental science, chemistry and geography. All students must maintain an organized notebook, which consists of laboratory data, safety guidelines, and any work completed inside or outside of the classroom. Independent reading assignments must be completed to complement the laboratory exercises. The reading involves approximately 1 to 2 chapters a week with regular chapter quizzes and unit tests that cover 2 to 3 chapters at a time. Independent and group projects consist of researching various scientific topics, concepts and data. Although each student is required to take the AP Exam, our school requires each student to also take a replacement assessment for the final exam because the AP results would not be scored and returned in time for graduation. This course attracts a diverse range of students because they are interested in the variety of topics covered in class. Empowering these students with scientific understanding concerning the environment at a college level will allow them to become positive contributors to our society. We are to protect our Earth and our future; we need to equip today’s students to be tomorrow’s environment stewards.
Class Profile: This semester APES class (consisting of two-9 week grading periods) meets 5 days a week for 90 minutes. An average of 2 labs per week are conducted during the class time. The class ranges from 22 to 28 students. Course Prerequisites and Requirements for AP Environmental Science is recommended to students who have received credit and have met state proficiency standards in biology and chemistry. We also recommend that students make a 50 on each part of the PSAT; this provides a measure for us to allow students to know the rigor and expectations of the course. If the student does not meet these requirements, we talk with them and their parents to discuss the difficulty of the course and how much work the student can expect to complete; then we all reach a decision about the students continuing in their course selection.
GRADING SCALE
Tests 45%
Labs/Projects 40%
Class work/Homework/Quizzes 15%
I. Interdependence of Earth’s systems:
Fundamental Principles and concepts
· Background: General Overview of the Course
A: Environmental Issues, their causes and sustainability Chapter 1
p. 1-27
Activity: The Tragedy of the Commons
Using m and m’s, students simulate the problems
associated with the tragedy of the commons.
Video: The Lorax
Students observe the commonality of environmental
problems across the world. As a group, the students will prepare a detailed sustainable development plan for the manufacture of sneeds.
Internet: The Wealth Gap
Using the internet, students examine the characteristics
(economics, population growth, resource use, etc.)
of developed and developing nations.
Review: Students will complete review questions for Chapter 1. Page 25 Miller Textbook.
B: Science, Systems, Matter, and Energy Chapter 2
p. 28-49
Supplement 1
p. S-2
Lab: Design your own Experiment
Open ended question about plant growth.
Lab: Energy Pipeline
Using beans, students simulate the transfer of a vital
commodity, “energy” as it moves through the food web.
Review: Students will complete review questions for Chapter 2. Page 47 Miller Textbook.
Earth System and Resources
A. Geology: Processes, Hazards, and Soils Chapter 14
p. 345-354
· Geologic Time Scale
· Earth Structure
· Plate Tectonics
· Earthquakes
· Volcanoes
· Seasons, Solar Intensity and Latitude
· Soil
· Rock Cycle
Biozone Workbook:
Earth History– page 10; Fossil Formation–page 13; Earth Crust– page 15; Plate Boundaries- page 16; Earth and Sun– page 14
Kentucky Geologic Survey: Geologic Time
Students will demonstrate changes in the Earth through time, and the length of time it took to make many of the changes by constructing a geologic time “clock”.
American Museum of Natural History: A Plate Tectonic Puzzle
Students will use logic and the evidence to reconstruct the position of large islands and continents as they appeared 220 million years ago. Enabling them to understand the theory of continental movement and plate tectonics
Molnar: Investigation 2 Plate Tectonics
Using the internet, students map the sites of recent geologic evens and correlate them to tectonic plate boundaries.
B: Soil and Soil Dynamics Chapter 12
p. 281
p. 287-289
p. 302-310
Chapter 14
p. 348
· Rock Cycle
· Soil formation and soil profiles
· Soil triangle
· Soil erosion, desertification and salinizations
Biozone Workbook:
Rock Cycle- page 18; Soil/Soil Dynamics– page 19
Molnar: Investigation 1-12 - The Rock Cycle, Rocks and Soil
Using a variety of techniques, students observe the
differences between igneous, sedimentary, and
metamorphic rocks.
Lab: Physical and Chemical Weathering
Students recreate the process involved in physical
and chemical weathering on different kinds of rocks.
Rock samples.
Molnar: Investigation 9- Soil Analysis
Students collect soil from different sites and do physical
and chemical tests using soil testing kits.
C: The Atmosphere and Weather Chapter 7
p. 141-147
Chapter 18
p. 469-470
Supplement 7
p. S-47
Biozone Workbook:
Atmosphere and Climate – page 21; Variation and Oscillation – page 23
Activity: Climatograms
Students design climatograms of assigned biomes,
using data they have researched from the internet
Molnar: Investigation 3 – Specific Heat and Climate
Determine the specific heat and the rates of heating of a soil sample, comparing them to those of water. Relate specific heat findings to climatic phenomena.
Molnar: Investigation 4 – Formation of Deserts
Explain factors in the existence and location of Earth’s deserts. Analyze atmospheric, geographic, and oceanographic data in relation to desert formation.
Lab: Micrometeorology
Students study the effect of weathering in a locality.
Parameters used—ambient air temperature, soil
temperature, and plants.
Video: Chasing El Nino
Students view the NOVA video that chronicles the effects of El Nino including lethal ice storms, droughts, floods and devastation.
D: Global Water Resources and Use Chapter 13
p. 314-343
· Fresh water
· Water shortages
· Damming and water transfer
· Desalinization
· Irrigation
Biozone Workbook:
Oceans and Currents – page 25, Global Water – page 27, Global Water Use – page 29
Molnar: Investigation 10: Soil Salinization An Experimental Design
Develop an experimental design to investigate how salinization affects germination of various species of seed crops. Determine at what salt concentrations seeds will no longer germinate.
Molnar: Investigation 11: National and Local Water Use
Use the Internet to gather and interpret water use data at the national, state and local levels
Molnar: Investigation 12: Water Quality
Perform test to determine the Water Quality Index (WQI) of a local body of water. Perform follow-up WQI tests to establish an ongoing record and basis for possible water remediation
Molnar: Investigation 13: Water Loss Drop by Drop
Estimate household water loss from common leaks. Extrapolate water loss to the surrounding community.
Molnar: Investigation 14: Water Diversions
Research the Internet and other sources to analyze the effects of water diversion s on surrounding ecosystems and human communities. Compare and contrast the problems and successes of various water diversions and describe possible remediations.
Test Unit I
II The Living World
A: Ecosystem Structure
Components of an ecosystem Chapter 3
p. 57-61
Biozone: Components of an ecosystem p. 33
Community Ecology Chapter 4
p. 91-97
Chapter 5
p. 100-115
Chapter 9
p. 197-201
· Ecological niches, generalist and specialist species
· Symbiotic relationships
· Culture specific and intraspecific compilations
· Indicator, Keystone species
· Non –native; native species
Biozone: Ecological Niche p. 41
Lab or Activity: Molnar Investigation p. 119 – Predator Prey Simulation or Carolina Predator/Prey Simulation using beads. Students will simulate and analyze the interaction between a predator population and a prey population including organizing and graphing data, and predicting future populations over several generations.
Project: Wanted Poster
Design a wanted poster for a non-native species.
Video: Cane Toads: An unnatural history.
Biomes and Terrestrial Ecology Chapter 7
p. 148-161
Review: Students will complete the review questions Chapter 7 p. 159-160 Miller Text.
Data Analysis: Students will complete data analysis on page 160-161. Student will interpret climate graphs and compare a tropical to a temperate grassland forest.
Biozone Workbook: Biomes page 34. Physical Factors and Gradients p. 36-39.
Project: Biomes
You will need to create a poster on a biome; you will then present this poster to the class on the physical characteristics including the flora, fauna, and the environment impacts on different biomes
Aquatic Ecology Chapter 8
p. 163-182
· Saltwater life zones
· Freshwater life zones: lakes, streams, rivers
· Eutrophication
Review: Students will complete the review questions Chapter 8 p. 180 Miller Text.
Data Analysis: Students will complete data analysis on page 181-182. Student will evaluate the recovery of a coral reef in Belize from the combined effects of mass bleaching and Hurricane Mitch in 1985.
B: Energy Flow
Ecosystems: Energy Flow and Matter Recycling Chapter 3
p. 50-65
· Energy flow (photosynthesis, cell respiration, and net primary productivity)
· Food chains, food webs, and trophic levels
· Ecological pyramids
Biozone: Energy Input and Output p. 42, Food Chains and Food Webs p. 43, Energy Flow 45-46, Ecological Pyramids p. 47-48, and Plant Productivity p. 49-50.
Lab: Diagram a food web
Using between 30-35 organisms found in the Smoky Mountains, students diagram a food web and look at the intricate interactions of the different food chains.
Lab: Owl Pellets
Students assemble a skeleton from the bones found in the pellets and calculate the biomass required to support the predator.
Lab: Molnar Investigation 15 – Net Primary Productivity. Students will measure net primary productivity of rye grass; comparing NPP measurement methods for reliability then apply the NPP concept to problems of crop growth and higher tropic level support.
Quantative: Molnar Investigation 16 p. 115 Eating at a Lower Trophic level. Students will calculate and compare human needs at different trophic levels, using the data to construct a pyramid of biomass then analyze the benefits and drawbacks f eating at lower trophic levels on a global scale.
C. Evolution and Biodiversity: Origins, niches
and Adaptations Chapter 4
p. 78-90
· Micro and Macro evolution
Biozone: Environmental Change p. 58 and Ecosystem Stability p. 59-60.
Lab: Molnar Investigation 18 – Shannon-Weiner Diversity Index – Students will collect and count organisms and species in several habitats then analyze and apply their data to biodiversity problems using the Shannon0Weiner Diversity Index.
D: Natural Ecosystem Change Chapter 5
p. 115-121
Biozone: Ecological Succession p. 61.
Lab: Ecological Succession
Study ecological succession over a period of five
weeks using the eco-column.
E: Natural Biogeochemical Cycle Chapter 3
p. 65-75
Biozone: Carbon cycle p. 51-52, Nitrogen Cycle p. 53-54, Water Cycle p. 55, Phosphorous Cycle p. 56, and Sulfur cycle p. 57.
Skit: Chemical Follies: Based on the biological cycles
Test Unit II
III Population
A. Population Biology Concept Chapter 5
p. 108-115
Population Dynamics, Carrying Capacity and
Conservation Biology
· Exponential versus Logistic growth
· Biotic potential
· R-strategists, K-strategists
· Survivorship curves
Biozone: Features of Populations p. 64, Density and Distribution p. 65, Population Regulations p. 66, Population Growth p. 67, Life Tables and Survivorship p. 68, Survivorship Curves p. 69, Population Growth Curve p. 70, R and K Selection p. 76.
Biozone: Sampling Populations p. 82, Monitoring Physical Factors p. 83-84, Quadrant Sampling p. 85, Quadrant-Based Estimates p. 86, Sample Leaf Litter Populations p. 87-88, Transect Sampling p. 89, Mark and Recapture p. 91, Sampling Animal Populations p. 93, Indirect Sampling p. 94, Monitoring Changes in An Ecosystem p. 95
B. Human Population Chapter 6
p. 123-139
The Human Population: Growth, Demography,
and Carrying Capacity
· Fertility and death rates
· Rule of 70; doubling time
· Age structure diagrams
· Factors affecting population rate
· Demographic transitions
Biozone: Population Age Structure 71-72, World Population Growth p. 73-74, Human Resources p. 75
Molnar: Investigation 19. Quantitative. World Population Growth – Students will graph and, mathematically analyze the rates of human population growth through history. Students will project human populations into the future based on generalizations from various data sources for modern times.
Molnar: Investigation 20. Quantitative. Doubling Time in Exponential Growth. Students will investigate the mathematical concept of exponential growth, applying doubling time calculations as a calculating method. Students will explore the impacts of exponential growth in biological and other processes.
Molnar: Investigation 21. Project. Global Population Trends. Students will analyze and compare human population trends in nations of divergent economic development. Students will factor in the impacts of various historic events on populations to predict future growth and social conditions.
Lab: The Power of the Pyramid
Using census data from different countries, (internet) students construct age structure pyramids and analyze those using social, economic, and political parameters.
Activity: Human Population Fundamental Growth. Student
will observe three patterns of ecological change.
Activity: Population Worksheets. Students will practice
population equations.
Test Unit III
IV Land and Water Use
A. Agriculture
Food resources Chapter 12
p. 275-311
· Food production and nutrition
· Genetic engineering
· Irrigation
· Meat production-pros and cons
· Harvesting fish
Biozone: Importance of Plants p. 99, Global Nutrition p. 100, Green Revolution p. 101-102, and Cereal Crop Production p. 103-104
Activity: Food for Thought
Students compare different regions of the world with regard to the number and food availability
Lab: Effect of radiation on seeds
Students measure, over a period of two weeks, the effects of radiation on the germination and growth of irrigated mustard seeds. Data is analyzed using statistical tests.
Lab: Effects of Natural Resources and Land Use
Students identify resources needed to create food and the relative effect of meat-based versus plant-based diets.
Lab – Contamination of Ground water. Students will observe how precipitation on a farm of nursery can lead to chemicals in groundwater, ponds, and streams. Students will also observe safe and unsafe methods of farming.
Pesticides and Pest Control
· Type of Pesticides
· Pesticide use-pros and cons
· Pesticide treadmill, Circle of Poison
· Pesticide regulation
· Integrated pest management
Biozone: Pest Control 105-105, Soil Degredation 0. 107, Impacts of Farming p. 109, and Sustainable Agriculture 110.
B. Forest and Rangelands
Sustaining Terrestrial Biodiversity Chapter 10
p. 214-248
· Land use-Unites States, World
· Managing forests sustainably
· Sustaining national parks
· Gap analysis and ecological restoration
Activity: Forest Fires – Students will identify the benefits and problems associated with fire and the role fire plays in maintaining a healthy ecosystem have students work in smaller groups of two or three and create a public service poster, brochure, or television spot on the dangers of accidental forest fires. The second group, have students work in groups of two or three to create a poster, brochure, or television spot on the benefits of prescribed burns.
Computer Simulation – Living with Fire – Students will play a game that simulates the effects of forest fires on new or old growth forests. Students will be asked to properly manage different types of forests in response to various weather conditions.
C. Fishing
Sustaining Aquatic Biodiversity Chapter 11
p. 249-273
· Protecting and sustaining marine biodiversity
· Human impact on marine and aquatic biodiversity
Biozone: Ecological Impacts of Fishing p. 115-116 and Fisheries Management p. 117-118.
Lab – Erosion Kills the habitats the feed you. Students will define the role of barrier islands, shorelines, beaches and dunes in defending areas of biological activity. Students will calculate the time required to have the islands erode away and describe the socio-political and economic impact of erosions on the coasts.
D. Other Land Use
· Urbanization and urban resources
· Transportation
· Urban land use-planning and control
· Sustainable Urban areas
Sustainable Cities: Urban Land Use and
Management Chapter 22
p. 589-610
Activity: Land Use
Given certain parameters, students design an
environmentally friendly township.
E. Global Economics
Economics, Environment, and Stability Chapter 23
p. 612-633
Politics, Environment, and Sustainability Chapter 24
p. 635-659
Environment World Views Chapter 25
p. 661-673
· Woven as a thread through all topics that are covered
through out the year.
Project: Hazardous Pollutants
Using www.scorecard.org and other website students complete a PowerPoint presentation on one of the following pollutants: acetone, ammonia, arsenic, asbestos, benzene, ethylene glycol, formaldehyde, lead, mercury, Polycyclic Aromatic Hydrocarbons (PAH), polychlorinated biphenyls (PCB).
Test Unit IV
V Energy Resources and Consumption
A. Energy Concepts and Consumption Supplement
Problems Sets: Dealing with energy
B. Fossil Fuel Resources and Use
Nonrenewable mineral and energy resources Chapter 14
p. 354-369
Chapter 15
p. 371-386
· Formation of mineral resources
· Finding and removing mineral resources
· Evaluating energy resources
· Coal, gas, natural gas, nuclear energy
Lab: Cookie Mining
C. Nuclear Energy Chapter 15
p. 386-398
Problem sets: Radioactive Half-Life
D. Renewable Energy
Energy Efficiency and Renewable Energy Chapter 16
p. 400-437
· Energy efficiency and how to improve it
· Different forms of alternate energy
· Sustainable energy
Problem sets: Energy Efficiency, CAFÉ’ Standards
PowerPoint Presentation: Alternative sources of
energy-sources, economics, advantages, disadvantages and laws.
Lab: Personal Energy Audit
Test Unit V
VI Pollution
A. Pollution Types
Air and Air Pollution Chapter 18
p. 470-495
· Outdoor air pollution
· Photochemical and industrial smog
· Acid deposition
· Indoor air pollution
· Solutions to air pollution
Lab: Airborne Particles
using test strips from Carolina Biologicals, students
monitor and calculate the number and size of particles in
their bedrooms.
Lab: Airbourne Particulates
Using test strips from Carolina Biologicals, students
monitor and calculate the number and size of particulates
from car exhaust (use their own cars)
B.Noise Pollution Chapter 22
p. 596-598
C. Water Pollution Chapter 20
p. 532-559
· Types of Water pollution and how they are measured
· Point and non-point sources
· Oxygen Sag Curves
· Groundwater pollution
· Ocean pollution
· Wastewater treatment
Lab: Eco-column/Water Quality Lab
Using test kits, students measure chemical parameters
(nitrates, phosphates, pH, carbon dioxide, Dissolved oxygen, hardness, chlorine) in an eco-column which they have built.
Lab: What is the effect of biodegradable waste on the amount of dissolved oxygen?
Students will observe that biodegradable waste in water consumes much dissolved oxygen leaving little for plants and animals using yeast, milk and methylene blue.
Lab: No water off a duck’s back
The purpose of this activity is to expose students to the realities of oil pollution and its effects on the environment. Hard boiled eggs are immersed in oil over a timed period and peeled to see side effects. Feathers are immersed in oil and washed in water and detergent to see the effects on the morphology of the feathers.
D. Solid and Hazardous Waste Chapter 21
p. 561-587
Lab: A Lab of Rot
Students compare the decomposition rates of banana
peels and newspapers under varying conditions.
Lab: Recycling Game
Students observe various recycling issues on the website
E. Impacts on Human Health
Risk, Toxicity and Human Health Chapter 17
p. 439-467
Lab: Toxicity Studies
Students check the effect of common household
chemicals on brine shrimp and calculate the LD-50 levels.
Activity: Chemically Engineered Hormones
Students will go to the website http://www.tmc.tulane.edu/ecem/eehome/basics/estrogen/ and answer questions regarding chemically engineered hormones including what they are, how they work, and their effects on the environment.
F. Economic Impacts Chapter 23
p. 619-624
Test Unit VI
VII Global Change
A. Stratospheric Ozone
Climate Change and Ozone Loss Chapter 19
p. 523-529
Lab: Measuring Ozone Levels
Students make ozone test strips and check ozone
levels in surrounding areas.
B. Global Warming
Climate Change and Ozone Loss Chapter 19
p. 487-523
Lab: Greenhouse Effect
Students investigate the processes that might occur
in global warming.
Lab: Fossil Fuels
Students keep a daily log of their driving for a week and
calculate how much carbon dioxide they have generated.
C. Loss of Biodiversity Chapter 9
p. 184-197
p. 201-213
Project: Endangered Species
PowerPoint presentation on an organism of their
choice.
Test Unit VII
VIII Astronomy Supplemental Resources
A. Theories of the formation of the universe and solar system.
B. Analyze planetary motion and the physical laws that explain that motion:
· Including rotation, revolution, and apparent diurnal motions of the stars, sun and moon, and effects of the tilt of the earth's axis.
C. Sources of stellar energies.
· Life cycle of stars.
· Hertzsprung - Russell Diagram.
D. Assess the spectra generated by stars and our sun as indicators of motion and composition (the Doppler effect).
E. Evaluate astronomers' use of various technologies to extend their senses:
· Optical telescopes.
· Cameras.
· Radio telescopes.
· Spectroscope.
Test Unit VIII
Assessment Techniques
Tests-Multiple Choice
Free Response Questions
Homework, Chapter Reviews
Presentations
Lab Reports
Environmental Discussion Questions
Students respond to an on-line prompt, which corresponds to an environmental issue
Environmental Journal
Students respond to an on-line prompt, which corresponds to each chapter
Text
Miller, G. Tyler. Living in the Environment: Principles, Connections and Solutions. 16th edition. Brooks-Cole, 2008
According the publisher, this book is defined as a foundational text for environmental science courses. Miller’s flexible textbook is adaptable to almost any approach, and is most widely embraced approach to environmental science in print today. With fair and balance coverage and Internet tools integrated throughout, the book features an extensively developed art program, writing communicates scientific information clearly and effectively, and the most current coverage of the subject. The books flexible organization means it can be adapted to fit almost any syllabus. Miller’s more than thirty years of research and teaching expertise make this the definitive book on the subject. The textbook discusses the interconnecting issues of environmental science. Encourages students to combine the text itself with Internet information to keep abreast of the latest research. Contains case studies, study aids and eight integrating themes that include biodiversity and energy (Environmental Science: Working with the Earth).
Additional Text
(1) Botkin, Daniel B. and Edward Keller. Environmental Science: Earth as a Living Planet. 6th edition. New York: John Wiley
(2)Raven, Peter and Berg, Linda. “Environment” 5th edition. New Jersey: John Wiley, 2006
(3) Molnar, William. Laboratory Investigations in AP Environmental Science.
Peoples Publishing Group, New Jersey 2005.
(4) Miller, G. Tyler. Living In the Environment: Principles, Connections and Solution. 15th edition. Brook and Cole, Canada 2007.
(5)Biozone. Environmental Science, Biology Modular Workbook Series. Biozone International Ltd, New Zealand 2007.
(6) Lopatka, Michael. AP Environmental Science Study Guide and Workbook. Awesome Guides, Winterpark Florida, 2002.
Other Course Material – Laboratory Sources
I encourage my students to perform explorations through hands-on, problem-solving activities. This approach enables students to become active learners about their natural and human-made surroundings.
WARD’S Natural Science AP Lab Kits for Environmental Science for air, soil, and water testing supplies and other equipment for a wide variety of lab activities.
Carolina Biological AP Environmental Lab Kits
Carolina Biological: A teacher resource manual that details the procedure for an experiment which highlights a major concept in science, allows for direct experience with organisms or systems in the environment, and involves observation, data collection and analysis. Background information, pre- and post-lab questions with answers, requisite materials list, student instructions, and sample data sets are a few unique resources written into the teacher manual. Air, water, soil, biodiversity, and population experiments are included.
AP Central recommendations
Environmental Literacy Council
Websites
URL: http://www.enviroliteracy.org/
This site provides tools to assist the teacher as the students improve their understanding of the systems of the world, both living and non-living, along with the investigative skills needed to evaluate scientific evidence and policy choices. The site offers modules on: air and climate, land, water, ecosystems, energy, food, the environment and society.
URL: http://www.wri.org/biodiv/pubs_descriptin.cfm?Pub
This site is a guide to global environment. It presents a comprehensive assessment of the world’s major ecosystems. Also, objective information and practical proposals for policy and institutional change that will foster environmentally sound, socially equitable development.
Teaching Strategies
Summer Assignment.
Activity: 118 Ways to go APE
Students will put facts on index cards.
Alternative Activity #1: Environmental Timeline
Students will research important events, people and laws in the history of environmental science and construct a time that reflects their research.
Alternative Activity #2: Geologic Time Calendar
Students will research important events in geologic time using the analogy of a calendar year.
This course is equivalent to a semester-long college-level course that investigates the natural sciences in an interdisciplinary context. The course follows the instructions set forth in the Course Description for AP Environmental Science (APES). The goal of the APES Course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationship of the natural world, to identify and analyze environmental problems both natural and man-made, to evaluate the relative risks associated with these problems and to examine alternative solutions for resolving and/or preventing them. The class includes laboratory and field modules. Environmental Science is interdisciplinary; the course includes a wide variety of topics from different areas of study. At the college level environmental science is offered in a variety of departments, including geology, biology, environmental studies, environmental science, chemistry and geography. All students must maintain an organized notebook, which consists of laboratory data, safety guidelines, and any work completed inside or outside of the classroom. Independent reading assignments must be completed to complement the laboratory exercises. The reading involves approximately 1 to 2 chapters a week with regular chapter quizzes and unit tests that cover 2 to 3 chapters at a time. Independent and group projects consist of researching various scientific topics, concepts and data. Although each student is required to take the AP Exam, our school requires each student to also take a replacement assessment for the final exam because the AP results would not be scored and returned in time for graduation. This course attracts a diverse range of students because they are interested in the variety of topics covered in class. Empowering these students with scientific understanding concerning the environment at a college level will allow them to become positive contributors to our society. We are to protect our Earth and our future; we need to equip today’s students to be tomorrow’s environment stewards.
Class Profile: This semester APES class (consisting of two-9 week grading periods) meets 5 days a week for 90 minutes. An average of 2 labs per week are conducted during the class time. The class ranges from 22 to 28 students. Course Prerequisites and Requirements for AP Environmental Science is recommended to students who have received credit and have met state proficiency standards in biology and chemistry. We also recommend that students make a 50 on each part of the PSAT; this provides a measure for us to allow students to know the rigor and expectations of the course. If the student does not meet these requirements, we talk with them and their parents to discuss the difficulty of the course and how much work the student can expect to complete; then we all reach a decision about the students continuing in their course selection.
GRADING SCALE
Tests 45%
Labs/Projects 40%
Class work/Homework/Quizzes 15%
I. Interdependence of Earth’s systems:
Fundamental Principles and concepts
· Background: General Overview of the Course
A: Environmental Issues, their causes and sustainability Chapter 1
p. 1-27
Activity: The Tragedy of the Commons
Using m and m’s, students simulate the problems
associated with the tragedy of the commons.
Video: The Lorax
Students observe the commonality of environmental
problems across the world. As a group, the students will prepare a detailed sustainable development plan for the manufacture of sneeds.
Internet: The Wealth Gap
Using the internet, students examine the characteristics
(economics, population growth, resource use, etc.)
of developed and developing nations.
Review: Students will complete review questions for Chapter 1. Page 25 Miller Textbook.
B: Science, Systems, Matter, and Energy Chapter 2
p. 28-49
Supplement 1
p. S-2
Lab: Design your own Experiment
Open ended question about plant growth.
Lab: Energy Pipeline
Using beans, students simulate the transfer of a vital
commodity, “energy” as it moves through the food web.
Review: Students will complete review questions for Chapter 2. Page 47 Miller Textbook.
Earth System and Resources
A. Geology: Processes, Hazards, and Soils Chapter 14
p. 345-354
· Geologic Time Scale
· Earth Structure
· Plate Tectonics
· Earthquakes
· Volcanoes
· Seasons, Solar Intensity and Latitude
· Soil
· Rock Cycle
Biozone Workbook:
Earth History– page 10; Fossil Formation–page 13; Earth Crust– page 15; Plate Boundaries- page 16; Earth and Sun– page 14
Kentucky Geologic Survey: Geologic Time
Students will demonstrate changes in the Earth through time, and the length of time it took to make many of the changes by constructing a geologic time “clock”.
American Museum of Natural History: A Plate Tectonic Puzzle
Students will use logic and the evidence to reconstruct the position of large islands and continents as they appeared 220 million years ago. Enabling them to understand the theory of continental movement and plate tectonics
Molnar: Investigation 2 Plate Tectonics
Using the internet, students map the sites of recent geologic evens and correlate them to tectonic plate boundaries.
B: Soil and Soil Dynamics Chapter 12
p. 281
p. 287-289
p. 302-310
Chapter 14
p. 348
· Rock Cycle
· Soil formation and soil profiles
· Soil triangle
· Soil erosion, desertification and salinizations
Biozone Workbook:
Rock Cycle- page 18; Soil/Soil Dynamics– page 19
Molnar: Investigation 1-12 - The Rock Cycle, Rocks and Soil
Using a variety of techniques, students observe the
differences between igneous, sedimentary, and
metamorphic rocks.
Lab: Physical and Chemical Weathering
Students recreate the process involved in physical
and chemical weathering on different kinds of rocks.
Rock samples.
Molnar: Investigation 9- Soil Analysis
Students collect soil from different sites and do physical
and chemical tests using soil testing kits.
C: The Atmosphere and Weather Chapter 7
p. 141-147
Chapter 18
p. 469-470
Supplement 7
p. S-47
Biozone Workbook:
Atmosphere and Climate – page 21; Variation and Oscillation – page 23
Activity: Climatograms
Students design climatograms of assigned biomes,
using data they have researched from the internet
Molnar: Investigation 3 – Specific Heat and Climate
Determine the specific heat and the rates of heating of a soil sample, comparing them to those of water. Relate specific heat findings to climatic phenomena.
Molnar: Investigation 4 – Formation of Deserts
Explain factors in the existence and location of Earth’s deserts. Analyze atmospheric, geographic, and oceanographic data in relation to desert formation.
Lab: Micrometeorology
Students study the effect of weathering in a locality.
Parameters used—ambient air temperature, soil
temperature, and plants.
Video: Chasing El Nino
Students view the NOVA video that chronicles the effects of El Nino including lethal ice storms, droughts, floods and devastation.
D: Global Water Resources and Use Chapter 13
p. 314-343
· Fresh water
· Water shortages
· Damming and water transfer
· Desalinization
· Irrigation
Biozone Workbook:
Oceans and Currents – page 25, Global Water – page 27, Global Water Use – page 29
Molnar: Investigation 10: Soil Salinization An Experimental Design
Develop an experimental design to investigate how salinization affects germination of various species of seed crops. Determine at what salt concentrations seeds will no longer germinate.
Molnar: Investigation 11: National and Local Water Use
Use the Internet to gather and interpret water use data at the national, state and local levels
Molnar: Investigation 12: Water Quality
Perform test to determine the Water Quality Index (WQI) of a local body of water. Perform follow-up WQI tests to establish an ongoing record and basis for possible water remediation
Molnar: Investigation 13: Water Loss Drop by Drop
Estimate household water loss from common leaks. Extrapolate water loss to the surrounding community.
Molnar: Investigation 14: Water Diversions
Research the Internet and other sources to analyze the effects of water diversion s on surrounding ecosystems and human communities. Compare and contrast the problems and successes of various water diversions and describe possible remediations.
Test Unit I
II The Living World
A: Ecosystem Structure
Components of an ecosystem Chapter 3
p. 57-61
Biozone: Components of an ecosystem p. 33
Community Ecology Chapter 4
p. 91-97
Chapter 5
p. 100-115
Chapter 9
p. 197-201
· Ecological niches, generalist and specialist species
· Symbiotic relationships
· Culture specific and intraspecific compilations
· Indicator, Keystone species
· Non –native; native species
Biozone: Ecological Niche p. 41
Lab or Activity: Molnar Investigation p. 119 – Predator Prey Simulation or Carolina Predator/Prey Simulation using beads. Students will simulate and analyze the interaction between a predator population and a prey population including organizing and graphing data, and predicting future populations over several generations.
Project: Wanted Poster
Design a wanted poster for a non-native species.
Video: Cane Toads: An unnatural history.
Biomes and Terrestrial Ecology Chapter 7
p. 148-161
Review: Students will complete the review questions Chapter 7 p. 159-160 Miller Text.
Data Analysis: Students will complete data analysis on page 160-161. Student will interpret climate graphs and compare a tropical to a temperate grassland forest.
Biozone Workbook: Biomes page 34. Physical Factors and Gradients p. 36-39.
Project: Biomes
You will need to create a poster on a biome; you will then present this poster to the class on the physical characteristics including the flora, fauna, and the environment impacts on different biomes
Aquatic Ecology Chapter 8
p. 163-182
· Saltwater life zones
· Freshwater life zones: lakes, streams, rivers
· Eutrophication
Review: Students will complete the review questions Chapter 8 p. 180 Miller Text.
Data Analysis: Students will complete data analysis on page 181-182. Student will evaluate the recovery of a coral reef in Belize from the combined effects of mass bleaching and Hurricane Mitch in 1985.
B: Energy Flow
Ecosystems: Energy Flow and Matter Recycling Chapter 3
p. 50-65
· Energy flow (photosynthesis, cell respiration, and net primary productivity)
· Food chains, food webs, and trophic levels
· Ecological pyramids
Biozone: Energy Input and Output p. 42, Food Chains and Food Webs p. 43, Energy Flow 45-46, Ecological Pyramids p. 47-48, and Plant Productivity p. 49-50.
Lab: Diagram a food web
Using between 30-35 organisms found in the Smoky Mountains, students diagram a food web and look at the intricate interactions of the different food chains.
Lab: Owl Pellets
Students assemble a skeleton from the bones found in the pellets and calculate the biomass required to support the predator.
Lab: Molnar Investigation 15 – Net Primary Productivity. Students will measure net primary productivity of rye grass; comparing NPP measurement methods for reliability then apply the NPP concept to problems of crop growth and higher tropic level support.
Quantative: Molnar Investigation 16 p. 115 Eating at a Lower Trophic level. Students will calculate and compare human needs at different trophic levels, using the data to construct a pyramid of biomass then analyze the benefits and drawbacks f eating at lower trophic levels on a global scale.
C. Evolution and Biodiversity: Origins, niches
and Adaptations Chapter 4
p. 78-90
· Micro and Macro evolution
Biozone: Environmental Change p. 58 and Ecosystem Stability p. 59-60.
Lab: Molnar Investigation 18 – Shannon-Weiner Diversity Index – Students will collect and count organisms and species in several habitats then analyze and apply their data to biodiversity problems using the Shannon0Weiner Diversity Index.
D: Natural Ecosystem Change Chapter 5
p. 115-121
Biozone: Ecological Succession p. 61.
Lab: Ecological Succession
Study ecological succession over a period of five
weeks using the eco-column.
E: Natural Biogeochemical Cycle Chapter 3
p. 65-75
Biozone: Carbon cycle p. 51-52, Nitrogen Cycle p. 53-54, Water Cycle p. 55, Phosphorous Cycle p. 56, and Sulfur cycle p. 57.
Skit: Chemical Follies: Based on the biological cycles
Test Unit II
III Population
A. Population Biology Concept Chapter 5
p. 108-115
Population Dynamics, Carrying Capacity and
Conservation Biology
· Exponential versus Logistic growth
· Biotic potential
· R-strategists, K-strategists
· Survivorship curves
Biozone: Features of Populations p. 64, Density and Distribution p. 65, Population Regulations p. 66, Population Growth p. 67, Life Tables and Survivorship p. 68, Survivorship Curves p. 69, Population Growth Curve p. 70, R and K Selection p. 76.
Biozone: Sampling Populations p. 82, Monitoring Physical Factors p. 83-84, Quadrant Sampling p. 85, Quadrant-Based Estimates p. 86, Sample Leaf Litter Populations p. 87-88, Transect Sampling p. 89, Mark and Recapture p. 91, Sampling Animal Populations p. 93, Indirect Sampling p. 94, Monitoring Changes in An Ecosystem p. 95
B. Human Population Chapter 6
p. 123-139
The Human Population: Growth, Demography,
and Carrying Capacity
· Fertility and death rates
· Rule of 70; doubling time
· Age structure diagrams
· Factors affecting population rate
· Demographic transitions
Biozone: Population Age Structure 71-72, World Population Growth p. 73-74, Human Resources p. 75
Molnar: Investigation 19. Quantitative. World Population Growth – Students will graph and, mathematically analyze the rates of human population growth through history. Students will project human populations into the future based on generalizations from various data sources for modern times.
Molnar: Investigation 20. Quantitative. Doubling Time in Exponential Growth. Students will investigate the mathematical concept of exponential growth, applying doubling time calculations as a calculating method. Students will explore the impacts of exponential growth in biological and other processes.
Molnar: Investigation 21. Project. Global Population Trends. Students will analyze and compare human population trends in nations of divergent economic development. Students will factor in the impacts of various historic events on populations to predict future growth and social conditions.
Lab: The Power of the Pyramid
Using census data from different countries, (internet) students construct age structure pyramids and analyze those using social, economic, and political parameters.
Activity: Human Population Fundamental Growth. Student
will observe three patterns of ecological change.
Activity: Population Worksheets. Students will practice
population equations.
Test Unit III
IV Land and Water Use
A. Agriculture
Food resources Chapter 12
p. 275-311
· Food production and nutrition
· Genetic engineering
· Irrigation
· Meat production-pros and cons
· Harvesting fish
Biozone: Importance of Plants p. 99, Global Nutrition p. 100, Green Revolution p. 101-102, and Cereal Crop Production p. 103-104
Activity: Food for Thought
Students compare different regions of the world with regard to the number and food availability
Lab: Effect of radiation on seeds
Students measure, over a period of two weeks, the effects of radiation on the germination and growth of irrigated mustard seeds. Data is analyzed using statistical tests.
Lab: Effects of Natural Resources and Land Use
Students identify resources needed to create food and the relative effect of meat-based versus plant-based diets.
Lab – Contamination of Ground water. Students will observe how precipitation on a farm of nursery can lead to chemicals in groundwater, ponds, and streams. Students will also observe safe and unsafe methods of farming.
Pesticides and Pest Control
· Type of Pesticides
· Pesticide use-pros and cons
· Pesticide treadmill, Circle of Poison
· Pesticide regulation
· Integrated pest management
Biozone: Pest Control 105-105, Soil Degredation 0. 107, Impacts of Farming p. 109, and Sustainable Agriculture 110.
B. Forest and Rangelands
Sustaining Terrestrial Biodiversity Chapter 10
p. 214-248
· Land use-Unites States, World
· Managing forests sustainably
· Sustaining national parks
· Gap analysis and ecological restoration
Activity: Forest Fires – Students will identify the benefits and problems associated with fire and the role fire plays in maintaining a healthy ecosystem have students work in smaller groups of two or three and create a public service poster, brochure, or television spot on the dangers of accidental forest fires. The second group, have students work in groups of two or three to create a poster, brochure, or television spot on the benefits of prescribed burns.
Computer Simulation – Living with Fire – Students will play a game that simulates the effects of forest fires on new or old growth forests. Students will be asked to properly manage different types of forests in response to various weather conditions.
C. Fishing
Sustaining Aquatic Biodiversity Chapter 11
p. 249-273
· Protecting and sustaining marine biodiversity
· Human impact on marine and aquatic biodiversity
Biozone: Ecological Impacts of Fishing p. 115-116 and Fisheries Management p. 117-118.
Lab – Erosion Kills the habitats the feed you. Students will define the role of barrier islands, shorelines, beaches and dunes in defending areas of biological activity. Students will calculate the time required to have the islands erode away and describe the socio-political and economic impact of erosions on the coasts.
D. Other Land Use
· Urbanization and urban resources
· Transportation
· Urban land use-planning and control
· Sustainable Urban areas
Sustainable Cities: Urban Land Use and
Management Chapter 22
p. 589-610
Activity: Land Use
Given certain parameters, students design an
environmentally friendly township.
E. Global Economics
Economics, Environment, and Stability Chapter 23
p. 612-633
Politics, Environment, and Sustainability Chapter 24
p. 635-659
Environment World Views Chapter 25
p. 661-673
· Woven as a thread through all topics that are covered
through out the year.
Project: Hazardous Pollutants
Using www.scorecard.org and other website students complete a PowerPoint presentation on one of the following pollutants: acetone, ammonia, arsenic, asbestos, benzene, ethylene glycol, formaldehyde, lead, mercury, Polycyclic Aromatic Hydrocarbons (PAH), polychlorinated biphenyls (PCB).
Test Unit IV
V Energy Resources and Consumption
A. Energy Concepts and Consumption Supplement
Problems Sets: Dealing with energy
B. Fossil Fuel Resources and Use
Nonrenewable mineral and energy resources Chapter 14
p. 354-369
Chapter 15
p. 371-386
· Formation of mineral resources
· Finding and removing mineral resources
· Evaluating energy resources
· Coal, gas, natural gas, nuclear energy
Lab: Cookie Mining
C. Nuclear Energy Chapter 15
p. 386-398
Problem sets: Radioactive Half-Life
D. Renewable Energy
Energy Efficiency and Renewable Energy Chapter 16
p. 400-437
· Energy efficiency and how to improve it
· Different forms of alternate energy
· Sustainable energy
Problem sets: Energy Efficiency, CAFÉ’ Standards
PowerPoint Presentation: Alternative sources of
energy-sources, economics, advantages, disadvantages and laws.
Lab: Personal Energy Audit
Test Unit V
VI Pollution
A. Pollution Types
Air and Air Pollution Chapter 18
p. 470-495
· Outdoor air pollution
· Photochemical and industrial smog
· Acid deposition
· Indoor air pollution
· Solutions to air pollution
Lab: Airborne Particles
using test strips from Carolina Biologicals, students
monitor and calculate the number and size of particles in
their bedrooms.
Lab: Airbourne Particulates
Using test strips from Carolina Biologicals, students
monitor and calculate the number and size of particulates
from car exhaust (use their own cars)
B.Noise Pollution Chapter 22
p. 596-598
C. Water Pollution Chapter 20
p. 532-559
· Types of Water pollution and how they are measured
· Point and non-point sources
· Oxygen Sag Curves
· Groundwater pollution
· Ocean pollution
· Wastewater treatment
Lab: Eco-column/Water Quality Lab
Using test kits, students measure chemical parameters
(nitrates, phosphates, pH, carbon dioxide, Dissolved oxygen, hardness, chlorine) in an eco-column which they have built.
Lab: What is the effect of biodegradable waste on the amount of dissolved oxygen?
Students will observe that biodegradable waste in water consumes much dissolved oxygen leaving little for plants and animals using yeast, milk and methylene blue.
Lab: No water off a duck’s back
The purpose of this activity is to expose students to the realities of oil pollution and its effects on the environment. Hard boiled eggs are immersed in oil over a timed period and peeled to see side effects. Feathers are immersed in oil and washed in water and detergent to see the effects on the morphology of the feathers.
D. Solid and Hazardous Waste Chapter 21
p. 561-587
Lab: A Lab of Rot
Students compare the decomposition rates of banana
peels and newspapers under varying conditions.
Lab: Recycling Game
Students observe various recycling issues on the website
E. Impacts on Human Health
Risk, Toxicity and Human Health Chapter 17
p. 439-467
Lab: Toxicity Studies
Students check the effect of common household
chemicals on brine shrimp and calculate the LD-50 levels.
Activity: Chemically Engineered Hormones
Students will go to the website http://www.tmc.tulane.edu/ecem/eehome/basics/estrogen/ and answer questions regarding chemically engineered hormones including what they are, how they work, and their effects on the environment.
F. Economic Impacts Chapter 23
p. 619-624
Test Unit VI
VII Global Change
A. Stratospheric Ozone
Climate Change and Ozone Loss Chapter 19
p. 523-529
Lab: Measuring Ozone Levels
Students make ozone test strips and check ozone
levels in surrounding areas.
B. Global Warming
Climate Change and Ozone Loss Chapter 19
p. 487-523
Lab: Greenhouse Effect
Students investigate the processes that might occur
in global warming.
Lab: Fossil Fuels
Students keep a daily log of their driving for a week and
calculate how much carbon dioxide they have generated.
C. Loss of Biodiversity Chapter 9
p. 184-197
p. 201-213
Project: Endangered Species
PowerPoint presentation on an organism of their
choice.
Test Unit VII
VIII Astronomy Supplemental Resources
A. Theories of the formation of the universe and solar system.
B. Analyze planetary motion and the physical laws that explain that motion:
· Including rotation, revolution, and apparent diurnal motions of the stars, sun and moon, and effects of the tilt of the earth's axis.
C. Sources of stellar energies.
· Life cycle of stars.
· Hertzsprung - Russell Diagram.
D. Assess the spectra generated by stars and our sun as indicators of motion and composition (the Doppler effect).
E. Evaluate astronomers' use of various technologies to extend their senses:
· Optical telescopes.
· Cameras.
· Radio telescopes.
· Spectroscope.
Test Unit VIII
Assessment Techniques
Tests-Multiple Choice
Free Response Questions
Homework, Chapter Reviews
Presentations
Lab Reports
Environmental Discussion Questions
Students respond to an on-line prompt, which corresponds to an environmental issue
Environmental Journal
Students respond to an on-line prompt, which corresponds to each chapter
Text
Miller, G. Tyler. Living in the Environment: Principles, Connections and Solutions. 16th edition. Brooks-Cole, 2008
According the publisher, this book is defined as a foundational text for environmental science courses. Miller’s flexible textbook is adaptable to almost any approach, and is most widely embraced approach to environmental science in print today. With fair and balance coverage and Internet tools integrated throughout, the book features an extensively developed art program, writing communicates scientific information clearly and effectively, and the most current coverage of the subject. The books flexible organization means it can be adapted to fit almost any syllabus. Miller’s more than thirty years of research and teaching expertise make this the definitive book on the subject. The textbook discusses the interconnecting issues of environmental science. Encourages students to combine the text itself with Internet information to keep abreast of the latest research. Contains case studies, study aids and eight integrating themes that include biodiversity and energy (Environmental Science: Working with the Earth).
Additional Text
(1) Botkin, Daniel B. and Edward Keller. Environmental Science: Earth as a Living Planet. 6th edition. New York: John Wiley
(2)Raven, Peter and Berg, Linda. “Environment” 5th edition. New Jersey: John Wiley, 2006
(3) Molnar, William. Laboratory Investigations in AP Environmental Science.
Peoples Publishing Group, New Jersey 2005.
(4) Miller, G. Tyler. Living In the Environment: Principles, Connections and Solution. 15th edition. Brook and Cole, Canada 2007.
(5)Biozone. Environmental Science, Biology Modular Workbook Series. Biozone International Ltd, New Zealand 2007.
(6) Lopatka, Michael. AP Environmental Science Study Guide and Workbook. Awesome Guides, Winterpark Florida, 2002.
Other Course Material – Laboratory Sources
I encourage my students to perform explorations through hands-on, problem-solving activities. This approach enables students to become active learners about their natural and human-made surroundings.
WARD’S Natural Science AP Lab Kits for Environmental Science for air, soil, and water testing supplies and other equipment for a wide variety of lab activities.
Carolina Biological AP Environmental Lab Kits
Carolina Biological: A teacher resource manual that details the procedure for an experiment which highlights a major concept in science, allows for direct experience with organisms or systems in the environment, and involves observation, data collection and analysis. Background information, pre- and post-lab questions with answers, requisite materials list, student instructions, and sample data sets are a few unique resources written into the teacher manual. Air, water, soil, biodiversity, and population experiments are included.
AP Central recommendations
Environmental Literacy Council
Websites
URL: http://www.enviroliteracy.org/
This site provides tools to assist the teacher as the students improve their understanding of the systems of the world, both living and non-living, along with the investigative skills needed to evaluate scientific evidence and policy choices. The site offers modules on: air and climate, land, water, ecosystems, energy, food, the environment and society.
URL: http://www.wri.org/biodiv/pubs_descriptin.cfm?Pub
This site is a guide to global environment. It presents a comprehensive assessment of the world’s major ecosystems. Also, objective information and practical proposals for policy and institutional change that will foster environmentally sound, socially equitable development.
Teaching Strategies
Summer Assignment.
Activity: 118 Ways to go APE
Students will put facts on index cards.
Alternative Activity #1: Environmental Timeline
Students will research important events, people and laws in the history of environmental science and construct a time that reflects their research.
Alternative Activity #2: Geologic Time Calendar
Students will research important events in geologic time using the analogy of a calendar year.