Course Syllabus: AP Environmental Science Mrs. Baker Required Text: Environment: Science Behind the Stories

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1 Course Syllabus: AP Environmental Science Mrs. Baker Required Text: Environment: Science Behind the Stories, Withgott, Jay, 4/5Th ed. Suggested Text: Barron s AP Environmental Science, Thorpe, Gary S., 2009 OR NEWER Required Materials and Supplies Three-ring binder with a folder with pockets for hand-outs and lab work Black and White composition book for lecture notes/isn Blue or black ball point pens and #2 pencils Colored pencils; 3x5 Index Cards Scissors and glue (glue stick preferred) *********NOTE: It is expected that students will have ALL above listed materials in class every day. College Board Course Description The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college course in environmental science. Unlike most other introductory-level college science courses, environmental science is offered from a wide variety of departments, including geology, biology, environmental studies, environmental science, chemistry, and geography. Depending on the department offering the course, different emphases are placed on various topics. Some courses are rigorous science courses that stress scientific principles and analysis and that often include a laboratory component; other courses emphasize the study of environmental issues from a sociological or political perspective rather than a scientific one. The AP Environmental Science course has been developed to be most like the former; as such, it is intended to enable students to undertake, as first-year college students, a more advanced study of topics in environmental science or, alternatively, to fulfill a basic requirement for a laboratory science and thus free time for taking other courses. The AP Course Description and AP Exam have been prepared by environmental scientists and educators who serve as members of the AP Environmental Science Development Committee. In both breadth and level of detail, the content of the course reflects what is found in many introductory college courses in environmental science. The exam is representative of such a course and therefore is considered appropriate for the measurement of skills and knowledge in the field of environmental science. Themes of the AP Environmental Science course: 1. Science is a process. Science is a method of learning more about the world. Science constantly changes the way we understand the world. 2. Energy conversions underlie all ecological processes. Energy cannot be created; it must come from somewhere. As energy flows through systems, at each step more of it becomes unusable. 3. The Earth itself is one interconnected system. Natural systems change over time and space. Biogeochemical systems vary in ability to recover from disturbances. 4. Humans alter natural systems. Humans have had an impact on the environment for millions of years. Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment.

2 5. Environmental problems have a cultural and social context. Understanding the role of cultural, social, and economic factors is vital to the development of solutions. 6. Human survival depends on developing practices that will achieve sustainable systems. A suitable combination of conservation and development is required. Management of common resources is essential. Course Proficiencies: 1. Demonstrate a working knowledge of lab safety rules and procedures. 2. Apply the steps of the scientific method to laboratory and field investigations. 3. Outline the flow of energy and the cycling of matter within the natural Earth s system. 4. Explain the relationships among plate tectonics, earthquakes, and volcanism. 5. Outline the rock cycle and its relationship to soil formation. 6. Construct a food web showing interrelationships among organisms in an ecological community. 7. Describe and analyze population growth, including the dynamics of human populations. 8. Explain the factors that lead to the endangering of species and the loss of biodiversity. 9. Describe the problems associated with agriculture and food production in today s world. 10. Identify renewable and nonrenewable resources, including distribution, ownership, use, and degradation. 11. Discuss the state of the atmosphere in terms of weather, climate, air pollution, ozone, and greenhouse gases. 12. Analyze the environmental quality of air, soil, and water. 13. Explain how usable energy is generated from fossil fuels, nuclear fuels, and alternative sources and the tradeoffs associated with their use. 14. Outline the processes involved in water and sewage treatment. 15. Identify the problems associated with the disposal of solid and toxic wastes. 16. Identify global changes and their consequences. 17. Explain environmental problems in relationship to scientific, social, legal, cultural, and economic factors. 18. Relate course topics to local problems faced by New Jersey residents. 19. Demonstrate an awareness of careers related to environmental science. 20. Discuss the effects of environmental quality on human health. Course Overview: A: Overview of Environmental Science Sequence and Scope: Chapter 1: Environmental Issues, Experimentation and Statistics Chapter 2: Environmental History Chapter 3: Science, Systems, Matter, and Energy B: Living World [SC3] Chapter 4: Ecosystems: Components, Energy Flow, and Matter Cycling Chapter 5: Evolution and Biodiversity: Origins, Niches, and Adaptation Chapter 6: Biogeography: Climate, Biomes, and Terrestrial Biodiversity Chapter 7: Aquatic Ecology: Biodiversity in Aquatic Systems Chapter 8: Communities C: Populations [SC4] Chapter 8: Communities Chapter 9: Populations Chapter 11: The Human Population: Growth, Demography, and Carrying Capacity. D: Earth Systems and Resources [SC1] & [SC2] Chapter 6: Biogeography: Climate, Biomes, and Terrestrial Biodiversity Chapter 10: Geology: Processes, Hazards, and Soils Chapter 14: Geologic Resources: Nonrenewable Mineral and Energy Resources E. Land Use [SC5] Chapter 12: Food Resources Chapter 22: Sustaining Wild Species Chapter 23: Sustaining Terrestrial Biodiversity: The Ecosystem Approach Chapter 25: Sustainable Cities: Urban Land Use and Management

3 F. Water Use [SC6] Chapter 12: Food Resources Chapter 13: Water Resources Chapter 19: Water Pollution Chapter 24: Sustaining Aquatic Biodiversity G. Energy Resources [SC7] Chapter 14: Geologic Resources: Nonrenewable Mineral and Energy Resources Chapter 15: Energy Efficiency and Renewable Energy H: Energy Consumption [SC8] Chapter 15: Energy Efficiency and Renewable Energy I: Pollution [SC9] Chapter 16: Risk, Toxicology, and Human Health Chapter 17: Air and Air Pollution Chapter 19: Water Pollution Chapter 20: Pesticides and Pest Control Chapter 21: Solid and Hazardous Waste J: Global Changes [SC10] Chapter 18: Climate Change and Ozone Loss Chapter 23: Sustaining Terrestrial Biodiversity: the Ecosystem Approach Chapter 24: Sustaining Aquatic Biodiversity K: Other Topics Chapter 26: Economics, Environment, and Sustainability Chapter 27: Politics, Environment, and Sustainability Chapter 28: Environmental Worldview, Ethics, and Sustainability Course Planner: Unit 1: Overview of Environmental Science Sequence and Scope: Chapter 1: Environmental Issues, Experimentation and Statistics Chapter 2: Environmental History Chapter 3: Science, Systems, Matter, and Energy Proficiencies: 1, 2, 3 Instructional Activities: 1. Class Discussions, Cooperative Groups, Internet Search, Assigned Readings 2. Lab: Parking Lot Ecology Student-Designed Investigation 3. Group Presentations 4. Chi-Square Statistic [SC 14] 5. Activity: Tragedy of the Commons Timeline: 3 weeks Evaluation Methods: Tests, Quizzes, Formal Lab Report (which must include the details of student calculations along with the interpretations and conclusions of the calculations), Lab Notebook, Cooperative Learning Projects, Teacher Assessment Unit 2: Ecosystems and Biodiversity Sequence and Scope: Chapter 4: Ecosystems: Components, Energy Flow, and Matter Cycling Chapter 5: Evolution and Biodiversity: Origins, Niches, and Adaptation Chapter 6: Biogeography: Climate, Biomes, and Terrestrial Biodiversity Proficiencies: 1, 2, 3, 6, 8 Instructional Activities: 1. Class Discussions, Cooperative Learning Activities, Internet Searches, Teacher Lectures 2. Lab: GPS and Mapping Abiotic Factors of the Old Apple Orchard 3. Lab: Interspecific and Intraspecific Interactions 4. Lab: Aquarium Nitrogen Cycle 5. Long-Term Investigation: Biocolumns 6. Lab: Measuring Biodiversity with the Shannon Index [SC12] Timeline: 5 weeks Evaluation Methods: Tests, Quizzes, Lab Notebook (including details of the data collected, the calculations, as well as an explanation of the environmental implications), Group Projects, Teacher Assessment Unit 3: Biodiversity, Populations, and Communities Sequence and Scope: Chapter 7: Aquatic Ecology: Biodiversity in Aquatic Systems Chapter 8: Communities Chapter 9: Populations Proficiencies: 1, 2, 6, 7, 8 Instructional Activities: 1. Class Discussions, Lecture, Cooperative Groups, Internet Search, Assigned Readings 2. Lab: Forest Quadrant Study 3. Field Trip Options: Great Swamp, Sandy Hook 4. Biome Fair 5. Lab: Succession 6. Lab: Estimating Population Size of Daphnia, including an analysis of the population changes over time, the reason for such changes, and an examination of the environmental consequences of any increases in the population of Daphnia [SC13] 7. Lab: Population Sampling Using Hayden and Zippen s Methods 8. Video: Aquatic Life Zones Timeline: 3 weeks Evaluation methods: Tests, Quizzes, Lab Notebook, Group Projects, Teacher Assessment Unit 4: Geology Sequence and Scope: Chapter 10: Geology: Processes, Hazards, and Soils Proficiencies: 1, 2, 4, 5 Instructional activities: 1. Class Discussions, Cooperative Learning

4 Activities, Internet Searches, Teacher Lectures 2. Virtual Lab: Plate Tectonics 3. Virtual Earthquake Lab 4. Lab: Chemical and Physical Properties of Soils 5. Student-Designed Lab: Soil Salinization s Effect on Seed Germination. Students will be expected to collect and analyze relevant data, draw conclusions about the results, and discuss practical implications of soil salinization for irrigated agriculture. [SC15] Timeline: 2 weeks Evaluation Methods: Tests, Quizzes, Lab Notebook, Group Projects, Teacher Assessment Unit 5: Human Population Sequence and Scope: Chapter 11: The Human Population: Growth, Demography, and Carrying Capacity Chapter 25: Sustainable Cities: Urban Land Use and Management Proficiencies: 1, 2, 7, 10, 17, 18 Instructional Activities: 1. Class Discussions, Cooperative Learning Activities, Internet Searches, Teacher Lectures 2. Field Trip: Cemetery Population Study 3. Population Demonstrations 4. Data Analysis Lab: Human Population Trends 5. Cooperative Groups: Shopping Center Planning 6. Video: The Population Paradox Timeline: 2 weeks Evaluation Methods: Tests, Quizzes, Lab Notebook, Group Projects, Teacher Assessment Unit 6: Resources Sequence and Scope: Chapter 12: Food Resources Chapter 13: Water Resources Chapter 14: Geologic Resources: Nonrenewable Mineral and Energy Resources Chapter 15: Energy Efficiency and Renewable Energy Proficiencies: 1, 2, 9, 10, 13, 17, 18, 19 Instructional Activities: 1. Class Discussions, Cooperative Learning Activities, Internet Searches, Teacher Lectures 2. Problem-Based Learning: Genetically Based Foods 3. Activity: Drawing Topographic Maps 4. Activity: Surface Mining Simulation 5. Field Trip: Franklin Mine, Fish Hatchery 6. Video: Harvest of Fear 7. Debate: The Dam Problem 8. Calculations: Energy Conversions 9. Home Energy Consumption Audit 10. Video: Exxon Valdez 11. Solar Energy, Solar Oven Design Lab Timeline: 4 weeks Evaluation Methods: Tests, Quizzes, Lab Notebook, Group Projects, Teacher Assessment Unit 7: Pollution Sequence and Scope: Chapter 16: Risk, Toxicology, and Human Health Chapter 17: Air and Air Pollution Chapter 18: Climate Change and Ozone Loss Chapter 19: Water Pollution Proficiencies: 1, 2, 8, 11, 12, 14, 16, 18, 20 Instructional Activities: 1. Class Discussions, Cooperative Learning Activities, Internet Searches, Teacher Lectures 2. Lab: Monitoring Air Pollution (Particulates, Ozone, and Lichen Survey) 3. Lab: Acid Deposition 4. Video: An Inconvenient Truth 5. Data Analysis labs: CO2 Levels, Global Temperature Trends 6. Computer Labs: Ozone Hole, El Nino Prediction 7. Activity: The Ozone Show 8. Field Trip: Sewage Treatment Plant 9. Labs: Oil Spill Bioremediation, Water Quality Testing, Groundwater Pollution Assessment, Effect of Biodegradable Materials on Dissolved Oxygen Timeline: 4 weeks Evaluation Methods: Tests, Quizzes, Lab Notebook, Group Projects, Teacher Assessment Unit 8: Pollution (Continued) Sequence and Scope: Chapter 20: Pesticides and Pest ControChapter 21: Solid and Hazardous Waste Proficiencies: 1, 2, 15, 20, 17, 18, 19 Instructional Activities: 13. Simulation Lab: A Natural Arsenal 14. Labs: Determination of LD50, Making Paper, Testing Plastics. Students are expected to collect relevant toxicity data, develop a doseresponse curve, as well as propose practical ways to reduce the ecological and human health effects of the particular toxin. [SC16] 15. Simulation: Solid Waste Disposal (Landfills) 16. Video: What Happened to the Water? Field Trip: Landfill and Sewage Treatment Plant Timeline: 2 weeks Evaluation Methods: Tests, Quizzes, Lab Notebook, Group Projects, Teacher Assessment Unit 9: Conservation Sequence and Scope: Chapter 22: Sustaining Wild Species Chapter 23: Sustaining Terrestrial Biodiversity: the Ecosystem Approach Chapter 24: Sustaining Aquatic Biodiversity Instructional Activities: 1. Class Discussions, Cooperative Learning Activities, Internet Searches, Teacher Lectures 2. Research Activity: Extinction 3. Internet Activity:

5 Nonnative Species 4. Cooperative Activity: What Price Open Space? 5. Optional Field Trip: New Jersey Aquarium 6. Labs: Habitat Fragmentation, Forestry Evaluation Methods: Tests, Quizzes, Lab Notebook, Group Projects, Teacher Assessment Unit 10: Environment and Society Sequence and Scope: Chapter 26: Economics, Environment, and Sustainability Chapter 27: Politics, Environment, and Sustainability Chapter 28: Environmental Worldview, Ethics, and Sustainability Proficiencies: 16, 17, 18 Instructional Methods: 1. Class Discussions, Cooperative Learning Activities, Internet Searches, Teacher Lectures 2. Independent Study 3. Community Service 4. Current Events Folder 5. Guest Speakers (Environmental Action Groups, Township Officials, and Others) Timeline: 3 weeks Evaluation Methods: Tests, Quizzes, Lab Notebook, Group Projects, Teacher Assessment Unit 11: Exam Review and After Sequence and Scope: 1. Practice AP Exams 2. Independent Research 3. Community Service Project 4. Critical Evaluation of Media Portrayal of Environmental Issues Timeline: 5 weeks Evaluation Methods: Tests, Lab Notebook, Group Projects, Teacher Assessment Prerequisites: The AP Environmental Science course is an excellent option for any interested student who has completed two years of high school laboratory science one year of life science and one year of physical science (for example, a year of biology and a year of chemistry). Due to the quantitative analysis that is required in the course, students should also have taken at least one year of algebra. Also, desirable (but not necessary) is a course in Earth Science. Because of the prerequisites, AP Environmental Science will usually be taken in either the junior or senior year. Classroom Rules: 1. Be in your seat before the bell rings and prepared to learn. 2. Respect: yourself, me, and your classmates. This includes language and topic of discussions (both private and scholastic). 3. No disparaging comments toward self or others. 4. Be aware of when I am speaking. Please stop what you re doing and give me your full attention when I address the class. 5. Bring a positive attitude. I know this course is rigorous but we can also have fun! Expectations: 1. All students are expected to take the AP test on May 10, Attendance I. The key to your success in Environmental Science is attending class each day. If you experience absences you will fall behind and need to spend time after school to catch up. You will be permitted time equal to the length of your absence to make up any assignments that were missed. 3. Leaving the classroom I. In order to learn you need to be present in class. Each student will be issued three (3) passes per trimester to leave the room if needed. A pass must be presented to the teacher at a time that is not disruptive to the learning environment. 4. Tutoring I. If a student would like extra help on an assignment or is having difficulty with the current topic, s/he may come in for tutoring before school, after school, or during conference. Tutoring is available at various times. Please check the calendar to see when I will be available for you. 5. Absolutely no food or drink (except water)

6 6. Electronic devices such as smartphones will be permitted for use in class WHEN THE TEACHER SAYS IT IS ACCEPTABLE. These devices come in useful for research on the web and accessing student grades. ALL Electronic Devices will be confiscated by security if they become a distraction in class. 7. All individuals have a right to an educational environment free from bias, prejudice and bigotry. As members of the GEHRHSD educational community, students are expected to refrain from participating in acts of harassment that are designed to demean another student s race, gender, ethnicity, religious preference, disability or sexual orientation. Grade Requirements: Tests/Quizzes (50%) o Modeled after AP format (60% Multiple Choice; 40% Free Response) Lab Work/ Projects (25%) o The formation of a hypothesis or hypotheses, based on in-class discussion of the presented problem or focus of each experiment o Design of (an) experiment(s), also based on in-class discussion, to test the hypothesis or hypotheses o Collection of data and observations o Calculations using the collected data o Conclusions about how well the hypothesis or hypotheses held up based on the experiment o Class discussion of variance and error analysis o Written report: formal or informal (in the lab notebook) o Projects are assigned according to topic, with descriptions and guidelines provided at time of assignment. A current events project will be assigned at the beginning of the year and presentations will occur throughout the trimester. Technical Writing Reviews (25%) o Students will be given technical articles to read. Students will complete various writing and reading comprehension activities. This will happen about once a week. I have received, read, and understand these guidelines. Student Name (printed): Student Signature: Parent Signature: Parent

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