AP Environmental Science Syllabus Doral Academy Preparatory,

Transcription

1 AP Environmental Science Syllabus Doral Academy Preparatory, Teacher: Mrs. Sarah Temple School Phone: (305) Purpose of Course AP Environmental Science is a high school course that is equivalent to a Tier One University Level Environmental Science course (Tier One refers to Harvard s Level) and follows the guidelines established by the College Board. Environmental science encompasses other physical and life science concepts, including but not limited to biology, geology, and chemistry. Analysis of scientific principles will be thoroughly studied through the laboratory component of the course. Sociological and political sciences will also be addressed throughout the course by investigating case studies and current research. After completion of the course, skills and knowledge of environmental science will be measured throughout and finalized by taking the AP Environmental Science exam. The Advanced Placement Environmental Science exam is scheduled for May 10, 2011 at 8:00a.m. You are required by the school to take this exam. There will be a mock exam that will help to better prepare you for the real exam and this is mandatory for all Doral Academy students in the advanced placement program. This exam is not easy unless you are prepared. Students will have some type of assignment for this class every day, including weekends, and non-class days. Some of the assignments may include working on their class notebook, doing an assigned reading, working on their regular projects, reviewing for a test, writing up lab reports or it may be a more formal assignment. All science is based on investigation. The ability to accurately observe and come to logical conclusions is an essential component of science. Therefore, we are going to spend a large amount of time doing labs and other exercises designed both to build knowledge in the various disciplines of science, as well as good science skills and habits. Due to the extensive amount of laboratory time the course requires, Saturday labs will be conducted at various field sites around Miami-Dade County and are mandatory. You must provide your own transportation and directions to locations will be provided way in advance. Universities often require students to show evidence of their laboratory component from an AP science courses before granting college credit for the laboratory portion therefore, students should retain their lab books, reports, and other materials as evidence. Reading and research will also be an integral part in writing successful lab reports. Labs do not just consist of collecting data, but reading related science literature to better discuss the results of the lab. Research shows that scientific reading requires more time to understand than does fiction or other nonscientific materials. Therefore, you must allocate more time for your science reading and study than you do for less technical literature. Research has also shown that daily short study sessions produce higher achievement than one long cram session. You are expected to study a minimum of one to two (1-2) hours daily. Success in this course requires enthusiasm, consistent academic commitment and sincere intellectual effort!

2 Course Prerequisites Students must have completed and received a grade of B or better in their core science course requirements including: earth & space science, biology, and chemistry. The students must also have already taken and passed with a grade of B or better algebra 1 and geometry. The Florida s Comprehensive Assessment Test (FCAT) scores will also be used for placement. Textbook: Miller, G and Spoolman, K. (2011) Living in the Environment: Concepts, Connections, and Solutions 16 th edition. United States: Brooks/Cole, Cengage Learning Supplemental Texts: Additional reading will be given throughout the semester that will include, but is not limited to: Silent Spring by Rachel Carson, exerts from 1491 by Charles C. Mann, The Swamp: The Everglades, Florida, and the Politics of Paradise by Michael Grunwald, and current research in environmental science published in scholarly journals, as well as, popular sources such as the local newspaper The Miami Herald. Required Materials: 1. 2 inch, 3 ring binder (preferably with dividers) 2. 2 Composition notebooks (For lab work and for journaling) 3. White loose leaf paper 4. Black or Blue Pens and Pencils 5. NO CALCULATORS! (Calculators are not permitted for the AP Environmental Science Exam, so you need to get in the habit of showing your work by hand) Curriculum Schedule The schedule will reflect instruction in each of the following seven content areas as outlined in the AP Environmental Science Course Description: 1. Earth Systems and Resources, 2. The Living World, 3. Population, 4. Land and Water Use, 5. Energy Resources and Consumption, 6. Pollution, and 7. Global Change. Weeks are the approximate time frame that will be allocated to the topics described. Certain topics will overlap, during these occurrences time will be shared between the topics; therefore weeks should not be totaled as individual time spent. Specific due dates will be posted on the school s website under this course s page. Week(s) time frame Topics 2 weeks Earth and Sustainability History of environmental studies History of the local environment (Miami-Dade County, Florida) - Assign first short term project- The Swamp: The Everglades, Florida, and the Politics of Paradise by Michael Grunwald What is sustainability? Introduction of Humans on Earth (Population Exponential

3 Growth) 2 weeks Geological Processes Geological time scale Rock cycle (Layers of Earth) Weathering and erosion locally (Miami s beaches and limestone topography will be researched) Biogeochemical cycles Plate Tectonics (plate boundaries, sea floor spreading) Earth quakes and volcanoes (Hot spots, Ring of Fire, etc.) 2 weeks Meteorology Seasons (solar effects along different latitude and longitude) Climate and weather (climatology) Atmospheric circulation and the Coriolis effect ENSO Local hurricane environmental effects (research south Floridacoastal and inland community comparison) 3 weeks Energy Resources Laws of thermodynamics Forms of energy Units used, conversion factors, dimensional analysis (factorlabel method) Nonrenewable resources (coal, oil, natural gas) Renewable resources (geothermal, wind, solar, etc.) History of energy use (locally and globally) Obtaining resources for energy production Sustainability in energy use Research local nuclear power plant, which supplies the energy to the local Miami-Dade community (Turkey Point, Homestead, FL). Thermal pollution 3 weeks Human Population Dynamics Population distribution Demographics Carrying capacity Population transitions and structure (histograms) Growth rates (doubling factors) Environmental impacts of population growth Global economic effects of population growth Noise pollution 1 week Urban Ecology Developing and developed nations Urban development and growth Planning and land use management (Public versus federal land) Local research on urban development effects on natural ecosystems Suburban sprawl ( Hold the Line Everglades developments laws)

4 3 weeks Biodiversity Ecosystem population dynamics Species diversity Natural selection and evolution Habitat loss and destruction Poaching, hunting, and fishing (economic impacts) Endangered plants and animals Non-native, non-native invasive, and native species (keystone species) - Assign second short term project- Invasive plant informative video Conservation efforts and relevant laws Local, federal, and global departments and groups 2 weeks Terrestrial Ecology Biosphere to ecosystems Communities and populations Terrestrial biomes Photosynthesis and cellular respiration Energy flow (trophic levels) Ecological succession 2 weeks Soils Formation and composition of soil Soil analysis (type, physical and chemical properties) Soil problems (erosion) Agriculture (Green revolution, genetically modified foods) Rangeland use Forestry practices and management Mining (local limestone mining in Miami-Dade county, techniques used) Soil conservation Pesticides and herbicide use (Reading of Silent Spring by Rachel Carson) 2 weeks Land Pollution and Waste Management Urban pollution Waste disposal practices (landfills, etc.) - Fieldtrip to local waste management facility 4 R s: Refuse, Reduce, Reuse, and Recycle Hazards waste disposal (environmental impacts) Global waste management practices (disposal of electronics; new digital era) 3 weeks Atmosphere and Air Pollution Layers of the atmosphere Troposphere ozone and Stratosphere ozone (greenhouse effect) Air pollution (indoors and outdoors) Smog (industrial and photochemical) Acid deposition Human health risks (relevant laws and acts)

5 Economic impacts due to atmospheric conditions Global warming 2 weeks Marine and Freshwater Systems Marine and freshwater biodiversity Lake eutrophication Surface and groundwater systems Freshwater resources Saltwater, brackish water, freshwater Coral reefs Ocean circulations Ocean pollution 2 weeks Marine Ecology Ocean resources Fishing techniques (relevant laws- United States) Overfishing (research of local Florida fishing number limits and sizes) Global laws and treaties 3 weeks Water and Water Pollution Point and nonpoint source pollution Surface and groundwater systems pollution Industrial and agricultures waste runoff Cultural eutrophication Water purification and sewage treatment facilities (processes used) Water conservation Human health risks (relevant laws and acts) Explore local water regulations in Miami-Dade county and surrounding areas of Florida (when to water lawns, wash vehicles, etc.) 3 weeks Toxicology and Human Disease Bacteria and viruses (H1N1 research) Water and airborne vectors Poisons and toxins Hazardous wastes and chemicals Relevant laws (including the role of the W.H.O and C.D.C) Month of April There will be time for review and to take practice exams before taking the AP Environmental Science exam. Study skills and test taking strategies will be reviewed. Laboratory and Activities Schedule: Title of Lab or Activity Descriptions Short Term Project: To be completed during first semester (August-December). The Swamp: The Students will be assigned one of the 18 chapters from the text Everglades, Florida, and and demonstrate comprehension through presentation. the Politics of Paradise Information will be presented in PowerPoint form with proof of by Michael Grunwald additional investigation from outside sources using them to Short Term Project: Invasive Plant Video support or not support the facts/history stated in the book. To be completed during second semester (January-May). Students will work in groups of 4-5 and create a 2-3 minute

6 Long term Project: Water Quality Tragedy of the Commons Simulation Lab Rock Cycle Lab Activities Plate Tectonics Dry Lab Coriolis Effect Modeling Lab Hurricane Tracking Computer Research Lab Energy Consumption Dry Lab Alternative Transportation Fuels Inquiry Lab informative/educational video to inform the public to make proper decisions when brining exotic/non-native invasive plant species into the state of Florida. These videos will be given to FWC and IFAS (University of Florida) to use in future Plant Camps, a program used to train science teachers about invasive plants and animals in the state of Florida. To be conducted during entire academic year (September- June). Students will study both chemical and biological properties of two canals both carrying water into and out of the Florida Everglades. One canal runs east/west right behind the school s property. The other canal runs north/south along the Florida turnpike and has a connection point to the first canal. Students will collect data in the field and analyze the data. Presentation of the data will be done using PowerPoint in groups of 4-5 and individuals will complete research reports to be turned in separately. Students will be assigned the reading in advance and be required to research outside sources to relate current economic issues and current political policy. Students will then be placed in a simulation scenario in the classroom. Students will investigate the rock cycle through hands on activities that involve classifying unknown rock samples and then explore their formation. Students will also simulate weathering, erosion, and deposition in a small scale environment. Students will use a blank world map to plot plate boundaries, identifying locations such as the Ring of Fire, and locate earthquakes using internet references. They will then relate the history of tectonic plate movement to current seismic events. Students will use 3-dimensional models to explore the Coriolis effect and then apply this knowledge to explain in written form how this influences cycles in Earth s atmosphere and plays a role in climate s around the globe. Students will be required to research the 2005 hurricane season in Florida. They will explore atmospheric and oceanic conditions at the time and make predictions for the current hurricane season based on the current atmospheric and oceanic conditions. Students will calculate energy consumptions and costs of using typical appliances in their homes. They will also complete a personal energy audit. Following the in-class lab, students will research and compare developing verse developed countries energy consumption and types of energy sources used. Students will investigate six possible transportation fuels and determine the energy content of each fuel. This data will be compared to the energy content of our current source of fuel, gasoline, and students will determine if the alternative forms of energy could be used to power their current transportation methods.

7 Human Population Growth Rates Dry Lab Histogram Activity Population Growth in Lemna minor Lab Exploration of Biodiversity Student Designed Lab Transect Species Census Lab Energy Flow Short Term Lab Biological Magnification Throughout a Food Chain Simulation Lab Natural Selection Lab Composting Activity Properties and Formation of Soil Lab Soil Productivity Lab Students will relate human population growth rates to factors that affect these growth rates including social and biological factors. They will calculate growth rates over a ten year period and determine the dependent and independent variables of hypothetical situations where certain factors are affecting the population growth rate. Students will be required to interpret histogram graphs from multiple on-line and hard copy sources. They will then write a guide to explain how to read a histogram for middle school aged children. These guides will then be used in the curriculum of the pre-ap science courses at the school. Students will apply knowledge of human population growth rates to that of a freshwater plant (duckweed) population. Factors effecting growth rate and carry capacity will include ph, light, salinity, excess phosphorus, excess nitrogen, and temperature. Students will use their prior knowledge of the scientific method and inquiry skills to develop their own lab to explore biodiversity of invertebrate species. Students will first practice mark and recapture techniques using candies in class, then use the Lincoln-Petersen Method of Analysis to calculate total population sizes. Students will then go to a hammocks environment and use a transect to collect density and diversity data of plant species. Students will collect data over a two week period to calculate the energy transfer from a food medium, to a Vanessa cardui butterfly larva, and finally to the fully formed adult butterfly. Students will follow a series of directions and use candies to represent different organisms, including zooplankton, minnows, eels, and osprey. They will then be required to calculate energy lost and gained through the food chain. Students will create graphs for a species of amphibian that has three distinct color variations that are placed in different environmental scenarios. The graphs will then represent the natural selection results as directional, stabilizing or disruptive. Students will create an outdoor composting space at the beginning of the year. They will compost coffee grounds and vegetable left over s from the school s cafeteria. They will follow set up guidelines and constantly maintain the compost by checking temperature and turning the pile once a week for nine months. During the last month of the school year the compost will be used to create a small native plant garden at the entrance of the school. Students will incorporate the previous rock cycle hands-on activities by exploring how weathered rocks create soil. They will also analyze soil horizons and identify the composition of the soil. They must also mathematically calculate bulk density. Further extension activities will investigate how human activities may affect the properties and formation. Students will use clay and sand samples and make a

8 Fossil Fuel Atmospheric Pollution Lab Acid Deposition Lab Quality of Natural Waters Student Designed Lab Wastewater Treatment Simulation Activity Herbicide Lab Toxicology Dry Lab comparative analysis. They will also have an unknown sample and must come up with a series of hypothesis on the productivity of that sample. Students will identify hands-on, point sources for air pollutants going into the atmosphere and measure the concentration of the pollutants. They must compare this data to EPA s air quality standards, identifying which source is producing the most air pollution. Students will use ph tests and buffering activities to study the effects of acid deposition. They will then apply knowledge learned in class and the lab to predict where in the state of Florida would be impacted the greatest from acid deposition. Students will test three different freshwater sites in the Florida everglades by measuring ph, dissolved oxygen, temperature, turbidity, and bacterial count. Then will measure nitrate and phosphate levels. Test sites will be compared using a Water Quality Index (WQI) score generated by the students. Students will simulate sewage by use a non-hazardous organic solution. They will graph the decomposition of organic materials with the data collected through the observable processes of aeration, bioremediation, and filtration. Students will apply herbicides that can be found at local grocery stores to different aquatic and terrestrial plants. A control, dependent, and independent variables will be outlined in advance and comparative data collected. Students will be presented with a series of household items regulated by the EPA for use. Students will be required to use the labels to identify the proper use of the product in different hypothetical situations. Grading Students will receive a grade in AP Environmental Science based on the following grading scale as determined by the science department: A = % Superior Tests 35% B = 80-89% Above Average Quizzes 20% C = 70-79% Average Lab Reports/ Projects/Papers 30% D = 60-69% Below Average Classwork/Homework 15% F = Below 60% Failing *No grades will ever be curved in this course and there will be no extra credit available! Class Assignments/Homework Work will be assigned on a daily basis. This work may include worksheets, math problems, lab write-ups, study time and/or other selected activities. Work is expected to be completed and turned in on or before the due date. NO LATE WORK IS ACCEPTED FOR UNEXCUSED ABSENCES. Work that is turned in without a name or is not legible will not be graded and marked as a zero. Red ink is not to be used for any work in this class.

9 Plagiarism Students will be researching others work, whether it is for a lab, project, or research paper. Plagiarism will not be tolerated under any circumstances. Plagiarism also includes copying another student s work. If a student is caught plagiarizing, they will receive an F for that assignment and an F in conduct for the nine weeks. They will receive a failure notice immediately for the F in conduct that will reflect as their conduct grade for that 9 week period. This is a science department policy. Make-Up Work Only students that have an excused absence will be permitted to make-up work. All unexcused absences will result in a zero for the missed assignment. 1. The student s name must appear on the excused absences report within two days of absence. 2. Tests and quizzes must be made up before or after school, per approval by teacher. 3. It s the student s responsibility to check the school s website for any missed work, get notes from a classmate, and to get any handouts from the teacher. 4. Make-up work is due no later than two class period days after returning to school. For extended excused absences and/or illnesses, you will be given time equal to the time you were absent to turn the work in. As unexpected events occur in everyone s life, it is understandable that there may be a time in which a student is unable to complete an assignment due to reasons beyond their control. In this event, a student may arrange with the teacher times before and/or after school to review missed material. Tests/Quizzes A test should be expected at the end of each unit. They may include multiple choice, short answer, matching, identification and will ALWAYS include essay questions. It is expected that students prepare well in advance for these tests. Students that are absent for a test will be required to take a make-up test which may be different than the original test given within one week of a missed test. All tests must be made-up before or after school. Quizzes may be given at any time. They may be announced in advance, which will be posted on the school s website or they may be a pop quiz. Classes with discipline issues and/or tardiness may receive daily quizzes in order to focus students attention. Announced quizzes that are missed due to an excused absence may be made-up before or after school within one week of the missed quiz. There are NO make-ups for pop quizzes. Lab Reports/Special Projects Labs will be conducted during class periods, as well as on the scheduled, mandatory Saturdays, as stated in the course purpose. These are learning opportunities, not social meetings. Students that are not able to work in a group or stay focused will be removed from the class, this is not a regular science class

10 and you are expected to perform at a higher, more mature level. Students that miss a lab and are excused will receive a supplemental assignment as make-up, if the lab is unable to be made-up. Special projects may also be assigned during the school year. Sufficient time will be provided for students to complete these projects. They will involve research beyond the school day and may be turned in before or on the due date. Please refer to the lab and project schedule found in a prior section of this syllabus. Specific due dates and check-points will be posted under the course page on the school s website. No project will be accepted after the due date, whether the absence is excused or unexcused. Semester Exams Semester exams (Mid-term and Final) are cumulative. They assess of all the material covered during the course of the year. Students should keep all of their notes and work, as textbooks may be collected prior to the final exam. A No. 2 pencil is required for these exams. Any student that is suspected of cheating on the exam or that is disruptive during the exam will receive a zero. No bathroom passes are given the week of semester exams. AP Environmental Exam: The exam is 3 hours long with two sections, ninety minutes each, consisting of a multiple-choice section and a free-response section. The multiple-choice section (60 percent of the final grade), consists of 100 multiple-choice and the freeresponse section, consists of 4 questions (40 percent of the final grade), which include 1 data-set question, 1 document-based question (DBQ), and 2 synthesis and evaluation questions. The Advanced Placement Environmental Science exam is scheduled for May 10, 2011 at 8:00a.m. Classroom Code of Conduct All students are expected to adhere to the rules set forth in the Doral Academy Preparatory School Student Handbook. In addition, the following policies apply in the classroom: 1. Have all appropriate materials and supplies at your desk and be seated when the bell rings. a. Students shall remain in their seats at all times, unless otherwise noted. b. Do NOT sit on top of the desks or lab tables c. Students are dismissed by the teacher, not the bell. 2. Respect everyone and everything in the classroom. a. Use appropriate language with everyone. b. Vandalism will not be tolerated. c. Writing on desks, lab tables, and/or stools will be an immediate referral 3. Do not touch tanks, computer, faucets, gas valves, lab equipment, activboards, bulletin boards or projects without permission. a. This course is held in a fully equipped science lab. The chemicals and equipment used are sometimes hazardous. Always wear

11 proper lab attire when using these items, which always includes lab goggles (provided to students in class). 4. Cell phones are to be turned off prior to entering the class and are not to be visible during class. Cell phones are NOT to be used as a calculator. They will be confiscated by the teacher if visible and turned into administration. 5. IPods and other mp3 devices are not permitted in the classroom and will be confiscated by the teacher if visible and turned into administration. Each action is a choice and there are positive and negative consequences for each choice. Parent Conferences All parent conferences should be scheduled through the guidance department. I am available for parent conferences immediately before or after school. I cannot guarantee attendance for parent conferences scheduled on any other day. I will make every effort to attend if scheduled on a different day and/or time and will provide detailed documentation in the event that I will not be able to attend. If you have questions or concerns, or simply want an update about your child, schedule a conference or leave a detailed message with the office. You may also contact me at stemple@dadeschools.net I will be glad to provide you with information. Involvement on your part is imperative to the learning process.

12 PARENT/STUDENT CONTRACT I have read the class expectations as set forth on the syllabus for AP Environmental Science. I understand that it is my responsibility to ask questions for any policy that seems unclear. As a student, I understand that my success in this class is based on my performance. I also understand that I am to check the on-line portal and/or website on a daily basis for important information and refer to any handouts that I may receive. As a parent, I understand that I am also responsible for my child s success in this class. I further understand that it is my responsibility to ask for progress reports, monitor homework, and check my child s on-line portal regularly for information about their progress in the class. Students Name (Print): Student Signature: Date: Student Parent/Guardian Name (Print): Parent Signature: Date: Parent phone: Parent