AP Environmental Science Syllabus

Transcription

1 AP Environmental Science Syllabus Course Description Class Size and Scheduling Class size is held to 24 because of lab facilities. The class periods are 42 minutes long, and a double lab period is scheduled once in a four-day cycle. One academic year consists of four nine-week term. Course Prerequisites and Requirements AP Environmental Science is open to students who have taken one yeat or more ofhonors or advanced science (chemistry, biology, physics), and one year ofhonors or advanced integrated math 3. Many students are taking AP Biology, AP Chemistry, and AP Physics at the same time. The students must be prepared to work outdoors for many ofthe, labs. Required Tertbook: Miller, G. T. M., Jr.; Spoolman, S. Living in the Environment: Principles, Connections, and Solutions,l2th ed.; Brooks Cole, (ISBN ) Laboratory Manual: We do not use a lab manual but rather a collection oflabs from various sources. These include, but not limited to: 1. Molnar, W., Laboratory Investigations: AP Environmenlal Science,Peoples Publishing Group; Study Gd edition, 2004 (ISBN X) 2. Wells, E. Lab Manual for Environmental Science,l't ed., Brooks Cole, 2008 (ISBN ) 3. Joumal of National Science Teacher Association 4. (accessed July 2009). References: 1. (accessed July 201 1) 2. (accessed July 201 1) 3. (accessed July 201 1) Grading Policy: Laboratory work 35% Test and AP Preparation 40% Projectd and Science Fair 20% ( including portfolio projects ) Quizzes / homework 5% All assessment tools will fall into one of the two categories

2 Tottic Unit I. Sustainability A. Components of Sustainability 1. Green Chemistry John Wamer - 2. Energy units, flow and measurements 3. Our ecological foo@rint - (carbon) 4. The Lorax/ a case study and solutions B. Ecosystems - Cycling of Matter 1. water 2. carbon 3. major nutrients a. nitrogen b. phosphorus c. minerals Course Outline First Quarter Beyond Benign 4. differences between cycling of maj or and trace elements 5. organic /inorganic LABS: Measuring the levels of gases and nutrients. Students will use probe ware to calculate energy levels of a plant experiment. Elevated COz Levels and Plant Growth lab manual pp * Ecolosical lmpacts of Rice Farmine Nutrient Cvcles pp C. Ecosystems at ll'ork L Energy and Matter 2. The study of ecological relationships LAB: Ants A major term project where students use the Scientific Method to study ant behavior. Each student will make a formal presentation of her&is work D. Biodiversity and Evolution 1. Key environmental changes. 2. Atmospheric dynamics: climate and human activity LAB: Specific Heat and Climate lab manual pp.35-40* E. The Biosphere 1. organisms: response to environmental change 2. populations and community limits: exponential growth, carrying capacity 3. ecosystems and interactions: biomass, energy transfer, succession 4. the evolution of life : interaction, natural selection, extinction. LABS: Formation of Deserls - lab manual pp.41-46* Natural Areas - 1ab manual pp.47-50* Wollaston Beach - study of bacteria sampling and closing the beach Duration

3 Topic Second Ouarter Unit II. Human Population Dynamics A. History and Globctl Distribution. video on timeline B. Patterns 1. numbers 2. demographics such as birthrates and death rates 3. pattems of resource utilization C. Carrying Capacity- Local, Regional, Global D. Cullural and Economical Influences Unit III. Biodiversity A. Aquatic 1. fresh: agricultural, industrial, domestic 2. oceans: fisheries, industrial LAB: Water Quality Index - lab manual pp * B. Terrestrial 1. soil types 2. erosion and conservation 3. climate LAB: Soil Analysis - lab m anual pp.6t -7 6* C. Biological 1. natural areas 2. genetic diversity 3. food and other agricultural products LAB: How much Land Do We Need -Biology; 107 D. Sustaining Biodiversity E. Land 1. Premature extinction 2. Maior threats a Community Context pp residential and commercial 2. agri cultural and forestry 3. recreational and wildemess LAB: Land Use Changes in Your Area lab manual pp * Unit IV. Energy A. Conventional sources B. Alternative sources LABS: Energy resource comparisons lab manual pp * Watts-up - (project) students compare home appliances for energy use.(teacher resource) Infrared analysis - home and school (teacher resource) Duration I week I week 2 week

4 Topic Third Quarter Unit V. Environmental Quality A. Air/Itrater/Soil 1. major pollutants a. types, such as SO2,NOx, and pesticides b, thermal pollution c. measurements and units of measure such as ppm, ph, ug/l d. point and nonpoint sources (domestic, industrial, agricultural) 2. eflects of pollulanls on: a. aquatic systems b. vegetation c. natural features, buildings, and structures d. wildlife 3. pollution reduction, remediation, and control a. sustainable urban living LAB: COz Emissions from Fossil-Fuel Buming lab manual * B. Environment and Sustainability 1. economics and the biosphere 2. transitions to sustainability 3. altemative practices in solid waste management LABS: Toxic Sites in Your Neighborhood - lab manual2l-22* Energy and Recycling lab manual 63-66* C. Impact on Human Health 1. agents: chemical and biological 2. effects: acute and chronic, dose response relationships 3. relative risks: evaluation and response LAB: Effects of Gamma Radiation of Seed Growth lab mannl 21-22* Duration Topic Unit VI. Global Changes A. Sustoining Human Societ ics Fourth Quarter 1. vision of economics / environment I To be covered by student essays] 2. types ofpollution: CO2, CFI4, sfatospheric 03, (urban problems and solutions) 3. oceans : surface temperatures, currents. 4. natural capital: habitat destruction, introduced exotics, overharvesting LAB: 'Global Warming and Atmosphere COz lab manual pp * B. Sustaining Human Sociely 1. Economic tools 2. Govemments' role LAB: Testing for Troposphere Ozone PollutionJab manual pp8-9* Daration

5 Unit VII. Environment and Society: Trade-Offs and Decision- ] 4 weeks Making A. Economic Forces 1. cost-benefrt analysis 2. marginal costs 3. ownership and externalized costs B. Cultural and Aesthetic Considerations C. Environmental Ethics D. Environmental Laws and Regulations( InIemational, National, and Regional) E. Issues and oplrons (conservation, preservation, restoration, remediation, sustainability, miti gation) LAB: Analysis of the School's PV System, Solar Thermal System, Wind Turbine Debate ol the Caoe Wind Proiect (teacher resource *See IEP or 504 plan for modification where applicable. Laboratory and Field llork Grants were obtained through a local corporations to help pay for supplies and equipment. Research Projects: Each student is participating in the ISEE Science Fair as a portfolio requirement. Field ll/ork: Energt and Recycling: As part of the AP environmental Science class, students will redevelop a sustainable recycle program in school. Students will promote the awareness of the recycling program in the community and set up several school wide locations for recycling. Wollaston Beach study of bacteria sampling and beach closings'. The school is in close proximity to the public beach. Students will take many field trips to the beach to study the ecology ofthe beach and adjacent Blacks Creek Estuary while collecting samples (water, plants, soil ) to analyze in the lab. Students will leam the skills of sampling 10 represent the conditions of an entire system. Soil Analysis: Students will take a held trip to the forest and marsh land to sample soil. Students will leam the relationship ofplants and wild life related to the environment and properties of soil. Using soil test kits, students will examine soil nutrients and their availability to living organisms. Toxic Sites in Your Neighborhood: Students will take a field trip to the dump and interview Department ofpublic Works officials and workers as to how the city collects trash, disposes of toxic chemicals and recycles yard wastes. Analysis of the School's PV System, Solar Thermal System, Ilind Turbirze. Students w1ll analyze the utilization ofrenewable energy in the school system and make a recommendations to the school administration in the form ofan advocacv letter.

6 Viewing and analysis of the degradation of a Salt Marsh and its subsequent restoration'. Both projects of the Army Corps of engineers involving the salt marsh behind Broad Meadows School (a local case study) Debote of the Cape Wind Projecl: Students will research the pros and cons of building the Cape Wind Project. Students will also do the analysis of cost and impact of this project to the environment and write an article submitted to the local newspaper. Assessment Tools: The following tools are utilized to evaluate each individual. Student(s) with IEP or 504 will be accommodated accordingly.. Rubrics. Homework. Summer assignments. Teacher Observations ' Oral Presentation Rubrics. Intemet (Brooks/Cole) Quizzes. Projects. Oral assessment. Lab Evaluation. Interdisciplinaryactivities, Simulations. Open Ended Questions ' Word Problems. Co-operalive leaming projecls ' Multimediapresentations ' Take home tests/writing assignments. ObjectiveTests/Quizzes i Essays. Research Papers. Presentations. Class Participation r Document Analysis. Field Experience. Mid-Year Exam. Final Exam