AP Environmental Science Mr. Illum

Transcription

1 AP Environmental Science Mr. Illum Text: Environmental Science for AP, Andrew Friedland, and Rick Relyea, W.H. Freeman and Company, New York, We will also use a variety of supplemental Environmental and Earth Science texts, selected readings, and lab materials. Course Description: The AP Environmental Science course is a full-year course designed to be the equivalent of a onesemester, introductory college course in environmental science. The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary; it embraces a wide variety of topics across science disciplines (geology, biology, chemistry, meteorology, etc.), but also math, geography, social sciences, and language. A strong foundation in science is essential. Students may earn college credit by passing the AP Environmental Science Exam in the spring. There are several underlying themes that provide a foundation for the structure of the course. Science is a process Energy conversion underlie all ecological processes. The earth itself is one interconnected system Humans alter natural systems. Environmental problems have a cultural and social context Human survival depends upon developing practices that will achieve sustainable systems. Course Outline and estimated time Introduction to Environmental Science 1 week Earth Systems and Resources 4 weeks The Living World 4 weeks Populations 2 weeks Land and Water use 3 weeks Energy Resources and Consumption 4 weeks Pollution 6 weeks Global Change 4 weeks

2 Classroom Format and Expectations: Students enrolled in AP environmental science should expect a rigorous, involved, and interactive course of study. It is expected that all students enrolled are agreeing to participate in all aspects of the course to their fullest extent. AP environmental science employs a variety of classroom methods including lectures and notes, laboratory investigations, field investigations, student written and oral research projects, class discussions, group work, and active student participation. Supplies: 3-ring binder, five tabs (Case Studies/Readings, Notes, Assignments/Activities, Tests), paper, composition notebook to be used for Lab work, Reflective writings etc No unauthorized cell phone use during class. Plan on about four hours of homework per week for this class. Assignments: Work is expected to be completed and handed in on time and be of good quality. You have one week following due dates to turn in your work. Items turned in during this grace period will be marked late and may receive partial credit. If you miss a lab you will need to attend a lab make-up session. These are generally held twice a month. Please check with me. I won't come looking for you to get your make-up work in. Tutoring is available after school until 3:30 by appointment. Citizenship Grade is based on: honesty, participation, responsibility, respect, being on time, and preparation. Very little Extra Credit will be given for this course. Students are expected work in depth and stay current. Lab Safety Agreement needs to be read and signed by both student and guardian to work in the lab. Field Trips: Students may be asked for donations to help cover the cost of admission/busses for destinations. Be responsible and prepared for homework assignments, class work, labs, and tests/quizzes. General Grading Outline: = A = B = C = D Grade breakdown: Approximately 50% Tests/quizzes/formal assessments, 25% classwork/homework, and 25% Lab Cheating will not be tolerated and will result in a U for the term. AP Environmental Science Exam will be given at Legacy Junior High on May 6, 2019 from noon to 4pm. There is a fee ($94) to take this test (reduced for fee waivers). This is a three-hour test with 100 multiple choice questions and four FRQ s (Free-Response Questions). Students may opt not to take the test and still have the APES experience. To be successful on this exam, you will need to be a fluid writer we will be working on this for the FRQ s. My job is not to give you an opinion about issues, but rather to give you the information to form your own. Love science and the answers it gives about the world around you! Bring your good attitude! Buckle up! Dig deep and get ready to work but whatever you do, don t be intimidated. You can do this if you re ready to spend some time understanding the pressing issues of Environmental Science. Challenges are good. Your reward: 3 credits of college credit by passing the AP Environmental Science exam, working knowledge about our Earth and scientific processes, field trips to see concepts in action, and a great feeling of accomplishment!

3 Study Habits and Student Success There is a large quantity of material presented in this course. Environmental Science is based on a web of interconnected ideas. Also, while each topic in Environmental Science may seem simple, the ability to draw concepts together in order to relate to a much larger picture may be difficult to master. In order for a student to accomplish this goal, good study habits and attendance are a must. The following is recommended: STAY CURRENT on assignments, and readings REVIEW your notes daily REVIEW labs for understanding- the APES exam always contains questions in which students are presented with data and expected to interpret the data. Retakes Retakes for chapter/unit tests may generally be taken one time within one week of the test posting date. There will be no retakes for quizzes and other spot checks. I am very interested in the success of every student. If you are having trouble with a particular assignment or concept, do not hesitate to seek help from me. I am available for extra help before and after school by appointment. Students and parents are encouraged to also use in order to contact me. Homework: May include but not be limited to: Reading the current unit content and answering textbook questions Reviewing lecture notes (from PowerPoints) Readings and case studies Making and studying word slides (flash cards) for unit tests and quizzes Lab write-ups Essays Creating posters, projects, etc. Plagiarism / Academic Dishonesty Policy: Plagiarism and academic dishonesty are serious offenses. The academic work of a student is expected to be his/her own effort. Students must give the author(s) credit for any source material used. To represent ideas or interpretations taken from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. Academic honesty during testing is critical to assess what students have learned or need to learn. Cell Phones or any other electronic device (including smart watches), extra open windows on browsers, previous versions of quizzes etc. Will not be allowed in any testing session. Students who commit any act of academic dishonesty will receive a failing grade in that portion of the course work (including tests). Acts of academic dishonesty will be reported to the administration. Tests Tests will be given approximately as entered on the course calendar and they will be composed of multiple-choice and free response questions. At the beginning of the year the tests will be multiple choice only. Free Response questions will be given as homework assignments. Between Thanksgiving and winter break, free response questions will be incorporated into the tests, and after the break the free response portion of the test will be timed in order to make the test environment as similar to the AP Exam as possible.

4 The majority of the multiple-choice questions will come from lecture notes, text questions, and laboratory content. We will work our way up to 100 questions as the AP Exam approaches. You will be given four free-response questions on the AP Exam. To be effective, you ll need to organize your thoughts and construct your response in 22 minutes (four questions in 90 minutes). In this class we will take a very pragmatic approach to our writing. We ll write training essays early in the year and, again, incorporate timed free response into our tests by the middle of the year. Laboratory and Field Work/Investigations Because it is designed to be a course in environmental science rather than environmental studies, the AP Environmental Science course will include a strong laboratory and field investigation component. The goal of this component is to complement the classroom portion of the course by allowing students to learn about the environment through firsthand observation. Experiences both in the laboratory and in the field provide students with important opportunities to test concepts and principles that are introduced in the classroom, explore specific problems with a depth not easily achieved otherwise, and gain an awareness of the importance of confounding variables that exist in the real world. In these experiences students can employ alternative learning styles to reinforce fundamental concepts and principles. Because all students have a stake in the future of their environment, such activities can motivate students to study environmental science in greater depth. The laboratory and field investigation component of the AP Environmental Science course should challenge the students abilities to: Critically observe environmental systems Develop and conduct well-designed experiments Utilize appropriate techniques and instrumentation Analyze and interpret data, including appropriate statistical and graphical presentations Think analytically and apply concepts to the solution of environmental problems Make conclusions and evaluate their quality and validity propose further questions for study Communicate accurately and meaningfully about observations and conclusions We are on a block schedule. Each class meets every other day for 90 minutes. On average, a minimum of one period per week is spent engaged in lab and/or fieldwork. Students will be required to keep a notebook or field journal of their laboratory experiences. This notebook will be assessed periodically throughout the course. This year will be a journey into what we can discover and learn of our natural world. YOU CAN DO THIS!

5 Course Outline: Introduction <1 week Introduction to Environmental Science: Environmental indicators Sustainability Scientific method Matter and Energy 1,2 -Flash Cards/Terms: -Ecology Basic Terms -Science: A way of Knowing -Science of an ecological landscape (iceberg model) -Your Ecological Footprint (online calculator) -Tragedy of the Commons -Do the Math: Rates of forest clearing p. 14 -Using Environmental indicators to make a better city. P. 26 -Case Study: Mono lake p. 31 -Sustainability: managing Environmental Systems in the Florida Everglades p. 55 Unit 1: Earth Systems and resources 4 weeks (10-15%) Earth Science Concepts: Geologic time scale plate tectonics o earthquakes o volcanism seasons solar intensity and latitude 8 -Rates of Geologic Processes -Lab: Magnetics and Plate Motion Reconstruction -Lab: Submarine Topography, Isostasy, Seismicity, and Plates. -Lab: Seasons and Angle of Insolation (Vernier) The Atmosphere: Composition Structure weather and climate atmospheric circulation Coriolis Effect atmosphere ocean interactions o ENSO & ITCZ 3,4 -Lab: The Coriolis Effect: Objects Moving on a Rotating Earth -Lab: Reflection and Absorption of Light (Vernier) -Lab: Land and Sea Breezes (Vernier) -Lab: Carbon Cycle and the Greenhouse effect -Lab: Atmospheric Circulation and Surface Ocean Currents Lab: El Nino using real data Project FeederWatch: Weather variables Global Water Resources and Use: Freshwater/saltwater ocean circulation Water Usage o Agricultural 9 -Case Study: What happened to the missing salt? (p.64) -Lab: Investigate Stream Erosion (Inquiry) -Case Study: Dams and Salmon on the Klamath River p. 293 Great Waters Project: Rivers of the Western US.

6 o Industrial o domestic use surface and groundwater issues global problems conservation Soil and Soil Dynamics: Rock cycle Soil formation Soil composition Physical and chemical properties Main soil types Erosion and other soil problems; Soil conservation -Math: Selecting the Best Washing Machine p Sustainability: Is the water in your toilet too clean? P Science Applied: Is there a way to Resolve the California Water Wars? P Lab: Rock review -Lab: Soil formation -Lab: Soil profiles -Sustainability: Mine Reclamation and Biodiversity p. 287 Unit 2: The Living World 4 weeks (10-15%) Ecosystem Structure: Biological Populations Communities Niches Species interactions Keystone species Species diversity Edge effect Major Terrestrial and Aquatic biomes Energy Flow: Photosynthesis Cellular respiration Food webs and chains Trophic levels Ecological pyramids. Ecosystem Diversity: Biodiversity Natural Selection Evolution Ecosystem services Natural Ecosystem Change: Climate shifts Species movement Ecological succession. 2, 3, 4, 5, 6 -Case Study: Reversing the Deforestation of Haiti -Lab: World Biomes and Climatographs -Sustainability: Is Your Coffee Made in the Shade? 3 -Lab: Photosynthesis - Examining Stomata -Lab: Owl Pellets Food Chains, Food Webs and Biological Productivity 5, 6 -Lab: Mystic Moths -Sustainability: Bringing Back the Black-footed Ferret p Fossil Record and Mass Extinctions -Lab: Fossils, Biodiversity and Geologic Time -Sustainability: Protecting the Oceans When they Cannot Be Bought p , 5 -Earth s past climates -Science Applied: How Should We Prioritize the Protection of Species Diversity? Video: NOVA Secrets Beneath the Ice. Field Trip: Nature Conservancy Great Salt Lake Shoreland Preserve

7 Natural Biogeochemical Cycles: Carbon Nitrogen Phosphorus Sulfur Water Conservation of matter. 3, 4 -Biogeochemical Cycles: Poster -Math: Raising Mangoes p. 81 (water consumption of vegetation) -Sustainability: Can We Make Golf Greens Greener? p. 96 Unit 3: Population 2 weeks (10-15%) Population Biology Concepts: Population ecology Carrying capacity Reproductive strategies; survivorship Human Population Dynamics: Historical population sizes Distribution Fertility rates Growth rates Doubling times Demographic transition Age-structure diagrams, Population size: Strategies for sustainability Case studies National policies Impacts of population growth: Hunger Disease Economic effects Resource use Habitat destruction 6 -Ecological Footprint Calculations & Comparison -Case Study: To frack or not to Frack. (p.1) -Case Study: The Tragedy of the Commons -Invasive Species Activity -Snow Goose population dynamics -Science Applied: How can we manage overabundant animal populations? P Case Study: Environmental implications of China s growing population. P Demographic Transition -Population statistics by region -Oh Deer! Lab/exploration -Calculating Population Growth p Sustainability: Gender Equity and Population Control in Kerala. P Case Study: Dung of the Devil- Spanish Flu, H1N1- Disease fighting extracts from plants. P Endangered Species

8 Unit 4: Land and Water Use 3 weeks (10-15%) Agriculture: Feeding a growing population: Nutritional needs of humans Types of agriculture Green Revolution Genetic engineering and crop production Deforestation Irrigation Sustainable agriculture Controlling Pests: Types of pesticides Costs and benefits of pesticide use Integrated pest management Relevant laws Forestry: Tree plantations Old growth forests Forest fires Forest management national forests Rangelands: Overgrazing; Deforestation Desertification Rangeland management Federal rangelands Other Land Use: Urban land development Transportation Infrastructure Public and Federal lands Land conservation options Sustainable land use strategies o Mining o Fishing Global economics 10, 11 -Case Study: A Farm Where Animals Do Most of the Work. p Math: Land Need for Food p Article: Why We Garden, Cultivating a Sense of Place. -Genetic Engineering -Sustainable Agriculture -Science Applied: How Do We Define Organic Food? 11 -Irradiated Seeds Lab -Food, Inc. Video -Harvest of Fear Video 10 -Case Study: Who Owns a Tree? Julia Butterfield vs. Maxxam p Tragedy of the Commons Review Activity: Multi-Use of public lands Controversy; Utah National monuments Grand Staircase, Bears Ear (policy vs opinion) 8, 10, 11, 20 -To Dam or not to Dam -Video: Treasures of the Earth POWER (NOVA) -Tragedy of the Commons-revisited -Environmental Laws and Treaties Genetically Modified Organisms Research: Bears ear National monument.

9 2 nd Semester Unit 5: Energy Resources and Consumption 4 weeks (10-15%) Nonrenewable Energy 12 -Case Study: All Energy Has Consequences p Math: Efficiency of Travel p Math: Calculating Energy Supply p Efficiency of a Coal Plant Lab -Personal Energy Audit Activity -Math: Calculating Half-Lives Energy Efficiency and Renewable Energy 13 -Case Study: Energy From the Wind p Sustainability: TED- The Energy Detective p.426 -Lab: Efficiency of Solar panels(vernier) -Wind Turbines Activity -Designing an Efficient Home -Home Energy Audit & Possible Improvements -Math: Energy Star (Electrical efficiency of home appliances) -Science Applied: Should Corn Become Fuel? p. 476 Nonrenewable: Advantages/ Disadvantages Poster Renewable:: Advantages/ Disadvantages Poster Unit 6: Pollution 6 weeks (25-30%) Air Pollution 18 -Lab: Air Quality-Particulates & Car Exhaust -Lab: Effects of Acid Rain on Seed Germination -Fossil Fuels Activity -Video: The Lorax Water Pollution 20 -Case Study: Chesapeake Bay p Math: Building a Manure Lagoon -Lab: Oil Spill -Activity: Watersheds of Utah and the Central Rocky Mountains. Video: Nova-Poison in the Rockies -Lab: Water Purification -Water Quality Testing Activity (temperature, ph, turbidity, TDS Vernier) Solid & Hazardous Waste 21 -A Lab of Rot (composting, recycling) -Lab: Green Waste Decomposition Science applied: Is Recycling always good for the environment? P. 627 Environmental Hazards & Human Health 17 -Lab: Ozone -LD 50 lab -Risk Assessment Activity -Home Pesticide Inventory Activity Local Watershed Analysis Reduce, Reuse, Recycle Posters Field trip: North Davis Sewer Toxic Chemicals Presentations

10 Unit 7: Global Change 4 weeks (10-15%) Sustaining Terrestrial Biodiversity: The Ecosystem Approach Sustaining Aquatic Biodiversity Climate Disruption and Ozone Depletion: Cities & Sustainability Economics Environment & Sustainability Politics, Environment & Sustainability Environmental World views Ethics & Sustainability 10,11 -Case Study: Walking on thin Ice plight of the Polar Bear p Lab: modeling an Eco-column 19 -Lab: Greenhouse Effect (Vernier) -NASA: Climate Change/Global Warming -Math: Projecting Future Increases in CO 2 p Sustainability: Cities, States and Businesses Lead the Way to Reduce Greenhouse Gases p ,23,24,25 -Case Study: Assembly Plants, Free Trade, and Sustainable Systems p Lab: Urban microclimates -Sustainable Economic Systems -Sustainability: Reuse-A-Sneaker -Science Applied: Can We Solve the Carbon Crisis Using Cap-and-Trade? p Land Use Scenario -Environmental Laws