AP Environmental Science and AP Human Geography in the University High School Freshman Year

Transcription

1 AP Environmental Science and AP Human Geography in the University High School Freshman Year AP Environmental Science Course Overview 2 AP Human Geography Course Overview 3 APES and APHG Curriculum Comparison 4 APES and Honors Biology Curriculum Comparison 10 APES Global Score Distribution APHG Global Score Distribution UHS APHG Score Distribution UHS Graduation Requirements 25 UHS Graduation with Honors Requirements 26 AZ Board of Regents Requirements 27 TUSD Graduation Requirements 28 Out of State University Science Recommendations 31

2 AP Environmental Science Introduction 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. The Course 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 from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science. The following themes provide a foundation for the structure 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. 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. 2

3 AP Human Geography The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. The particular topics studied in an AP Human Geography course should be judged in light of the following five college-level goals that build on the National Geography Standards developed in 1994 and revised in On successful completion of the course, the student should be able to: 1. Interpret maps and analyze geospatial data. Geography is concerned with the ways in which patterns on Earth s surface reflect and influence physical and human processes. As such, maps and geographic information systems (GIS) are fundamental to the discipline, and learning to use and think about them is critical to geographical literacy. The goal is achieved when students learn to use maps and geospatial data to pose and solve problems, and when they learn to think critically about what is revealed and what is hidden in different maps and GIS applications. 2. Understand and explain the implications of associations and networks among phenomena in places. Geography looks at the world from a spatial perspective, seeking to understand the changing spatial organization and material character of Earth s surface. One of the critical advantages of a spatial perspective is the attention it focuses on how phenomena are related to one another in particular places. Students should thus learn not just to recognize and interpret patterns but to assess the nature and significance of the relationships among phenomena that occur in the same place, and to understand how cultural values, political regulations, and economic constraints work together to create particular landscapes. 3. Recognize and interpret the relationships among patterns and processes at different scales of analysis. Geographical analysis requires a sensitivity to scale, not just as a spatial category but as a framework for understanding how events and processes at different scales influence one another. Thus students should understand that the phenomena they are studying at one scale (e.g., local) may well be influenced by processes and developments at other scales (e.g., global, regional, national, state or provincial). They should then look at processes operating at multiple scales when seeking explanations of geographic patterns and arrangements. 4. Define regions and evaluate the regionalization process. Geography is concerned not simply with describing patterns but with analyzing how they came about and what they mean. Students should see regions as objects of analysis and exploration and move beyond simply locating and describing regions to considering how and why they come into being and what they reveal about the changing character of the world in which we live. 5. Characterize and analyze changing interconnections among places. At the heart of a geographical perspective is a concern with the ways in which events and processes operating in one place can influence those operating at other places. Thus students should view places and patterns not in isolation but in terms of their spatial and functional relationship with other places and patterns. Moreover they should strive to be aware that those relationships are constantly changing, and they should understand how and why change occurs. 3

4 AP ENVIROMENTAL SCIENCE I. Earth Systems and Resources (10 15%) A. Earth Science Concepts (Geologic time scale; plate tectonics, earthquakes, volcanism; seasons; solar intensity and latitude) B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect; atmosphere ocean interactions; ENSO) C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic use; surface and groundwater issues; global problems; conservation) D. Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties; main soil types; erosion and other soil problems; soil conservation) II. The Living World (10 15%) A. Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes) B. Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids) C. Ecosystem Diversity (Biodiversity; natural selection; evolution; ecosystem services) D. Natural Ecosystem Change (Climate shifts; species movement; ecological succession) E. Natural Biogeochemical Cycles (Carbon, nitrogen, phosphorus, sulfur, water, conservation of matter) AP HUMAN GEOGRAPHY I. Geography: Its Nature and Perspectives (5% 10%) A. Geography as a field of inquiry B. Major geographical concepts underlying the geographical perspective: location, space, place, scale, pattern, nature and society, regionalization, globalization, and gender issues C. Key geographical skills D. Use of geospatial technologies, such as GIS, remote sensing, global positioning systems (GPS), and online maps E. Sources of geographical information and ideas: the field, census data, online data, aerial photography, and satellite imagery F. Identification of major world regions I. Geography: Its Nature and Perspectives (5% 10%) A. Geography as a field of inquiry B. Major geographical concepts underlying the geographical perspective: location, space, place, scale, pattern, nature and society, regionalization, globalization, and gender issues C. Key geographical skills D. Use of geospatial technologies, such as GIS, remote sensing, global positioning systems (GPS), and online maps E. Sources of geographical information and ideas: the field, census data, online data, aerial photography, and satellite imagery F. Identification of major world regions 4

5 III. Population (10 15%) A. Population Biology Concepts (Population ecology; carrying capacity; reproductive strategies; survivorship) B. Human Population 1. Human population dynamics (Historical population sizes; distribution; fertility rates; growth rates and doubling times; demographic transition; age-structure diagrams) 2. Population size (Strategies for sustainability; case studies; national policies) 3. Impacts of population growth (Hunger; disease; economic effects; resource use; habitat destruction) II. Population (13% 17%) A. Geographical analysis of population 1. Density, distribution, scale 2. Implications of various densities and distributions 3. Composition: age, sex, income, education, ethnicity 4. Patterns of fertility, mortality and health B. Population growth and decline over time and space 1. Historical trends and projections for the future 2. Theories of population growth and decline, including the Demographic Transition Model 3. Effects of national population policies 4. Environmental impacts of population change on water use, food supplies, biodiversity, the atmosphere and climate 5. Population and natural hazards, impact on policy, economy and society C. Migration 1. Types of Migration 2. Major Historical migrations 3. Push and pull factors 4. Refugees 5. Consequences of migration: socioeconomic, cultural, environmental, and political III. Cultural Patterns and Processes (13% 17%) A. Concepts of culture 1. Cultural traits, diffusion, regions 2. Globalization and the effects of technology on culture B. Cultural differences and regional patterns C. Cultural landscapes and cultural identity 1. Differences in cultural attitudes and practices toward the environment IV. Political Organization of Space (13% 17%) A. Territorial dimensions of politics 1. Political ecology, impacts on law and policy on the environment and environmental justice B. Evolution of the contemporary political pattern C. Challenges to inherited political-territorial arrangements 5

6 IV. Land and Water Use (10 15%) A. Agriculture 1. Feeding a growing population (Human nutritional requirements; types of agriculture; Green Revolution; genetic engineering and crop production; deforestation; irrigation; sustainable agriculture) 2. Controlling pests (Types of pesticides; costs and benefits of pesticide use; integrated pest management; relevant laws) B. Forestry (Tree plantations; old growth forests; forest fires; forest management; national forests) C. Rangelands (Overgrazing; deforestation; desertification; rangeland management; federal rangelands) D. Other Land Use 1. Urban land development (Planned development; suburban sprawl; urbanization) 2. Transportation infrastructure (Federal highway system; canals and channels; roadless areas; ecosystem impacts) 3. Public and federal lands (Management; wilderness areas; national parks; wildlife refuges; forests; wetlands) 4. Land conservation options (Preservation; remediation; mitigation; restoration) 5. Sustainable land-use strategies E. Mining (Mineral formation; extraction; global reserves; relevant laws and treaties) F. Fishing (Fishing techniques; overfishing; aquaculture; relevant laws and treaties) G. Global Economics (Globalization; World Bank; Tragedy of the Commons; relevant laws and treaties) V. Agricultural and Rural Land Use (13% 17%) A. Development and diffusion of agriculture B. Major agricultural production regions 1. Agricultural systems associated with major bioclimatic zones C. Rural land use and settlement patterns 1. Models of agriculture land use 2. Settlement patterns associated with major agricultural systems 3. Land use / land cover change: irrigation, desertification, deforestation, wetland destruction, conservation efforts, global impacts D. Issues in contemporary commercial agriculture 1. Biotechnology, GMO 2. Spatial organization 3. Environmental issues: soil degradation, over grazing, water depletion, animal wastes, pesticide use 4. Organic farming 5. Famine VII. Cities and Urban Land Use (13% 17%) A. Development and characters of cities 1. Urbanization, Suburbanization 2. Megacities B. Models of urban hierarchies: reasons for the distribution and size of cities C. Models of internal city structure and urban development: strengths and limitations of models D. Built environment and social space 1. Types of residential buildings 2. Transportation and utility infrastructure 3. Political organization 4. Urban planning and design 5. Census data 6. Characteristics and types of edge cities E. Contemporary urban issues 6

7 V. Energy Resources and Consumption (10 15%) A. Energy Concepts (Energy forms; power; units; conversions; Laws of Thermodynamics) B. Energy Consumption 1. History (Industrial Revolution; exponential growth; energy crisis) 2. Present global energy use 3. Future energy needs C. Fossil Fuel Resources and Use (Formation of coal, oil, and natural gas; extraction/purification methods; world reserves and global demand; synfuels; environmental advantages/ disadvantages of sources) D. Nuclear Energy (Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types; environmental advantages/disadvantages; safety issues; radiation and human health; radioactive wastes; nuclear fusion) E. Hydroelectric Power (Dams; flood control; salmon; silting; other impacts) F. Energy Conservation (Energy efficiency; CAFE standards; hybrid electric vehicles; mass transit) G. Renewable Energy (Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale hydroelectric; ocean waves and tidal energy; geothermal; environmental advantages/disadvantages) VI. Industrialization and Economic Development (13% 17%) A. Growth and diffusion of industrialization 1. Changing roles of energy and technology 2. Industrial revolution 3. Models of economic development 4. Geographic critiques of models of industrial location B. Social and economic measures of development 1. GDP, Human development index, Gender Inequality index, changes in fertility and morality, access to infrastructure C. Contemporary patterns and impacts of industrialization and development 1. Spatial organization of global economy 2. Uneven development 3. Deindustrialization, rise of service economy 4. Globalization, newly industrialized countries, international division of labor 7

8 VI. Pollution (25 30%) A. Pollution Types 1. Air pollution o (Sources primary and secondary; major air pollutants; measurement units; smog; acid deposition causes and effects; heat islands and temperature inversions; indoor air pollution; remediation and reduction strategies; Clean Air Act and other relevant laws) 2. Noise pollution o (Sources; effects; control measures) 3. Water pollution o (Types; sources, causes, and effects; cultural eutrophication; groundwater pollution; maintaining water quality; water purification; sewage treatment/septic systems; Clean Water Act and other relevant laws) 4. Solid waste o (Types; disposal; reduction) B. Impacts on the Environment and Human Health 1. Hazards to human health o (Environmental risk analysis; acute and chronic effects; dose-response relationships; air pollutants; smoking and other risks) 2. Hazardous chemicals in the environment o (Types of hazardous waste; treatment/disposal of hazardous waste; cleanup of contaminated sites; biomagnification; relevant laws) C. Economic Impacts (Cost-benefit analysis; externalities; marginal costs; sustainability) VI. Industrialization and Economic Development (13% 17%) A. Growth and diffusion of industrialization B. Social and economic measures of development C. Contemporary patterns and impacts of industrialization and development 1. Natural resource depletion, pollution, and climate change 2. Sustainable development 3. Government developmental policies VII. Cities and Urban Land Use (13% 17%) A. Development and characters of cities B. Models of urban hierarchies: reasons for the distribution and size of cities C. Models of internal city structure and urban development: strengths and limitations of models D. Built environment and social space E. Contemporary urban issues 1. Housing discrimination 2. Changing demographic, employment and social structures 3. Uneven development, zones of abandonment, disamenity, and gentrification 4. Suburban sprawl and urban sustainability problems, land and energy use, cost of development 5. Urban environmental issues: transportation, sanitation, air and water quality, remediation of brownfields, farmland protection 8

9 VII. Global Change (10 15%) A. Stratospheric Ozone (Formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion; effects of ozone depletion; strategies for reducing ozone depletion; relevant laws and treaties) B. Global Warming (Greenhouse gases and the greenhouse effect; impacts and consequences of global warming; reducing climate change; relevant laws and treaties) C. Loss of Biodiversity 1. Habitat loss; overuse; pollution; introduced species; endangered and extinct species 2. Maintenance through conservation 3. Relevant laws and treaties VI. Industrialization and Economic Development (13% 17%) A. Growth and diffusion of industrialization B. Social and economic measures of development C. Contemporary patterns and impacts of industrialization and development 1. Natural resource depletion, pollution, and climate change 2. Sustainable development 3. Government developmental policies 9

10 Lab component AP Environmental Science Concept 1: Changes in Environments Honors Biology Strand 1: Inquiry Process Strand 2: History and Nature of Science (Intended to be integrated not separate) Strand 3: Science in Personal and Social Perspectives (Intended to be integrated not separate) Describe the interactions between human populations, natural hazards, and the environment. I. Earth Systems and Resources (10 15%) A. Earth Science Concepts (Geologic time scale; plate tectonics, earthquakes, volcanism; seasons; solar intensity and latitude) B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect; atmosphere ocean interactions; ENSO) C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic use; surface and groundwater issues; global problems; conservation) D. Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties; main soil types; erosion and other soil problems; soil conservation) IV. Land and Water Use (10 15%) A. Agriculture 1. Feeding a growing population (Human nutritional requirements; types of agriculture; Green Revolution; genetic engineering and crop production; deforestation; irrigation; sustainable agriculture) 2. Controlling pests (Types of pesticides; costs and benefits of pesticide use; integrated pest management; relevant laws) B. Forestry (Tree plantations; old growth forests; forest fires; forest management; national forests) C. Rangelands (Overgrazing; deforestation; desertification; rangeland management; federal rangelands) D. Other Land Use 1. Urban land development (Planned development; suburban sprawl; urbanization) 2. Transportation infrastructure PO 1. Evaluate how the processes of natural ecosystems affect, and are affected by, humans. PO 2. Describe the environmental effects of the following natural and/or human-caused hazards: flooding drought earthquakes fires pollution extreme weather PO 3. Assess how human activities (e.g., clear cutting, water management, tree thinning) can affect the potential for hazards. 10

11 (Federal highway system; canals and channels; roadless areas; ecosystem impacts) 3. Public and federal lands (Management; wilderness areas; national parks; wildlife refuges; forests; wetlands) 4. Land conservation options (Preservation; remediation; mitigation; restoration) 5. Sustainable land-use strategies E. Mining (Mineral formation; extraction; global reserves; relevant laws and treaties) F. Fishing (Fishing techniques; overfishing; aquaculture; relevant laws and treaties) G. Global Economics (Globalization; World Bank; Tragedy of the Commons; relevant laws and treaties) VI. Pollution (25 30%) A. Pollution Types 1. Air pollution o (Sources primary and secondary; major air pollutants; measurement units; smog; acid deposition causes and effects; heat islands and temperature inversions; indoor air pollution; remediation and reduction strategies; Clean Air Act and other relevant laws) 2. Noise pollution o (Sources; effects; control measures) 3. Water pollution o (Types; sources, causes, and effects; cultural eutrophication; groundwater pollution; maintaining water quality; water purification; sewage treatment/septic systems; Clean Water Act and other relevant laws) 4. Solid waste o (Types; disposal; reduction) B. Impacts on the Environment and Human Health 1. Hazards to human health o (Environmental risk analysis; acute and chronic effects; dose-response relationships; air pollutants; smoking and other risks) 2. Hazardous chemicals in the environment o (Types of hazardous waste; treatment/disposal of hazardous waste; cleanup of contaminated sites; biomagnification; relevant laws) C. Economic Impacts (Cost-benefit analysis; externalities; marginal costs; sustainability) PO 1. Evaluate how the processes of natural ecosystems affect, and are affected by, humans. PO 2. Describe the environmental effects of the following natural and/or human-caused hazards: flooding drought earthquakes fires pollution extreme weather PO 3. Assess how human activities (e.g., clear cutting, water management, tree thinning) can affect the potential for hazards. 11

12 VII. Global Change (10 15%) A. Stratospheric Ozone (Formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion; effects of ozone depletion; strategies for reducing ozone depletion; relevant laws and treaties) B. Global Warming (Greenhouse gases and the greenhouse effect; impacts and consequences of global warming; reducing climate change; relevant laws and treaties) C. Loss of Biodiversity 1. Habitat loss; overuse; pollution; introduced species; endangered and extinct species 2. Maintenance through conservation 3. Relevant laws and treaties I. Earth Systems and Resources (10 15%) A. Earth Science Concepts (Geologic time scale; plate tectonics, earthquakes, volcanism; seasons; solar intensity and latitude) B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect; atmosphere ocean interactions; ENSO) C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic use; surface and groundwater issues; global problems; conservation) D. Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties; main soil types; erosion and other soil problems; soil conservation) PO 4. Evaluate the following factors that affect the quality of the environment: urban development smoke volcanic dust IV. Land and Water Use (10 15%) D. Other Land Use 1. Urban land development (Planned development; suburban sprawl; urbanization) 2. Transportation infrastructure (Federal highway system; canals and channels; roadless areas; ecosystem impacts) VII. Global Change (10 15%) A. Stratospheric Ozone (Formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion; effects of ozone depletion; strategies for reducing ozone depletion; relevant laws and treaties) B. Global Warming 12

13 (Greenhouse gases and the greenhouse effect; impacts and consequences of global warming; reducing climate change; relevant laws and treaties) C. Loss of Biodiversity 1. Habitat loss; overuse; pollution; introduced species; endangered and extinct species 2. Maintenance through conservation 3. Relevant laws and treaties IV. Land and Water Use (10 15%) 4. Land conservation options (Preservation; remediation; mitigation; restoration) 5. Sustainable land-use strategies PO 5. Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity. Concept 2: Science and Technology in Society Develop viable solutions to a need or problem. I. Earth Systems and Resources (10 15%) A. Earth Science Concepts (Geologic time scale; plate tectonics, earthquakes, volcanism; seasons; solar intensity and latitude) B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect; atmosphere ocean interactions; ENSO) C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic use; surface and groundwater issues; global problems; conservation) D. Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties; main soil types; erosion and other soil problems; soil conservation) V. Energy Resources and Consumption (10 15%) A. Energy Concepts (Energy forms; power; units; conversions; Laws of Thermodynamics) B. Energy Consumption 1. History (Industrial Revolution; exponential growth; energy crisis) 2. Present global energy use 3. Future energy needs C. Fossil Fuel Resources and Use (Formation of coal, oil, and natural gas; extraction/purification methods; world reserves and global demand; synfuels; environmental advantages/ disadvantages of sources) D. Nuclear Energy PO 1. Analyze the costs, benefits, and risks of various ways of dealing with the following needs or problems: various forms of alternative energy storage of nuclear waste abandoned mines greenhouse gases hazardous wastes 13

14 (Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types; environmental advantages/disadvantages; safety issues; radiation and human health; radioactive wastes; nuclear fusion) E. Hydroelectric Power (Dams; flood control; salmon; silting; other impacts) F. Energy Conservation (Energy efficiency; CAFE standards; hybrid electric vehicles; mass transit) G. Renewable Energy (Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale hydroelectric; ocean waves and tidal energy; geothermal; environmental advantages/disadvantages) VI. Pollution (25 30%) A. Pollution Types 1. Air pollution o (Sources primary and secondary; major air pollutants; measurement units; smog; acid deposition causes and effects; heat islands and temperature inversions; indoor air pollution; remediation and reduction strategies; Clean Air Act and other relevant laws) 2. Noise pollution o (Sources; effects; control measures) 3. Water pollution o (Types; sources, causes, and effects; cultural eutrophication; groundwater pollution; maintaining water quality; water purification; sewage treatment/septic systems; Clean Water Act and other relevant laws) 4. Solid waste o (Types; disposal; reduction) B. Impacts on the Environment and Human Health 1. Hazards to human health o (Environmental risk analysis; acute and chronic effects; dose-response relationships; air pollutants; smoking and other risks) 2. Hazardous chemicals in the environment o (Types of hazardous waste; treatment/disposal of hazardous waste; cleanup of contaminated sites; biomagnification; relevant laws) C. Economic Impacts (Cost-benefit analysis; externalities; marginal costs; sustainability) VII. Global Change (10 15%) A. Stratospheric Ozone 14

15 (Formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion; effects of ozone depletion; strategies for reducing ozone depletion; relevant laws and treaties) B. Global Warming (Greenhouse gases and the greenhouse effect; impacts and consequences of global warming; reducing climate change; relevant laws and treaties) C. Loss of Biodiversity 1. Habitat loss; overuse; pollution; introduced species; endangered and extinct species 2. Maintenance through conservation 3. Relevant laws and treaties Integrated PO 2. Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology. Integrated I. Earth Systems and Resources (10 15%) A. Earth Science Concepts (Geologic time scale; plate tectonics, earthquakes, volcanism; seasons; solar intensity and latitude) B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect; atmosphere ocean interactions; ENSO) C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic use; surface and groundwater issues; global problems; conservation) D. Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties; main soil types; erosion and other soil problems; soil conservation) IV. Land and Water Use (10 15%) A. Agriculture 1. Feeding a growing population (Human nutritional requirements; types of agriculture; Green Revolution; genetic engineering and crop production; deforestation; irrigation; sustainable agriculture) 2. Controlling pests (Types of pesticides; costs and benefits of pesticide PO 3. Support a position on a science or technology issue. PO 4. Analyze the use of renewable and nonrenewable resources in Arizona: water land soil minerals air PO 5. Evaluate methods used to manage natural resources (e.g., reintroduction of wildlife, fire ecology). 15

16 use; integrated pest management; relevant laws) B. Forestry (Tree plantations; old growth forests; forest fires; forest management; national forests) C. Rangelands (Overgrazing; deforestation; desertification; rangeland management; federal rangelands) D. Other Land Use 1. Urban land development (Planned development; suburban sprawl; urbanization) 2. Transportation infrastructure (Federal highway system; canals and channels; roadless areas; ecosystem impacts) 3. Public and federal lands (Management; wilderness areas; national parks; wildlife refuges; forests; wetlands) 4. Land conservation options (Preservation; remediation; mitigation; restoration) 5. Sustainable land-use strategies E. Mining (Mineral formation; extraction; global reserves; relevant laws and treaties) F. Fishing (Fishing techniques; overfishing; aquaculture; relevant laws and treaties) G. Global Economics (Globalization; World Bank; Tragedy of the Commons; relevant laws and treaties) Concept 3: Human Population Characteristics Analyze factors that affect human populations. III. Population (10 15%) B. Population Biology Concepts (Population ecology; carrying capacity; reproductive strategies; survivorship) B. Human Population 1. Human population dynamics (Historical population sizes; distribution; fertility rates; growth rates and doubling times; demographic transition; age-structure diagrams) 2. Population size (Strategies for sustainability; case studies; national policies) 3. Impacts of population growth (Hunger; disease; economic effects; resource use; habitat destruction) PO 1. Analyze social factors that limit the growth of a human population, including: affluence education access to health care cultural influences PO 2. Describe biotic (living) and abiotic (nonliving) factors that affect human populations. PO 3. Predict the effect of a change in a specific 16

17 factor on a human population. Strand 4: Life Science Concept 1: The Cell Understand the role of the cell and cellular processes. Added to curriculum in a biology unit PO 1. Describe the role of energy in cellular growth, development, and repair. PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular components. PO 3. Explain the importance of water to cells. PO 4. Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into and out of cells: passive transport active transport PO 5. Describe the purposes and processes of cellular reproduction. Concept 2: Molecular Basis of Heredity Understand the molecular basis of heredity and resulting genetic diversity. PO 1. Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes. PO 2. Describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis. PO 3. Explain how genotypic variation occurs and results in phenotypic diversity. PO 4. Describe how meiosis and fertilization maintain genetic variation. 17

18 Concept 3: Interdependence of Organisms Analyze the relationships among various organisms and their environment. II. The Living World (10 15%) A. Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes) B. Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids) C. Ecosystem Diversity (Biodiversity; natural selection; evolution; ecosystem services) D. Natural Ecosystem Change (Climate shifts; species movement; ecological succession) E. Natural Biogeochemical Cycles (Carbon, nitrogen, phosphorus, sulfur, water, conservation of matter) III. Population (10 15%) A. Population Biology Concepts (Population ecology; carrying capacity; reproductive strategies; survivorship) PO 1. Identify the relationships among organisms within populations, communities, ecosystems, and biomes. PO 2. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment. PO 3. Assess how the size and the rate of growth of a population are determined by birth rate, death rate, immigration, emigration, and carrying capacity of the environment. Concept 4: Biological Evolution Understand the scientific principles and processes involved in biological evolution. I. Earth Systems and Resources (10 15%) A. Earth Science Concepts (Geologic time scale; plate tectonics, earthquakes, volcanism; seasons; solar intensity and latitude) B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect; atmosphere ocean interactions; ENSO) C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic use; surface and groundwater issues; global problems; conservation) D. Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties; main soil types; erosion and PO 1. Identify the following components of natural selection, which can lead to speciation: potential for a species to increase its numbers genetic variability and inheritance of offspring due to mutation and recombination of genes finite supply of resources required for life selection by the environment of those offspring better able to survive and produce offspring 18

19 other soil problems; soil conservation) II. The Living World (10 15%) A. Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes) B. Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids) C. Ecosystem Diversity (Biodiversity; natural selection; evolution; ecosystem services) D. Natural Ecosystem Change (Climate shifts; species movement; ecological succession) E. Natural Biogeochemical Cycles (Carbon, nitrogen, phosphorus, sulfur, water, conservation of matter) II. The Living World (10 15%) B. Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes) B. Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids) C. Ecosystem Diversity (Biodiversity; natural selection; evolution; ecosystem services) D. Natural Ecosystem Change (Climate shifts; species movement; ecological succession) E. Natural Biogeochemical Cycles (Carbon, nitrogen, phosphorus, sulfur, water, conservation of matter) PO 2. Explain how genotypic and phenotypic variation can result in adaptations that influence an organism s success in an environment. PO 3. Describe how the continuing operation of natural selection underlies a population s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species PO 4. Predict how a change in an environmental factor (e.g., rainfall, habitat loss, nonnative species) can affect the number and diversity of species in an ecosystem. PO 5. Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology, and geographical distribution give support to the theory of organic evolution through natural selection over billions of years and the resulting present day biodiversity. PO 6. Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species. Concept 5: Matter, Energy, and Organization in Living Systems (Including Human Systems) Understand the organization of living systems, and the role of energy within those systems. II. The Living World (10 15%) B. Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids) PO 1. Compare the processes of photosynthesis and cellular respiration in terms of energy flow, reactants, and products. Added to curriculum in a biology unit PO 2. Describe the role of organic and inorganic 19

20 chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things. II. The Living World (10 15%) E. Natural Biogeochemical Cycles (Carbon, nitrogen, phosphorus, sulfur, water, conservation of matter) PO 3. Diagram the following biogeochemical cycles in an ecosystem: water carbon nitrogen II. The Living World (10 15%) A. Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species; keystone species; species diversity and edge effects; major terrestrial and aquatic biomes) B. Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids) Added to curriculum in a biology unit PO 4. Diagram the energy flow in an ecosystem through a food chain. PO 5. Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems. 20

21 21

22 22

23 23

24 24

25 UNIVERSITY HIGH SCHOOL FOUR YEAR PLAN 9th Grade 10th Grade 11th Grade 12th Grade Honors English 9 Honors English 10 AP English Language AP English Literature Math Math Math Math AP Human Geography AP World History AP US History AP US Government Honors Biology Or AP Biology AP Chemistry or AP Environmental Science AP Physics Advanced Science (Recommended for STEM majors) Foreign Language (Recommended) Foreign Language (Recommended) *Must have 2 consecutive years of same langue Foreign Language *3 consecutive years of same language is recommended for highly selective/out of state College/Universities Elective PE, Fine Art, CTE, Health, Honors Econ PE, Fine Art, CTE, Health, AP Econ Elective Elective TOTAL 9 TH TOTAL 10 TH TOTAL 11 TH TOTAL 12 TH 25

26 26

27 27

28 POLICY TITLE: Graduation Requirements Tucson, Arizona POLICY CODE: IKF GOVERNING BOARD POLICY Graduation requirements for Tucson Unified School District are to be completed during grades nine to twelve with some courses offered for high school credit at the 8 th grade level. Graduation Requirements Credit Requirements for classes of 2013: A student shall successfully complete a minimum of 23 credits that includes the following: English 4 Math 4 Algebra I (or equivalent), Geometry (or equivalent), Algebra II (or equivalent), and a 4 th credit of math Science 3 Biology by end of sophomore year Social Studies 3 American Government (.5), American History, World History, and Economics (.5) World Language 0 Fine Arts or Career and Technical Education 1 Health.5 Physical Education 1 Electives 6.5 Total Credits 23 Endorsements and Other School Embellishments 28

29 Students have a variety of career goals and TUSD responds to these needs for student achievement by providing alternative school programs. Satisfactory completion of these programs is recognized through additional endorsements. Other Methods of Earning Credit 1. Earning Credits through College or Correspondence Courses: By earning credits through correspondence courses that meet graduation requirements in accordance with A.A.C. R and/or by passing appropriate courses at the college or university level if the courses are determined to meet standards and criteria established by the Board and in accord with A.R.S Alternative Method for Earning Physical Education Credit: Students who participate in physical sports or activities may, upon certification of completion of the required hours of instruction as set forth in Exhibit IKF-E, opt to complete an assessment, a written test aligned with Arizona State Standards for physical education. If the assessment is successfully completed, the student will earn one Physical Education Credit. Course Competency Requirements Each student shall demonstrate accomplishment of grade level standards in reading, writing, science, social studies, and mathematics adopted by the State Board of Education. AIMS Test Each student shall demonstrate proficiency/competency in the areas determined by the State Board of Education by achieving a passing score on established tests. Exceptions Graduation requirements for students receiving special education and who have IEPs will be the same as that for students receiving regular education with the following exceptions: One-course substitution from any required academic area may be considered. The maximum number of course substitutions allowed is four. The alternative course that will serve as a substitution must contain comparable content material. Consideration for course waiver will be limited to the following: o Physical Education is required with adaptations to the extent possible, but may be waived for students receiving special education who are physically, mentally, or emotionally unable to complete the requirements. The IEP will guide the AIMS test for graduation requirements. All exceptional education students must take the AIMS test or the alternative assessment to the AIMS. Students who are physically, mentally, or emotionally incapable of completing or benefiting from the course of study prescribed by the Arizona Board of Education and Tucson Unified School District will be provided an alternative course of study developed by the multi-disciplinary conference/individual education plan committee and will satisfy an individualized graduation plan. Such students would receive a diploma upon completion of their individualized graduation plan. Other Requirements 29

30 Four full years of attendance are required; however, a student may accelerate his/her educational program and graduate without four (4) complete years with the approval of the principal or designee. All high school students must take a full load of academic courses, 6 or more depending on school schedules. A full load of academic courses may be taken at any TUSD high school which may include, but not limited to: JTED programs Pima or other higher education courses Distance Learning Correspondence course Work experience Internships This requirement may be waived by the principal or designee on a case by case basis and the circumstances for each individual. A student must submit the form High School Student s Request for a Reduced Schedule (Exhibit 1) to their primary school administrator to be considered. Transfer Students High School credits earned in other schools and presented by transfer students toward graduation at TUSD shall be evaluated for approval by the high school principal. The principal may make exceptions to the specific graduations requirements provided that: o The student has done satisfactory work since the date of transfer; o The student has been unable to meet the specific requirements due to conditions beyond his/her control; and o The student would have graduated from the other school if he or she had not transferred. All such exceptions to the established graduation requirements must be reported in writing to the superintendent. Graduation Exercises Participation In order to participate in graduation exercises and receive a diploma, a student must have successfully completed Arizona State and TUSD graduation requirements. The student must also have been enrolled in and successfully completed the last semester at the Tucson Unified School District high school where they are officially registered. Exceptional Education students who have chronologically aged out of high school and will continue in a community-based education will also be allowed to participate in graduation exercises, but will not receive a diploma or certificate. Adopted: May 11, 2004 Revised: December 9, 2014 Legal Ref: A.R.S , , , ; A.A.C. R Cross Ref: IGE - Curriculum Guides and Course Outlines; IKA - Grading/Assessment Systems 30

31 Out of State University Recommendations for High Schoolers Harvard: The study of science for four years: physics, chemistry, and biology, and preferably one of these at an advanced level Stanford: Science: three or more years of laboratory science (including biology, chemistry and physics) Berkley: Two years (three years recommended) of laboratory science providing fundamental knowledge in two of these three foundational subjects: biology, chemistry and physics. The final two years of an approved three-year integrated science program that provides rigorous coverage of at least two of the three foundational subjects may be used to fulfill this requirement. Score of 3, 4 or 5 on any two AP Exams in Biology, Chemistry, Physics (B, C, 1 or 2) and Environmental Science; score of 5, 6 or 7 on any two IB HL exams in Biology, Chemistry or Physics MIT: One year of high school physics One year of high school chemistry One year of high school biology Colorado School of Mines: Science: three or more years of laboratory science (including biology, chemistry and physics) Pomona College: Four years of natural science, two of which should be lab science Cornell University: 3 years of science University of Southern California: Two (2) years of natural science (e.g., biology, chemistry, physics) Columbia University: Three to four years of laboratory science 31