AP Environmental Science Syllabus 12-13-1

AP Environmental Science Syllabus 2013-2014 Instructor: Kate Nall Room: C 205 Email: Nall.Kate@cusd80.com (preferred method of contact) Phone Number: 480-224-2171 (goes directly to voicemail) Website: www.bashabears.com (click on faculty tab) Personal Philosophy Environmental Science is one of the most important subjects to study Our society is influenced by it every day A persons’ overall health is affected by the quality of the environment they live in, from the cleanliness of the air they are breathing, to the purity of the water available to drink, to the habitat they live in Presently environmental issues are embodied in all aspects of our culture, from the political arena to everyday social settings I will provide you with current issues, theories and data and how they relate to you, the student and society as a whole My goal for you as my student is to make sure you have an understanding of the concepts covered in a first year university Environmental Science course and make connections between the concepts you are learning and relevance to your life and the lives of others Course Overview This course is designed to cover a variety of topics within the sciences The goal is to provide you 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 risk factors of these problems, and to examine alternative solutions for resolving or preventing them Emphasis in this class is placed on science as a process, energy conversions underlying all ecological processes, the Earth as an interconnected system, how humans alter the environment, environmental problems and their social context and developing sustainable practices This course adheres to the objectives instituted by the College Board for all AP Environmental Science This is a laboratory course in which you are expected to follow scientific methodologies, collect data and make accurate hypotheses The objectives of this course are that each student shall:  Demonstrate skills using various types of instrumentation and scientific methodologies  Learn how to read and critique scientific research articles in the field of Environmental Science  Practice using data collected to solve scientific problems and,  Apply their knowledge and critical thinking to current social concerns Materials Textbook This course will utilize the following textbooks  Miller, G Tyler Living in the Environment: Principles, Connections, and Solutions 15th ed Pacific Grove, Calif.:Brooks/Cole, 2007 Recommended Student Materials The key to success in an advanced placement course is organization For you to be organized it is recommended that you have the following:  COMPOSITION book for labs with graph paper pages (Staples or Office Max)  Lined composition book for chapter notes  Binder with the following sections (you may use a section in a larger binder) o Powerpoint notes (you may print them from my webpage and supplement in the margins) o Practice Questions o Additional Readings o Homework and class work  In general you will not be permitted to use a Calculator However, in some cases I may permit you to use it for data collection In these cases, your cell phone will not be allowed to be used If you wish to use a calculator you will need to have one with you  x index cards  Pens and pencils for writing  A cover for your textbook (your book is expensive to replace! Protect the one I give you) AP Environmental Science Page of 13 Methodologies Lab Component Laboratory investigations are a very important component of this course Through lab work you are required to use higher thinking skills, apply concepts in real situations and perform science skills such as data collection, analysis and communicating results Laboratory exercises utilize the inquiry method Students will participate in many hands on activities and AP style labs Labs will be run approximately once per week Our school operates on modified schedule with one block class each week; therefore many labs will be conducted in a 100 minute block, some labs will run over the course of many class periods You will keep lab journals for all laboratory investigations, and will need to present complete lab write ups in your journals including background information, data collection, data analysis, conclusions and further inquires Once each semester you will be responsible for developing your own investigation on a particular topic and presenting all information using methods typically used of a scientist, for example the format of a scientific review journal The topics that will be utilized for these purposes will be urban land use and pollution In addition, each quarter you will be expected to conduct a long term experiment This lab will be presented to me in as a formal lab report I expect these lab reports to be about 10 pages in length Lectures Because this course parallels an introductory college course I will lecture a few times a unit In lecture I will present topics in relation to the current data available I will utilize pictures, graphs, and other various visual aides Lectures will consist of note-taking as well as discussion I will teach you various methods of note-taking and help you analyze what works best for you for use in future classes Science as Inquiry Science is a process which produces an explanation of both the external, physical and natural environment Scientific inquiry must include descriptions of both hypothesis generation and testing (Stan Rachelson) It is important that the science done in the classroom resembles the science done outside the classroom You will be presented with lab activities throughout each unit and will learn to ask questions and investigate to answer them Classroom Policies The following policies will be in place throughout the course of the year Late work I Late work will not be accepted However, I understand that life happens and sometimes you need a little more time to your best You may turn in an assignment late up to the date of the unit exam for half credit Attendance I The key to your success in Environmental Science is attending class each day If you experience absences you will fall behind and need to spend time after school to catch up You will be permitted time equal to the length of your absence to make up any assignments that were missed After absences (excused and unexcused) you may be dropped from the class II It is my expectation that you are in your desk working on the daily warm up by the time the late bell rings If you are tardy to class the following steps will be taken i Warning ii Warning iii Parent Contact iv Administrative referral Leaving the classroom I In order to learn you need to be present in class Each student will be issued four (4) passes per semester to leave the room if needed A pass must be presented to the teacher at a time that is not disruptive to the learning environment You must sign out on the sign out sheet and take Miss B’s hall pass Tutoring I If a student would like extra help on an assignment or is having difficulty with the current topic, s/he may come in for tutoring before school, after school, or during conference Tutoring is available at various times Please check the board outside my room to see when I will be available for you Student Conduct I Students are expected to behave as adults Behavior that is disruptive to the learning environment will not be tolerated The following consequences will be implemented i First Instance – Verbal reminder * ii Second Instance – Parent/Guardian contact * iii Third Instance – Administrative referral and loss of extra credit points II * Depending on the severity of the behavior, administrative referral may be prior to the third instance AP Environmental Science Page of 13 Infinite Campus access I Students and parent/guardians can access grades and assignments by going to the school’s website (http://www.bashabears.com) and clicking on “Our School”, from there click on “Accessing Grades” This will give you directions to access the infinite campus portal It is expected that students and parents regularly access the portal to check grades Students are expected to download the infinite campus app if they have a smart phone The district code for the app is SSZKYL (ALL CAPS) Profanity will not be tolerated Absolutely no food or drink (except water) Electronic devices such as smartphones will be permitted for use in class WHEN THE TEACHER SAYS IT IS ACCEPTABLE These devices come in useful for research on the web and accessing student grades ALL Electronic Devices will be confiscated if they become a distraction in class Students may pick up their device after class If a student’s electronic device becomes a chronic issue the device will be collected and turned into the administrator They can be picked up by the student in the front office on the first offense After the first offense, parent/guardian involvement is required for the item to be returned 10 All individuals have a right to an educational environment free from bias, prejudice and bigotry As members of the Basha High School educational community, students are expected to refrain from participating in acts of harassment that are designed to demean another student’s race, gender, ethnicity, religious preference, disability or sexual orientation 11 Conference period will be on Wednesday’s and Thursday’s from 9:17 - 9:45 During this time students are only allowed out of the classroom if they have a pass prior to the start of class The library is not available during conference Students should use this time to study or read *** All school rules and consequences in the student handbook will be enforced*** Student Assessment You will be assessed daily with reading quizzes, pre/post lab quizzes, and lecture quizzes There will be unit exams, AP style exams and laboratory exams Students are evaluated on their level of performance in laboratory exercises, lab write ups, homework, attendance, and organization of lab book and binder Quarter grades are based on a weighted scale I will be using the following breakdown when calculating your quarter grade Tests and Quizzes 55% Lab Reports 35% Other 10% (Homework and class assignments) Semester class grades are based on the traditional grading scale: 100%-90% = A, 89%-80% = B, 79%-70% = C, 69%60% = D, 59%-50% = F Semester grades are calculated according to the school’s grading policy, 40% first quarter, 40% second quarter, 20% final exam Earning College/University Credit  AP Exam: Students are expected to take the AP Exam in May 2013 This test is the driving force for the curriculum taught throughout the year Early in the course we will visit the Career Center, where students will explore the credit they can receive at their university/college of choice for a score of 3, 4, or on the AP Environmental Exam  Dual Enrollment: Students can also earn college credit through dual enrollment Dual credit will be offered through Chandler Gilbert Community College It is important to note that the cost is a small fraction of the cost at 4-year colleges/universities  Early during the first semester, students will visit the Career Center to see how many thousands of dollars ($$$$) they can reduce the cost of their college education by when they score a 3, or on the AP Exam and through Dual Enrollment at Chandler Gilbert Community College Instructional Support The classroom is equipped with a teacher computer that is connected to an LCD projector, document camera and a demo desk We also have access to a computer lab at the library Classroom discussions are supplemented by computer animations and pictures; in addition we will utilize the accompanying website for out textbook Other websites will be utilized like www.epa.gov and www.usgs.gov AP Environmental Science Page of 13 Course Outline Please note, these are the minimum labs that will be conducted Labs may be added throughout the course of the year Unit 1: Interdependence of Earths Systems 1A) Environmental Issues, their causes and sustainability  Textbook chapter  Activities and Labs o Evaluating environmental issues o Assessment of personal ecofootprint  Students will use a computer based calculator to determine their personal footprint on the earth Evaluations of their footprints and ways to reduce their impact will be explored o Tragedy of the Commons- Lab activity  Students will play roles to imitate the concept of the tragedy of the commons o Eco-Journals  Students will create journals each quarter They will respond to prompts that coincide with topics that we are talking about  Video: Planet Earth From Pole to Pole  Additional Readings o Garrett Hardin: Tragedy of the Commons 1B) Environmental History and the Nature of Science  Textbook chapter  Activities and Labs o Environmental History timeline o Hypothesis generation  Students will use examples from magazines and the outdoors to practice generating proper hypotheses  Additional Readings o Selected readings on the Nature of Science from Kuhn and Lakatos 1C) Systems, Energy and Matter  Textbook chapter  Activities and Labs o Half life lab  Students will graph and calculate the half life of a material, this will then be applied to real world scenarios Unit 2: Earth Systems and Resources 2A) Geology: Processes and Hazards  Textbook chapter 15  Activities and Labs o Rock Cycle lab  Students will identify rock types using a dichotomous key 2B) Soil and Soil Dynamics  Textbook chapter pages 67-70  Activities and Labs  Soil Lab Reports- Lab Activity  o o o This lab report consists of the three following smaller labs Put together they make up the first “mega” lab This report is expected to be typed and in APA formatting You will learn various techniques to analyze soil and will practice these techniques using soil from various regions of the United States Soil Labs- Lab Activity  Students will learn how to use the soil triangle to determine soil texture using samples from around the world They will also use the LaMotte test kit to evaluate the chemical make-up of the soil Porosity and Permeability- Lab Activity Students will evaluate how particle size affects a soils ability to hold water and allow water to flow through AP Environmental Science Page of 13 2C) The Atmosphere: Structure, Weather and Climate  Textbook chapter 19 and first half of  Activities and Labs o Climatograms  Students will create climatograms using real data from various biomes 2D) Global Water Resources and Use  Textbook chapter 14   Topics o o o o o Freshwater availability Water shortages Damming of rivers Irrigation and desalinization Watersheds and drainage Activities and Labs o Personal Water use log o Mapping of the watershed drainage area o Ground Water Models and Contamination – Lab activity  This is an inquiry based lab in which students will work in pairs to explore a question they develop based on groundwater issues  Additional Readings o Various readings about Glen Canyon Dam Unit 3: The Living World 3A) Ecosystem Structure  Textbook chapter (second half) and  Topics o Terrestrial Biomes o Aquatic Biomes o Community Ecology    Native and non-native species Indicator and keystone species Relationships  Activities and Labs o Predator/ Prey simulations – lab activity  Using paper to represent wolves and mice, students will simulate predator/prey relationships and evaluate how they affect a populations ability to survive and carrying capacity o Invasive species wanted posters o Second Quarter Long Term Lab- Eco-columns  Students will set up eco-columns and monitor them over time They will test for the quality of the environment present This lab will be presented in a formal lab report 3B) Energy flow in ecosystems  Textbook chapter  Activities and Labs o Owl Pellets- Lab  Students will dissect owl pellets and identify the remains from the meals of the owl They will then construct the food web involved in feeding the owl based on the remains that they find o Diagram a food web activity o Continue eco-columns 3C) Introduction to biodiversity: origins, niches and adaptation  Textbook chapter  Activities and labs o Beaks of finches- lab AP Environmental Science Page of 13 Students will use tools to model bird beaks and make connections between beak shape and size with ability to gather food o Continue eco-columns  Additional Readings o Selected readings from E.O Wilson 3D) Natural Ecosystem changes  Textbook chapter page 155-159  Activities and labs o Continued study of eco-columns o Succession study of natural ecosystems 3E) Biogeochemical Cycles  Textbook chapter (second half)  Activities and Labs o Cycles skits Unit 4: Population 4A) Community ecology  Textbook chapter  Topics o Growth curves (exponential and logistic) o Biotic potential o R and K strategists o Survivorship curves  Activities and Labs o Quadrat Surveys- Lab  Students will assess the biodiversity of (two) areas, one developed and one undeveloped They will use statistical analysis to analyze the data that they gather 4B) Population Ecology  Textbook Chapter  Activities and labs o How Populations grow – Lab  Students will simulate exponential population growth and model changing communities The exponential growth equation will be derived from collected data 4C) Human Population  Textbook chapter  Topics o Birth and death rates o Immigration and emigration o Rule of 70 o Doubling time o Age structure diagrams o Industrialization transitions  Activities and Labs o Age structure diagrams o The haves and have-nots  Students will explore how the economy of a country affects the resources that are available for use They will also explore solutions to many problems countries face 4D) Impacts on Human Health  Textbook chapter 18  Topics o Toxicity o Diseases  Activities and labs o LD-50 lab  Students will test how the concentration of a pollutant affects lettuce seeds They will determine the LD-50 concentration  Additional Readings o “our stolen future” by Theo Coburn  AP Environmental Science Page of 13 Unit 5: Land and Water Use 5A) Agriculture  Textbook chapter 13  Topics o Production and nutrition worldwide o Genetic modified organisms o Irrigation o Land use for food production o Pesticides  Activities and Labs o How diet affects the environment  Students will explore how their personal choices affect the environment when it comes to producing their food  Additional Readings o National Geographic- Use of corn as a biofuel o Selected readings on GMO’s 5B) Forests  Textbook chapter 10  Topics o Healthy forest initiative o Forest sustainability  Activities and Labs o Rocky Mountain National Park Elk/Wolf Lab  Students will study the population of Elk in RMN and the effect the population is having on Aspen trees They will evaluate several proposals by the national parks service to remedy the situation 5C) Sustaining terrestrial Biodiversity  Textbook chapter 10 and 11  Topics o National Parks o National Wildlife refuge o Restoration and preservation o Endangered species act  Activities and labs o National Parks Project o Endangered species poster project o Design a Nature Reserve 5D) Other Land Use  Textbook chapter 23  Topics o Sustainable cities o City land use  Activities and Labs o Lego Land Lab  Students will use legos to represent cities They will design three different cities that maximize personal space, public space and sustainability Unit 6: Pollution 6A) Air Pollution  Textbook chapter 18 (acid rain only), 19 and 20 (ozone depletion only)  Topics o Indoor air pollution o Outdoor air pollution o Tropospheric pollution issues  NO2  Acid Deposition AP Environmental Science Page of 13  Ozone  Particulates  Smog o Stratospheric Ozone o Air quality monitoring  Activities and Labs o The following labs make up a “mega” lab report on Air Pollution This lab report is expected to be typed and in APA format  How clean is the Air?  Students will use various methods to analyze the quality of outdoor air  Acid Rain Lab  Students will measure the effects of acid rain on plant growth  Ozone Monitoring  Students will create Schoenbein strips to measure the level of ozone present in the troposphere  Indoor Air Quality lab  Students will use a kit from Environmental Protection Agency to measure the quality of indoor air within our school building 6B) Water Pollution  Textbook chapter 17  Topics o Types of pollution o Point and non-point pollution o Ground water contamination o Wastewater treatment o Algal blooming  Activities and Lab o Wastewater treatment lab  Students will model the processes of primary and secondary treatment of water  Additional readings o Exxon Valdez 6C) Solid and Hazardous Waste  Textbook chapter 21  Topics o Love canal o EPA o Landfills o Landfill design and leachate options o Bioremediation o Disposal of hazardous wastes o Recycling  Activities and Labs o Long term lab- Landfill lab  Students will set up landfills and fill them with materials to be broken down Over time they will monitor the effectiveness of the landfill to breakdown their materials They will compare the ability of a material to degrade They will then observe actual materials from landfill liners and examine the effectiveness of the materials used on a large scale o Solid Waste and Recycling Lab Unit 7: Energy Uses and Resources 7A) Non-renewable energy (fossil fuels)  Textbook chapter 15 and 16  Topics o Mining o Use of coal, natural gas and oil o Energy conversions (mathematic calculations)  Activities and Labs AP Environmental Science Page of 13 Cookie Mining- Lab  Students will simulate mining techniques to extract ore from a mine (cookie) o Energy conversions  Energy primer from College Board website  Additional Readings o Selected readings and activities from Shell Corporation 7B) Nuclear Energy  Textbook chapter 16 (second half)  Activities and Labs o Chernobyl discussion roundtable o Nuclear Reactor Simulator- online computer program  Additional Readings o Chernobyl Article o Three Mile Island Article 7C) Energy Efficiency and Renewable energy use  Textbook chapter 17  Activities and Labs o Personal energy audit  Students will compete with each other to see who can reduce their energy consumption by the greatest percentage o Can You Catch the Sun?  Students will use curved and flat mirrors to determine how to harness the power of the sun They will calculate the amount of heat energy that can be generated and develop possible uses for this energy o Unit 8: Climate Change and Our Future 8A) Global Warming  Textbook chapter 20  Topics o Greenhouse effect o What happens with increased carbon dioxide o Greenhouse gases o Biosphere 2: an experiment  Activities and Labs o Personal CO2 Emissions  Students will use handheld GHG calculators to determine how much CO they emit on an average week o CO2 and Cars  Students will use Vernier lab equipment to measure the ppm of CO emissions from their vehicles 8B) Dooms Day?  Textbook chapter 26  Topics o We’ve talked about environmental issues in relation to many different aspects of the world What can we as individuals to make a difference?  Activities and Labs o Personal Lifestyle Evaluation o Eco footprint  Students will revisit the activity done in unit and reevaluate their eco footprint They will assess whether or not there has been a change in their lifestyle as a result of the topics covered in this class o Final Project  After the completion of the AP exam I will present you with a challenge You will have The month after the exam to complete the challenge in class Let’s get ready to have a great year!!! AP Environmental Science Page of 13 Go Bears!!! ** Your first assignment is to return a completed page 11-12 of this packet Pages 1-10 should be kept for reference.** Topic Outline for AP Environmental Science Topic Earth Systems and Resources Earth Science Concepts The Atmosphere Global Water Resources Soil and Soil Dynamics The Living World Ecosystem Structure Energy Flow Ecosystem Diversity Natural Ecosystem Change Natural Biogeochemical Cycles Population Population Biology Human Population dynamics Population size Impacts of population growth Land and Water use Agriculture Forestry Rangelands Urban land development Transportation Public and Federal lands Land Conservation Mining Fishing Global Economics Energy Resources and Consumption Energy Concepts Fossil Fuel Resources Nuclear Energy Hydroelectric Energy Energy Conservation Renewable Energy Pollution Air pollution Noise pollution Water pollution Impacts on human health Percentage of the Course 10-15% 10-15% 10-15% 10-15% 10-15% 25-30% AP Environmental Science Page 10 of 13 Economic impacts Global Change Stratospheric Ozone Global Warming Loss of Biodiversity 10-15% AP Environmental Science 2013-2014 Return this paper with signatures completed on both sides!!!* Syllabus Acknowledgement I acknowledge that I have read and understand the class syllabus for APES I understand if I have any questions or concerns regarding the course grade, content or policies that I should contact Miss Balconi immediately _ Student Printed Name Student Signed Name _ Parent Printed Name Parent Signed Name Period Photo Release Throughout the course of the year your student will participate in activities such as field trips, science research presentations, and laboratory activities that I would like to document and share with you via the class website Thank you for your continued support Permission authorized I not authorize permission Signature Date _ Signature Date _ Internet Permission for APES This course may use the internet during school hours for research purposes Please sign below to give your child permission to use the internet in accordance with the Basha High School Internet Use Policy Please note: This form is for APES only and does not replace the Internet Access Permission Form in the student planner which must be turned in to the school _ Yes, my child DOES have my permission to use the internet during science class _ No, my child DOES NOT have permission to use the internet during science class Parent/ Guardian Contact Information and Preferences (please print clearly) Parent/Guardian Name: _ Daytime Phone: _ Home Phone: _ Email Address: _ Parent/Guardian Name: _ Daytime Phone: _ Home Phone: _ AP Environmental Science Page 11 of 13 Email Address: _ My preferred method of contact is through email for communication with parents/guardians _ Yes, the teacher MAY contact me via email regarding my son or daughter’s _ No, contact me via phone Best hours to reach: _ _ Parent/Guardian Signature Date APES Lab Safety Contract APES is a hands-on laboratory class However, science activities may have potential hazards We will use some equipment and chemicals that may be dangerous if not handled properly Safety in the science classroom is an important part of the scientific process The rules listed below must be followed at all times Additional safety instructions will be given for each activity No science student will be allowed to participate in science activities until this contract has been signed by both the student and a parent or guardian 10 11 12 13 14 15 16 17 18 19 20 Conduct yourself in a responsible manner at all times in the lab Horseplay, practical jokes, and pranks will not be tolerated Follow all written and verbal instructions carefully Ask your teacher if you not understand the instructions Do not touch any equipment, supplies, or other materials in the lab until instructed to so Only perform experiments approved by your teacher Be prepared for your work in the lab Read all procedures thoroughly before beginning the lab Never eat, drink, chew gum, or taste anything in the science room Keep hands away from face, eyes, and mouth while using lab materials Wash your hands with soap and water when you are finished with the lab Follow your teacher’s instructions for disposal of waste materials Clean all work areas and equipment If you finish early, help clean up common areas Nobody leaves the lab until the entire lab space is clean and all materials are accounted for Never remove chemicals, equipment or other supplies from the lab unless instructed to so Consider all chemicals used in the lab to be dangerous Do not touch, smell, or taste any chemicals unless specifically instructed to so Treat all preserved specimens and dissecting supplies with care and respect a Do not remove preserved specimens from the science room, b Use scalpels, scissors, and other sharp objects only as directed c Never cut any material towards you- always cut away from your body d Report any cut or scratch to the teacher immediately Report any accident, injury, or hazardous condition to the teacher immediately Do not handle broken glassware with your bare hands Always carry a microscope with both hands Hold the arm with one hand and the base with the other hand Dress properly- long hair must be tied back, no dangling jewelry, no loose or baggy clothing Wear aprons and goggles when instructed to so Learn where the safety equipment is and how to use it Know where the exits are located and what to in case of an emergency or fire drill Be aware of what is going on in your experiment at all times Do not wander around the room, distract other students, or interfere with the experiments of other students Stay on task! Examine glassware before each use Never use chipped or cracked glassware Do not open storage cabinets or enter the storage room without permission from the teacher Failure to comply with lab safety rules will result in removal from the lab If you are removed from a lab you will complete an alternate assignment for credit I, _, have read and understand each of the safety rules I agree to follow them to ensure not only my own safety but also the safety of my classmates I understand that if I not follow all the rules and safety precautions, that I will be removed from the lab Student Signature Date AP Environmental Science Page 12 of 13 Parents/ Guardians, please read through the list of safety rules No student will be permitted to perform lab experiments unless this contract is signed by both the student and parent/guardian and is on file with the teacher Your signature indicates that you have read and understand this contract AP Environmental Science Page 13 of 13 ... 25-30% AP Environmental Science Page 10 of 13 Economic impacts Global Change Stratospheric Ozone Global Warming Loss of Biodiversity 10-15% AP Environmental Science 2013-2014 Return this paper... adaptation  Textbook chapter  Activities and labs o Beaks of finches- lab AP Environmental Science Page of 13 Students will use tools to model bird beaks and make connections between beak shape... Readings o Garrett Hardin: Tragedy of the Commons 1B) Environmental History and the Nature of Science  Textbook chapter  Activities and Labs o Environmental History timeline o Hypothesis generation