AP
Environmental Science
Advanced
Placement Environmental Science
Course Description:
AP Environmental Science (AP ES) is the equivalent of an introductory college
course in environmental science. The goal of the course is to provide students
with the conceptual foundation necessary to understand complex relationships
in the natural world, to develop the skills required to identify and analyze
environmental problems, and to examine alternate solutions for resolving and/or
preventing them. Environmental science is an interdisciplinary study that draws
from the biological, physical, chemical and earth sciences, as well as social
sciences such as economics, politics and sociology. Critical thinking and problem
solving application are emphasized.
Course Objectives:
Upon completion of the course, students will:
- Develop an understanding and appreciation for the earth’s environment and the interrelationships of the natural world;
- Identify and analyze environmental problems, and examine multiple solutions for resolving and/or preventing them;
- Demonstrate the ability to apply scientific skills and follow scientific processes;
- Develop collaborative relationships with other APES students;
- Pass the APES exam with a score of 3 or better; and,
- Enjoy the challenges, opportunities and successes offered by the course.
Course Prerequisites:
- Successful completion (a grade of B or better recommended) of two years of high school laboratory science, one in the life sciences, one in the physical sciences
- Successful completion (a grade of B or better) of one year of Algebra; at least two years of high school math is recommended;
Course Text:
Miller, G. Tyler, Jr. Living in the Environment: Principles, Connections,
and Solutions, 15th ed., Pacific Grove, CA: Brooks/Cole, 2007, http://www.thomsonedu.com/biology/miller.
The AP Test:
The APES test consists of a 100-item multiple-choice exam that comprises 60%
of the student’s score, along with four free response questions that comprise
40% of the student’s score. One of the free response questions will be
document-based, and one is likely to include a data set. The following topics
are tested in the approximate percentages indicated below:
The course content has been designed to cover these topics in the requisite depth and in a sequence that will engage students’ interests. A number of opportunities to practice sample APES exams (both multiple-choice and free response) will be provided during the course. AP exam scores of 3 or better may provide students with several units of college credit. The amount of credit, area of study and AP score required varies from college to college.
Teaching Strategies:
Approximately 40-50% of instructional time is spent on laboratory activities and student-directed research. Labs are done in groups of two to four students. Students are expected to have technology skills that will allow them to conduct Internet research, process Word documents, develop Excel spreadsheets and graphs, and communicate via e-mail. Students without these skills or access to these programs should talk to me to work out solutions as soon as possible.It is important for students to come to class prepared to learn, with their materials and completed assignments. It is also important for students to see me during tutorial if they have questions or need to make up work missed from an excused absence. Science courses are not easy to miss because lab activities often must be made up timely, along with any other homework or classwork, and, of course students do not receive the benefit of class discussion and explanations when they are absent.
Note that there is a summer assignment given to students to complete prior to the beginning of school in the fall. This is not optional; students are expected to do the assignment and come to school prepared to discuss the material and be tested on the content.
Since a significant part of class time is spent on hands-on activities, students are expected to read the text and take substantial notes for homework on a regular basis. All the content in the textbook cannot be fully discussed during class: there is simply too much material. Students are expected to read all of the text assigned; they are held accountable for their homework reading and notes by either taking a quiz in class or having their notes and vocabulary assessed. We will discuss major concepts and any questions/concerns or misunderstandings students have about the information they have read.
Students who take shortcuts in doing assigned work will discover they are cheating themselves, and their grades and AP test scores will reflect their lack of effort and integrity.
Students will improve academic skills (notetaking, time management), apply math and language arts skills. Students will practice safe lab procedures and scientific problem solving, modeled after scientific research. They will have the opportunity to explore, design and solve their own scientific problems using an inquiry approach (in which students, not the teacher, determine the protocol for an experiment). Students will also research and debate several environmental issues.
Students find this course opens their eyes and minds to what is happening both in the world and in their back yard. They learn to see both sides of an issue in order to make an informed opinion. They also learn that one person, including themselves, can make a profound difference in the world.
Course Outline:
Listed below are major research assignments and some of the labs included in
the APES course:
| Introduction to APES | |
 |
Objectives: Students will become familiar with current global environmental issues, recognize the relationship between poverty and environmental degradation, and appreciate the impact of affluenza on environmental concerns. They will demonstrate the ability to apply requisite math skills, including scientific notation, dimensional analysis and significant digits, along with mathematical analysis in their laboratory analyses. Students will understand the 2 laws of conservation and solve problems involving energy conversions. Students will describe biogeochemical cycles and their importance. Students will evaluate major environmental risks and explain how risks can be assessed and managed; students will identify the primary chemical and health threats to humans and the environment. Students will explain basic concepts in toxicology. Students will evaluate the impacts of environmental laws and treaties, and barriers to their success. |
Activities include:
|
|
Ecosystems |
|
 |
Objectives: Students will describe food chains, webs and energy pyramids. They will explain how natural selection and genetic variation lead to adaptation and evolution. Students will examine factors that lead to extinction, including human influence. Students will explain how environmental factors influence species and how succession affects ecosystem development. |
Activities include:
|
|
Populations |
|
 |
Objectives: Students will explain the potential and significanct of exponential growth. Students will describe the history and distribution of the human population and interpret age structure diagrams. Students will describe factors contributing to species' extinctions and analyze strategies for preventing extinctions. Students will explain the importance of, and analyze strategies for maintaining, biodiversity. Students will examine human influence on biodiversity. |
Activities include:
|
|
Air |
|
 |
Objectives: Students will describe the origin, evolution, composition and structure of the atmosphere. Students will explain how pressure, temperature and winds create weather and how uneaven heating of the atmosphere creates global circulation patterns that largely determine climate. Students will describe the influence of topography and oceans on climate, specifically that of El Nino. Students will recognize the characteristics of major biomes and understand the most important factors that determine the distribution of each type. Students will analyze the major sources, categoris and hazards related to indoor and outdoor air pollution. Students will examine evidence and concerns about global warming and strategies for mitigating it. Students will evaluate the dangers of ozone depletion in the upper atmosphere and progress made in addressing this global issue. |
Activities include:
|
|
Water |
|
 |
Objectives: Students will describe the importance and distribution of Earth's water resources. They will assess strategies for managing excess water and acquiring water where there is insufficient supply. Students will identify ocean and fresh water life zones and explain how humans impact aquatic life. Students will describe the types, sources and effects of water pollution. They will evaluate solutions for treating water pollution. Students will explain how water for human consumption is treated and how sewage is treated. |
Activities include:
|
|
Geology & Soil |
|
 |
Objectives: Students will summarize the geologic history and evolution of the earth, and interpret the geologic time scale. Students will analyze the impact of plate tectonic movements on the earth’s surface, including in the formation of rocks, earthquakes and volcanoes. Students will discuss uses and distribution of mineral resources and the environmental effects of mining and mineral processing. Students will describe
the processes involved in soil formation and the major types of soil.
Students will explain causes and effects of soil erosion and measures
that can help prevent it. |
Activities include:
|
|
Land |
|
 |
Objectives: Students will analyze characteristics of land used for agriculture. Students will evaluate the major methods of farming used globally. Students will assess justifications for the use or non-use of pesticides in agriculture. Students will explain and evaluate strategies for solid waste disposal. They will identify hazardous waste, its threats and management strategies. Students will identify patterns of urbanization and evaluate land use planning goals. |
Activities include:
|
|
Energy |
|
 |
Objectives: Students will evaluate and describe nonrenewable energy sources in terms of environmental end economic feasibility. Students will explain how energy conservation can conserve both energy and economic resources, and they will evaluate methods for conserving energy on individual, local and government levels. Students will evaluate and describe renewable energy sources in terms of environmental end economic feasibility. |
Activities include:
|
|
Laws, Env. & Society |
|
 |
Objectives: Students will explain what drives an economic system and the role of government in environmental issues. Students will identify and describe major environmental laws in the U.S. and international treaties and agreements. Students will analyze strategies for living more sustainably on a global scale. |
Activities include:
|
|
| APES Test! |
mid-May
|
After the Test |
Objectives: Students will participate in and research local (Imperial Valley) environmental issues and government decision-making. |
 |
|