AP Audit Syllabus Environmental Science 1
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Transcript of AP Audit Syllabus Environmental Science 1
Syllabus of AP Environmental Science Ray Chin,Bilingual Department, National Experimental High School, Hsinchu, Taiwan Personal Philosophy
I have some motivations to teach AP environmental science: to equip students with a
solid knowledge background of environmental science, to show the students how much
damages have been done on the environment due to human activities, to make students
practice some actions to protect environment, and to inspire students critical thinking for a
sustainable management for the future.
As a teacher, I feel lucky and pleasure to teach the subject. It fulfills my sincere desire to
protect the environment. It gives me a chance to alert the young people the environmental
degradation and to welcome them to join the protection practice.
I encourage the students to express their ideas and commands in my classes. To
communicate and listen to different groups is the way to approach a solution to an
environmental problem. It’s really constructive if a conclusion could be made after hearing all
different opinions. Students experience the processes to solve an environmental problem.
Some hand-on activities are a key role in my science classes. A small lab, a case study,
and a short essay are all necessary parts in my classes. Students still learn from the activities.
After the AP test, all students enjoy activities like beach cleaning, trash recycling, and tree
planting.
School ProfileNational Experimental High School (NEHS), situated in Taiwan’s “Silicon Valley”, the
high-tech science-based industrial park, is a public, coeducational school (preprimary-12).
The school is multi-cultural in that four departments are for local Chinese and adopt the
Taiwan national curriculum, while bilingual department (1-12) serves students in the English-
speaking community who seek an American college-preparatory education. Students come
from business, professional, government and diplomatic families. Forty-seven percent of the
bilingual department parents have Ph.D.’s. Of a total school enrollment of 3007, the bilingual
department has 565 students, of whom 299 carry US passports. This year’s senior class has 51
students.
The bilingual department has 60 certified full-time teachers. Forty have master’s
degrees; two have Ph.D.’s. Nationalities include Chinese (38), American (19), and Canadian
(3). The average teaching experience of the faculty is fourteen years. The ratio of certified
faculty to students is 1:10.
Thirteen AP courses are offered in NEHS and the average result of all AP tests in the
year of 2006 is 3.37. Class of 2007, the seniors’ SAT average is Verbal 654, Math 696, and
writing 640. Ninety-nine percent of the graduates from 2000-2006 have been enrolled in four-
year colleges or universities.
Grades: 1-12
Type: Public school
Total Enrollment: 565
College Record: Ninety-nine percent of the graduates from 2000-2006 have been
enrolled in four-year colleges or universities.
Overview of AP Environmental Science
AP Program
National experimental high school offers 13 AP subjects. There are 146 students, taking 276
exams in the year 2006. In my school, students who enroll the AP courses should take AP
exams.
Class Profile
Most AP courses are put in elective blocks, which students meet their teachers two times a
week. Each class time lasts 120 minutes with a 10 minutes break. There are two semesters in a
school year in my school. Each semester has 19-20 weeks of school days. A maximum class
size of 20 peoples is set. Environmental science class shares a same lab with physical science.
Course Prerequisites
AP environmental science is open for all juniors and seniors. Ideally, students would have
finished biology, chemistry and algebra II, with two years’ lab experience and algebra
calculation ability.
Course OverviewAP environmental science class contains lecture, case studies, video watching, lab and
activities. A power point slides lecture is used to accompany the text in the main textbook.
Discussion, commends, and arguments are always welcome. Sometimes, students read an
article from current newspapers or journals and answer some questions. Homework like used
free-response questions of AP exams is usually assigned. Every time we meet in the 120
minutes, the class pattern is like one hour lecture and one hour activity. The activity includes
video watching, a lab, field investigation, or case study. A project is required after the AP
exam. Students need to make a presentation and hand in a report by the end of the second
semester. All students still need to take the final exam in school, since you do not know the
AP score until the midst of July.
Primary textbook
Cunningham, W., Cunningham, M., and Saigo, B., Environmental Science, A Global Concern.
7th ed., McGraw Hill, 2003.
Laboratory Manual
Chiras, D., Environmental Science, High School Edition, Addison-Wesley, 1989.
Course Planner
UNIT TOPIC CHAPTER DAYS
I Environmental Science and
Ecological Principle
Understanding Our Environment 1
Environmental Ethics and Philosophy 2
Lab/Activity: Science and the scientific method
To practice gathering scientific information, testing ideas, and solving
problems.
Matter, Energy, and Life 3
Test #1: Chapters, 1, 2, and 3
Biological Communities and Species Interactions 4
Lab/Activity: Investigating the biological community of a city
To study a city as a biological community by identifying the plants and animals
of the city; determining their relationships to each other and to human beings,
and tracing the city’s energy flow.
Biomes, Restoration, and Management 5
Lab/Activity: Ecology Field Trip
Students will take a short hike in a neighboring field, forest, or part (preferably
not a city park). In the field, they review biomes, food webs, niche, habitats,
ecological pyramids, energy flow, nutrient cycling and limiting factors.
Lab/Activity: Climatograms
To relate climate to the plant and animal communities of different areas by
plotting climatograms of biomes.
Videos: Biomes
Test #2: Chapters 4 and 5
II Population, Economics, Policy, and Health
Population Dynamics 6
Lab/Activity: Understanding population growth
To learn how the world’s population grows and to explore how this growth
affects the environment.
Human Populations 7
Lab/Activity: Family Size and Population Growth
Students will observe the effect of family size on population growth in the U.S. by
comparing growth rates based on 2- and 3-child families.
Videos: Human Population
End of First Quarter: 1st Quarter Exam
Ecological Economics 8
Lab/Activity: Ecological Debate
To consider how humans fit into the ecological world. Select 2 5-member
debate teams. Team A will argue the case for humans being apart from nature
and here to dominate over other living things. Team B will take the opposite
case – the humans are a part of nature and must learn to live in harmony.
Environmental Health and Toxicology 9
Test #3: Chapters 8 and 9
III Food, Land, and Biological Resources
Environmental Policy, Law, and Planning 10
Food and Agriculture 11
Lab/Activity: The Roots of Hunger
To research the 8 contributing factors to world hunger and how each can
possibly be overcome.
Lab/Activity: Growing Plants
Students will choose a kind of crop and determine the best growing conditions
for that particular plant. Experimental variables could be soil composition,
exposure to sunlight, water temperature, air quality, etc.
Lab/Activity: Some Properties of Soils
To analyze and classify soil types, and to make some prediction about the
behavior of soils. Students measure soil particle size, check soil texture, and
time soil percolation rate.
Lab/Activity: Food Additives
To identify food additives and their functions.
Test #4: Chapters 10 and 11
Pest Control 12
Biodiversity 13
End of Second Quarter (First Semester): 2nd Quarter Exam
Land Use: Forests and Rangelands 14
Lab/Activity: Land Use
To identify school and community open spaces and consider the consequences
of developing them.
Videos: Deforestation
Preserving Nature 15
Test #5: Chapters 14 and 15
IV Physical Resources
Environmental Geology 16
Videos: Plate Tectonics
Video: Earthquakes
Air, Weather, and Climate 17
Lab/Activity: The Greenhouse Effect
To demonstrate the green house effect. Students will use a glass to built a solar
greenhouse. The heat is trapping by the glass and can be used for space heating
or for heating water.
Videos: Global Warming
Air Pollution 18
Lab/Activity: Demonstrating Air Pollution
Students will see first hand the kind of damage a common air pollution – sulfur
dioxide (SO2)-can have on plants. They will expose squash and marigold
seedling to a SO2 environment of approximately 5 ppm.
Videos: Acid Rain
Test #6: Chapters 16, 17, and 18
Water Use and Management 19
Lab/Activity: Water Quality Test
To learn to perform water-quality tests and to interpret their results. A water
quality test kit is used. Water sample is from natural source. Students are going
to test pH value, hardness, dissolved oxygen, nitrate, phosphate, dissolved
solids, and coliform bacteria.
Videos: Water shortage
Water Pollution 20
Lab/Activity: The Effect of Pollution on Seeds
Students’ goal is to determine the effects of water pollution on seed
germination.
End of Third Quarter: Third Quarter Exam
Lab/Activity: Thermal Pollution
To determine the effects of thermal pollution on goldfish and other fish.
Conventional Energy 21
Lab/Activity: Electrical Energy in the Home
To determine how much electrical energy is used at home, and to devise and
test a plan for reducing our electrical energy use.
Lab/Activity: Learning About Energy Quality
To determine whether wood or paraffin has more energy per unit weight.
Lab/Activity: Nuclear Energy Viewpoints
To consider the pros and cons of the use of nuclear power.
Videos: Alternative energy
Sustainable Energy 22
Lab/Activity: Solar Water Heater
To demonstrate how water can be heated and circulated by solar power using a
model system.
Lab/Activity: Does insulation really help to conserve heat?
To determine how well different types of insulation reduce heat loss in a model
system.
Test #7: Chapters 21 and 22
V Society and the Environment
Solid, Toxic, and Hazardous Waste 23
Lab/Activity: Recycling Waste Materials
To identify the variety of items that we throw away that might be reusable.
Lab/Activity: Biodegradability of solid in a mini-landfill
To determine the rates of decomposition of various substances in a model
landfill. To consider the effectiveness of landfills for waste disposal.
Lab/Activity: The effect of toxics on living organisms
To investigate the effect of a toxic substance on an aquatic organism.
Field Trip: A city incinerator visit
Urbanization and Sustainable Cities 24
Lab/Activity: Temperature Inversions and Air Pollution
To model temperature inversions and to demonstrate how temperature
inversions trap air pollutants.
Lab/Activity: Popularizing Environmentally Favorable Lifestyles
Devise ways to make environmentally favorable lifestyles more popular.
What Then Shall We Do? 25
APES Review –2 to 3 weeks
Students practice all of the released multiple-choice and free-response questions. They also
review each scientific term in the part of glossary of the textbook. If time is allowed, they are
encouraged to read the APES books of Princeton or Barron’s review.
APES Exam on May, scheduled by College Board.
Post-AP Exam Project and Presentation
1. Read an article with a clear environmental theme in a journal or periodical.
2. Do labs and field investigation and make a report.
3. Case study and a report.
4. A field trip
End of Fourth Quarter (Second Semester): Fourth Quarter Exam
Teaching StrategiesNot only fact recite, environmental science can be taught in the way of debating,
critical thinking, and solution approaching. Students are trained to use their background
knowledge to find key problems in an environmental issue, to communicate with related
people and to try to reach a sustainable solution. I encourage students to input their thought in
a class discussion. I even count that as good class participation, no matter their ideas are
positive or just for fun. A debate for a controversial issue is even critical, since the students
can experience the argument from different points of view. It might happen once in a while in
their life. Not like a correct answer to a math problem, environmental issues are more like
changeling. All kinds of solutions are possible, depends on how much people understand the
problem, and how much tools they have. No body might satisfy the final decision. However, it
just happens. During the discussion, I hope that the students can be open, listen to others,
express their thought, however, and ready to take an unsatisfactory result.
Labs and activities are another important roles in my classes. Some hands-on activities
inspire students to understand the pollution problems. Pollution process always takes a slow
step, almost no one notices the pollution problem at its beginning. By observing its effects to
plants gradually, students know how mach damage the pollution has been put in the
environment. If we do not do anything about the air, water and soil degradation, our future
will be with no hope.
Case study is the part I really like. Students in a 2-4 people group, investigate an event
deeply. They need to describe the situation, to know where the problems are, and to search a
possible solution. Students practice the real problem in their class. They understand what
happens in our planet environment, and what actions human activities have done to pollute or
to save the environment.
Field trip is a welcome part in my class. Students like it. Not only to take a whole day
outside the school, but to take water test and visit a city forest park and incinerator. We also
do some trash recycling and beach cleaning. It fits requirement of community service, and
also save the natural resources.
Lab ComponentThe lab components can be broken down into indoor labs, outdoor labs, and field
investigations. Goggles and safety rules are required and posted in the lab.
Students are divided in a 2-4 people group to do labs and activities. In its second year to
offer environmental science in my school, the lab has been equipped with basic facility. I
already ask school to order the WARD’S and Carolina goods, including water, soil and air test
kits. With those test kits, my environmental science lab will be more complete.
Students will get a lab menu in a lab class. The lab menu contains objective, materials
needed, procedures, data sheet, and questions. Some sometimes, students need to create their
own procedures to fit the lab goal. I list all labs I might ask the students to do in the parts of
course planer and student activity. Some of them are demonstrating labs, since the equipment
is expensive, or it needs more adults’ care during the steps.
Student ActivitiesStudent activities accompany the chapter texture. It enforces the student learning ability.
Activities play a large portion in semester grade since I think that students still learn in
activities. Safety guidelines should be got attention in the activities. I announce and post the
guidelines at the beginning when the class starts.
Here lists all activities so far my environmental class can do:
1. Science and the scientific method
2. Investigating the biological community of a city
3. Ecology field trip
4. Climatograms
5. Understanding population growth
6. Family size and population growth
7. Ecological debate
8. The roots of hunger
9. Growing plants
10. Properties of soils
11. Food Additives
12. Land use
13. The greenhouse effect
14. Demonstrating air pollution
15. Water quality test
16. The effects of pollution on seeds
17. Thermal pollution
18. Electrical energy in the home
19. Learning about energy quality
20. Nuclear energy view points
21. Solar water heater
22. Does insulation really help to conserve heat?
23. Recycling waste materials
24. Biodegradability of soil in a mini-landfill
25. The effect of toxics on living organisms
26. A city incinerator visit
27. Temperature inversions and air pollution
28. Popularizing environmentally favorable lifestyles
Student EvaluationMidterm and final exams 30%
Unit tests and Quizzes 15%
Activities, labs and field investigations 15%
Homework 15%
Class participation, class work and case study 10%
One project and its oral presentation 10%
Community service 5%
Grading Scale: A=100-90 percent
B=89-80 percent
C=79-70 percent
D=69-60 percent
F=below 60 percent
Teacher Resources
Textbooks
Cunningham, W., Cunningham, M., and Saigo, B., Environmental Science, A Global Concern.
7th ed., McGraw Hill, 2003.
Reference Textbooks
Millar, Living in the environment, 14 ed., Thomson, 2005
Botkin, Keller, Environmental Science, Earth as a Living Planet, 5th ed., Wiley, 2005
Lab Manuals
Chiras, D., Environmental Science, High School Edition, Addison-Wesley, 1989.
Holt Environmental Science, 2006/Arms
Eldon Enger, Bradley F. Smith , Field and Laboratory Activities
(Accompanies the textbook Environmental Science : A study of Interrelationships) 7th, 1999
Reference Materials
1998 AP Environmental Science Released Examination, College Board
2003 AP Environmental Science Released Examination, College Board
Holt Environmental Science Student Edition, 2006/Arms, Holt, Rinehart and Winston
Lab Equipment and Supplies
Soil profile kit, set/10, Scott Resource, Hubbard scientific, American educational products,
LLC, www.hubbardscientific.com
Soil layers kit, Scott Resource, Hubbard scientific, American educational products, LLC,
www.hubbardscientific.com
Air mass generation kit, Scott Resource, Hubbard scientific, American educational products,
LLC, www.hubbardscientific.com
Air pollution kit, Scott Resource, Hubbard scientific, American educational products, LLC,
www.hubbardscientific.com
Quality of water test kit, 10 students, Scott Resource, Hubbard scientific, American
educational products, LLC, www.hubbardscientific.com
Earthquake watch kit, Scott Resource, Hubbard scientific, American educational products,
LLC, www.hubbardscientific.com
Ecology symbiosis kit, Scott Resource, Hubbard scientific, American educational products,
LLC, www.hubbardscientific.com
Environmental Ecology seed kit, Scott Resource, Hubbard scientific, American educational
products, LLC, www.hubbardscientific.com
Variation/evolution fossil kit, Scott Resource, Hubbard scientific, American educational
products, LLC, www.hubbardscientific.com
Videos/Software
Plate tectonics earth science videolab, Scott Resource, Hubbard scientific, American
educational products, LLC, www.hubbardscientific.com
Plate tectonics viodeolab teacher’s guide, Scott Resource, Hubbard scientific, American
educational products, LLC, www.hubbardscientific.com
Alternative energies Earth science videolab, Scott Resource, Hubbard scientific, American
educational products, LLC, www.hubbardscientific.com
Acid rain earth science videolab, Scott Resource, Hubbard scientific, American educational
products, LLC, www.hubbardscientific.com
Acid rain videolab Teacher’s guide, Scott Resource, Hubbard scientific, American educational
products, LLC, www.hubbardscientific.com
Environmental series of 6 VHS, Scott Resource, Hubbard scientific, American educational
products, LLC, www.hubbardscientific.com
Internet Sites
AP Central: www.collegeboard.com
Textbook texture web exercise: www.mhhe.com/environmentalscience
US Environmental Protection Agency: www.epa.gov
World population data: www.populationconnection.org
US census bureau: www.census.gov
US geological survey: www.usgs.gov