TERRA Environmental Research Institute AP Environmental ... AP... · 18/8/2016 · Aquatic and...

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TERRA Environmental Research Institute

AP Environmental Science

Course Syllabus 2021-2022

Ms. Yvette Gonzalez-Lopez

Email: [email protected]

Room: 3203

*You must register for the AP Exam on your own through your college board account.

Text (online)

Living in the Environment by G. Tyler Miller, Jr. and Scott E. Spoolman, 2019 Brooks/Cole,

Cengage Learning

Additional materials such as case studies, science journals, science magazines, additional readings,

power point notes and online resources will be used to complement the textbook.

Course Description

The goal of this course is to provide students with the scientific principles, concepts, and

methodologies to understand the interrelationships of the natural world, to identify and analyze

environmental problems both natural and human-made, to evaluate the risks associated with these

problems and examine alternative solutions for resolving and/or preventing them. Below is a list

of topics covered taken from the college board website and the percentage of questions from each

topic that will be on the AP test.

*Note: We will start the year with introductory unit.

I. The Living World: Ecosystems (6-8%)

II. The Living World: Biodiversity (6-8%)

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%)

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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)

IV. 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. 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)

VI. Energy Resources and Consumption (10–15%)

A . Energy Concepts (Energy forms; power; units; conversions; Laws of Thermo dynamics)

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)

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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)

VII. Atmospheric Pollution (7-10%)

A . Pollution Types 1 . Air pollution (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 (Sources; effects; control

measures) 3 . Water pollution (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 (Types;

disposal; reduction)

B . Impacts on the Environment and Human Health 1 . Hazards to human health

(Environmental risk analysis; acute and chronic effects; dose-response relationships; air

pollutants; smoking and other risks) 2 . Hazardous chemicals in the environment (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)

VIII. Aquatic and Terrestrial Pollution (7-10%)

IX. 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

© 2013 The College Board. Visit the College Board on the Web: www.collegeboard.org.

By Chapter:

Unit 1 – Introduction to Environmental Views, Economics and Chemistry (Chapter 1 and 2)

Unit 2 – Atmosphere and Biomes, Climate Disruption and Ozone Depletion (Chapter 7 and 19)

Unit 3 – Ecosystems, Biochemical Cycles and Evolution (Chapter 3, 4)

Unit 4 – Species Interaction, Population Controls and Human Populations (Chapter 5 and 6)

Case Studies (Chapters 9-11) Before thanksgiving

Unit 5 – Aquatic Ecosystems, Water Resources and Water Pollution (Chapters 8, 13 and 20)

Unit 6 – Soil, Agriculture and Land Use (Chapter 12) After holiday break

Unit 7 – Geologic Processes/Mining, Nonrenewable/Renewable Resources (Chapter 14, 15 and 16)

Unit 8 – Human Health, Air Pollution and Solid Waste (Chapter 17, 18 and 21)

Review for Exam

Required Materials

http://www.collegeboard.org/

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The following materials will be required to be brought to class every day:

• Laptop/ipads

• COMPOSITION book for notes

• 1 inch binder

• Binder with the following sections

o Practice Questions/FRQs

o Additional Readings

o Homework and class work

• Pens and pencils for writing

Science Fees: $ 20.00 (TBA)

Home Learning

Independent work at home will include (but not limited to) reading textbook sections, answering

unit questions, finalizing laboratory reports, reviewing lecture notes, current events, and listening

to National Public Radio (NPR). Projects and presentations will also be assigned (individual and

group). PLEASE CHECK MY PAGE ON THE TERRA WEBSITE FOR ALL ASSIGNMENT AND

ASSESSMENT DATES as well as remind.

Assessments (Using Miami-Dade County Public Schools Grading Scale)

• Unit Exams (approximately every 2 weeks and worth 3 grades) will include multiple choice

and free- response questions, which will be modeled and graded AP Exam style. The

purpose of this is to emulate the AP exam and enable the student to solve problems and

answer questions related to the topic in a set amount of time. All Unit Exams can be

considered cumulative.

• Labs (2–3 grades)

• Home learning assignments, including but not limited to , case studies, completion of class

work, lab, and projects (1 – 4 grades)

• Classroom activities (1-2)

• Pop quizzes (1 grade)

• Projects (1-4 grades) Field Work: Growing Moringa for Biomass Fuel. This is a tentative

project in the making to be conducted here at school. More information will follow.

Make-up Work

• Missed Exams need to be made up immediately upon the student’s return and student

must communicate with the teacher via email or parent note concerning upcoming absence.

This communication must occur as soon as possible. An alternate exam may be given if the

absence is extensive and will be administered a week before the end of the quarter.

• Late work will not be accepted beyond the due date unless student has communicated with

me and there are extreme circumstances to justify and extension.

• There are no make-ups for Pop Quizzes as well as certain Labs/Activities (these include but

are not limited to classwork assignments, fieldwork, fieldtrips, and labs).

Attendance

Students should follow the school policy. Remember that absences adversely affect grades and should

be kept to a minimum. Whenever a student is absent he/she needs to check my web page, e-mail me,

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or see me immediately upon returning to school. Don’t wait until the next class, if possible. If the

student knows of an absence ahead of time he/she should see me for information concerning upcoming

assignments. Only if an absence is satisfactory can the work be made up for a grade. Unsatisfactory

absences (2 or more) will result in a lowered conduct grade(s).

Classroom (Discipline Plan)/General School Rules

Students need to adhere to the classroom rules and general school rules.

The following classroom rules will be observed:

1. Be on time to class. Two or more unsatisfactory tardies will result in a lowered conduct

grade(s). Turn off any electronic device(s) and place in book bag. Quietly check board for

bellringer and homework reminders. Have your materials on your desk and ready to begin

work when the bell rings.

2. Raise your hand if you have any questions. Wait to be recognized.

3. Keep the room clean for all students. Groups leaving trash or lab materials will be penalized

(points will be deducted from the assignment).

4. Treat the teacher and other students with respect.

5. Keep all furniture free from writing, graffiti, GUM, or other substances. Please notify me

immediately if you find any of these.

6. Wait in your seat until I dismiss you.

7. DO NOT ASK for passes unless you have an extreme emergency or during lectures. Only 3

passes per grading period will be issued (for any circumstances). An extra credit PG grade

will be awarded if none of the passes are used during the grading period. I want you in class!

In the event you need to use a pass you must find your name in the passes log located on my

desk, note the date, let me know where you plan to go, and take the class pass with you. Passes

are given at the teacher’s discretion.

8. DO NOT USE ELECTRONIC DEVICES WITHOUT MY PERMISSION. This includes, but is

not limited to, texting, taking pictures, recording (audio or video), viewing material that is

not part of the lesson assigned, and copying and pasting other student’s work. Breaking this

rule will result in the student turning in the device to the teacher until the end of class and a

notation will be written in the gradebook. If a student is using the device more than 3 times for

an unrelated assignment, the conduct grade will drop one full letter grade.

If the student breaks a rule, the following consequences will occur:

1. The student will receive verbal warning or reprimand.

2. Continued disruptions will result in a call home to parent.

3. If more problems arise with the student, a parent conference will be requested with other

members of the school (counselor, assistant principal, or principal) and a referral will be filed in

accordance with school/district policy.

Behavior/Lab Safety/Lab Fees

Students will work in an environment which may require sharing of experiences amongst the

students. This will require a great level of trust from the instructor. Caution must be exercised at all

times with lab equipment and therefore students need to take on very adult-like behavior at all times.

Students and a parent must sign a safety contract and pay a lab fee (amount and date TBA).

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Makeup/Late Work: All students should be aware of assignments and due dates by checking my

website www.teacherpage.com/ylopez (and Remind) and paying attention to reminders in class, both

written on the white board/Promethean board and given orally. It is the student’s responsibility to

keep track of assignment and assessment deadlines. All work must be turned in at the beginning of

class on the day that it is due. No late work will be accepted. When you are absent, make sure you find

out what work you missed, complete it and turn it in the next day. If you are absent on the day the

work is due, you may have the same number of days you were absent to make up the work. If absent

on the day of a lab, quiz or test, you must arrange to make it up within one week of the absence. Any

assignments or assessments that are not made up according to what is stated above will receive a zero.

Grading Information

Unit tests and quiz dates will be announced prior to their administration. Pop-quizzes can be

given at any time. Tests will usually be worth three grades. Quizzes will usually be worth one grade.

Homework grades will usually count one single grade and notebook grades may vary. Labs will

usually be worth two grades. The required M-DCPS grading criteria will be used. All assignments that

are collected by the due date will receive a grade. Therefore, it is IMPERATIVE that ALL assignments

are complete and maximum effort is shown. Low grades will result if assignments are incomplete,

incorrect, or missing. Needless to say, CHEATING and lack of originality will also be severely dealt

with (any student(s) involved will receive an F and the incident will be noted in the gradebook). Be

careful when using the Internet. You must place material taken directly from the Internet in quotes

science, we also credit the original source of an idea.

Tutoring: There will be 2 hours of tutoring every week for students who wish to stay. More

information will follow.

Extra Credit Options

Students are to complete all assignments since I rarely give extra credit. However, extra credit

assignments are often announced to the whole class for extra points on an assignment.

Your achievements and successes are important to me. I look forward to being your science teacher this

school year and providing you with a great Environmental Science experience.

Sincerely,

Ms. Lopez

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STUDENT/PARENT SIGNATURE PAGE Please share the syllabus and laboratory rules with your parents/guardians. Then sign each section

and return it to me by

Student Name (Print): _________________________________________________________ Period:

________

Parent Contact Information

Parent Name (Print):

________________________________________________________________________

Parent daytime phone number:

________________________________________________________________

Parent email:

______________________________________________________________________________

SYLLABUS CONTRACT

I have read the course syllabus and understand all policies, procedures and expectations. I will

uphold all class expectations and understand the consequences if they are not met.

Student Signature _______________________________________________________ Date ____________

Parent Signature ________________________________________________________ Date ____________

LABORATORY CONTRACT

I have read all of the laboratory safety rules and understand the importance of following these rules

at all times.

Student Signature _______________________________________________________ Date ____________

Parent Signature ________________________________________________________ Date ____________

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Course Planner

Unit 1

Chapter 1

Environmental Problems, Their Causes, and Sustainability

1. What Are The Three Principles Of Sustainability?

2. How Are Our Ecological Footprints Affecting The Earth?

3. Why Do We Have Environmental Problems?

4. What Is Environmental Sustainability?

Video: The Story Of Stuff

Activity: Carbon Footprint analysis

Reading & Video: The Lorax and Sustainable Development

Lab: Tragedy of the Commons

Chapter 2

Science, Matter, Energy, and Systems

1. What Do Scientists Do?

2. What Is Matter?

3. What Happens When Matter Undergoes Change?

4. What is Energy and What Happens When It Undergoes Change?

5. What Are Systems and How Do They Respond To Change?

Lab: The student will design an experiment using Rapid-cycling Brassica rapa seeds.

Walking Tour: Students will take a walking tour of school grounds and identify native and exotic

plants. This information will be kept in student journal for future biodiversity study and

understanding of interrelationships between other species, for example butterflies, that use some of

these plants.

Unit 1 Exam

Unit 2

Chapter 3

Ecosystems: What Are They and How Do They Work?

1. What Keeps Us And Other Organisms Alive?

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2. What Are The Major Components Of An Ecosystem?

3. What Happens To Energy In An Ecosystem?

4. What Happens To Matter In An Ecosystem?

5. How Do Scientists Study Ecosystems?

Biogeochemical cycle Presentation: Students will create a presentation of a biogeochemical cycle

that includes a visual, accurate explanation of the cycle, human impacts, and short assessment in

order to encourage group participation.

Fieldwork: Identifying Features In A Hardwood Hammock

Students will understand the complexity of a Hardwood Hammock and the importance and

relationships between its inhabitants.

Lab: Owl Pellets, Food Webs, and Pyramids

Chapter 4

Biodiversity And Evolution

1. What Is Biodiversity and Why Is It Important?

2. How Does the Earth's Life Change Over Time?

3. How Do Geological Processes and Climate Change Affect Evolution?

4. How Do Speciation, Extinction, And Human Activities Affect Biodiversity?

5. What is Species Diversity And Why Is It Important?

6. What Roles Do Species Play In An Ecosystem?

Lab: Biodiversity and Use of the Shannon-Wiener Diversity Index

Unit 2 Exam (may include information from Unit 1)

Unit 3

Chapter 5

Biodiversity, Species, Interactions, And Population Control

1. How Do Species Interact?

2. What Limits The Growth Of Populations?

3. How Do Communities And Ecosystems Respond To Changing Environmental

Conditions?

Activity: Moose and Wolves of Isle Royale

Students will look at predator/prey relationships and a graphical analysis of data.

Lab: Something’s Fishy

Students will perform a mark and recapture simulation.

Film: Cane Toads

Chapter 6

The Human Population And Its Impact

1. How Many People Can The Earth Support?

2. What Factors Influence The Size Of The Human Population?

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3. How Does A Population's Age Structure Affect Its Growth Or Decline?

4. How Can We Slow Human Population Growth?

Research Activity and Presentation: Power of the Pyramids

The student will research a country’s demographics; prepare a population pyramid, and present

environmental impacts.

Unit 3 Exam (may include information from Units 1 & 2)

Unit 4

Chapter 7

Climate And Biodiversity

1. What Factors Influence Climate?

2. How Does Climate Affect The Nature And Location Of Biomes?

3. How Have We Affected The World's Terrestrial Ecosystem?

Tentative Fieldtrip: Everglades National Park – Mangrove Forests and Flamingo

Students will explore how nutrients, which travel from northern Florida and enter Everglades

National Park, eventually reach the ocean and affect the biodiversity of the mangrove forests in the

southern tip of the park.

Chapter 8

Aquatic Biodiversity

1. What Is The Nature Of Aquatic Ecosystems?

2. Why Are Marine Aquatic Ecosystems Important?

3. How Have Human Activities Affected Marine Ecosystems?

4. Why Are Fresh Water Ecosystems Important?

5. How Have Human Activities Affected Freshwater Ecosystems?

Case Study: Restoring Water Flow In The Everglades - Implications and Benefits

Students will explore the past, present and future of the water flow in the Everglades National

Park. Students will understand firsthand the importance of coastal ecosystems and how they relate

to our national fisheries.

Unit 4 Exam (may include information from Units 1-3)

Unit 5

Chapter 9

Sustaining Biodiversity: The Species Approach

1. What Role Do Humans Play In The Extinction Of Species?

2. Why Should We Care About The Rising Rate of Species Extinction?

3. How Do Humans Accelerate Species Extinction?

4. How Can We Protect Wild Species From Extinction?

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Tentative Field Trip: Fairchild Gardens

Students will understand the efforts of public institutions in the conservation of species and

biodiversity.

Project: Ecosystem Service Infomercial

Students will use the Endangered Species Act as a guideline to formulate a recovery plan in order

to augment the numbers of a species listed in the legislation.

Chapter 10

Sustaining Terrestrial Biodiversity: The Ecosystem Approach

1. What Are The Major Threats To Forest Ecosystems?

2. How Should We Manage And Sustain Forests?

3. How Should We Manage And Sustain Grasslands?

4. How Should We Manage And Sustain Parks and Nature Reserves?

5. What Is The Ecosystem Approach to Sustaining Biodiversity?

Fieldwork: Managing A Disturbed Ecosystem: Kendall Indian Hammock Park

Students will partake in a managing plan of a Hardwood Hammock, which includes the removal

of exotic species and creating a native plant species census.

Fieldwork: Managing A Man-Made Ecosystem - Butterfly Garden

Students will learn small level management of a man-made ecosystem.

Special Lecture: Managing Natural Preserves

A guest speaker from Natural Areas Management (NAM) will present the students with

techniques on how to manage South Florida Ecosystems.

Film: Medicine Man


Unit 6

Chapter 11

Sustaining Aquatic Biodiversity

1. What Are The Major Threats To Aquatic Biodiversity?

2. How Can We Protect And Sustain Marine Biodiversity?

3. How Should We Manage And Sustain Marine Fisheries?

4. How Should We Protect And Sustain Wetlands?

5. How Should We Protect And Sustain Freshwater Lakes, Rivers, And Fisheries?

6. What Should Be Our Priorities For Sustaining Aquatic Biodiversity?

Film: Blue Waters

Chapter 12

Food, Soil, And Pest Management

1. What Is Food Security And Why Is It Difficult to Attain?

2. How Is Food Produced?

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3. What Environmental Problems Arise From Industrialized Food Production?

4. How Can We Protect Crops From Pests More Sustainably?

5. How Can We Improve Food Security?

6. How Can We Produce Food More Sustainably?

Lab: Soil Analysis

Research Project & Presentation: Green Iron Chef Challenge

Students will be given a selected food item to use in creating a dish that has minimal human

environmental impact.

Tentative Field Trip: Fairchild Tropical Gardens

Students will understand the efforts of public institutions in the conservation of species and

biodiversity.

Reading: Cats into Borneo


Unit 7

Chapter 13

Water Resources

1. Will We Have Enough Usable Water?

2. Is Extracting Groundwater The Answer?

3. Is Building More Dams The Answer?

4. Is Transferring Water From One Place to Another The Answer?

5. Is Converting Salty Seawater To Freshwater The Answer?

6. How Can We Use Water More Sustainably?

7. How Can We Reduce The Threat Of Flooding?

Film: Blue Gold

Case Study: Tampa, Florida’s Desalination Plant and The Colorado River

Lab: Salinization

Students will explore the effects of salt water intrusion on crops.

Chapter 14

Geology And Nonrenewable Mineral Resources

1. What Are The Earth's Major Geological Processes And Hazards?

2. How Are The Earth's Rocks Recycled?

3. What Are Mineral Resources And What Are The Environmental Effects of Using Them?

4. How Long Will Supplies If Nonrenewable Resources Last?

5. How Can We Use Mineral Resources More Sustainably?

Lab: Cookie Mining

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Students will explore the environmental impact and cost of mining.

Case Study: Coltan And The War In The Congo


Unit 8

Chapter 15

Nonrenewable Energy

1. What Is The Net Energy And Why Is It Important?

2. What Are the Advantages And Disadvantages Of Using Oil?

3. What Are The Advantages And Disadvantages of Using Natural Gas?

4. What Are The Advanvages And Disadvantages Of Using Coal?

5. What Are The Advanvages And Disadvantages Of Using Nuclear Power?

Lab: Your Household Energy Consumption

This lab will allow students to assess their energy consumptions, as well as ways to diminish that

consumption by eliminating unnecessary wastes.

Special Lecture: Dangers of Nuclear Contamination

Through this lecture, the students will be exposed to case studies pertaining to nuclear disasters

and their effects on humans, society and the environment.

Chapter 16

Energy Efficiency And Renewable Energy

1. Why Is Energy Efficiency An Important Energy Resource?

2. How Can We Cut Energy Waste?

3. What Are The Advantages And Disadvantages Of Using Solar Power?

4. What Are The Advantages And Disadvantages Of Using Hydropower?

5. What Are The Advantages And Disadvantages Of Using Wind Power?

6. What Are The Advantages And Disadvantages Of Using Biomass As An Energy Resource?

7. What Are The Advantages And Disadvantages Of Using Geothermal Energy?

8. What Are The Advantages And Disadvantages Of Using Hydrogen As An Energy Resource?

9. How Can We Make The Transition To A More Sustainable Energy Future?

Lab: Alternative Energies

Students will explore passive and active solar energy, energy alternatives like biomass fuel &

electric power, conserving energy, and designing an energy efficient home.

Case Study: The Case Of The Snail Darter And The Tellico Dam

This case study will explore the environmental effects of implementing hydroelectric power.

Film: Who Killed The Electric Car?


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Unit 9

Chapter 17

Environmental Hazards And Human Health

1. What Major Health Hazards Do We Face?

2. What Types Of Biological Hazards Do We Face?

3. What Type Of Chemical Hazards Do We Face?

4. How Can We Evaluate Chemical Hazards?

5. How Do We Perceive Risks And How Can We Avoid The Worst Of Them?

Activity: Mad As A Hatter

Students will explore the effects of lead use on the human nervous system.

Chapter 18

Air Pollution

1. What Is The Nature Of The Atmosphere?

2. What Are The Major Outdoor Air Pollution Problems?

3. What is Acid Deposition And Why Is It a Problem?

4. What Are The Major Indoor Pollution Problems?

5. What Are the Health Effects of Air Pollution?

6. How Should We Deal With Air Pollution?

Report: Pollutants In Common Household Products

Students will explore and research chemicals found in common household products, their effects

on humans and how they impact the environment.


Unit 10

Chapter 19

Climate Disruption And Ozone Depletion

1. How Might The Earth's Temperature And Climate Change In The Future?

2. What Are Some Possible Effects Of A Warner Atmosphere?

3. What Can We Do To Slow Projected Climate Disruption?

4. How Have We Depleted Ozone In The Stratosphere And What Can We Do About It?

Case Studies: Effects of Global Climate Change - Past, Present And Future

Students will explore how ecosystems and their inhabitants have coped with climatic changes

caused by human activities.

Film: An Inconvenient Truth (excerpts)

Lab: Acid Rain

Chapter 20

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Water Pollution

1. What Are The Causes And Effects Of Water Pollution?

2. What Are Major Water Pollution Problems In Streams And Lakes?

3. What Are The Major Pollution Problems Affecting Groundwater and Other Drinking Water

Sources?

4. What Are The Major Water Pollution Problems Affecting Oceans?

5. How Can We Best Deal With Water Pollution?

Lab: Major Water Pollutants And Water Testing

Students will become familiar with the most common water pollutants and ways to detect their

presence in water samples.

Walking Tour: Students will explore the aquaculture tanks on school grounds, familiarize

themselves with the set-up, and collect water samples to test in the lab.

Special Lecture: Biomagnification And The Case Of The Bald Eagle

Students will explore in detail the fall of the Bald Eagle and the actions that lead to its rebound.


Unit 11

Chapter 21

Solid And Hazardous Waste

1. What Are Solid Waste And Hazardous Waste, And Why Are They Problems?

2. How Should We Deal With Solid Waste?

3. Why Are We Reusing And Recycling Materials So Important?

4. What Are The Advantages And Disadvantages Of Burning or Burying Solid Waste?

5. How Should We Deal With Hazardous Waste?

6. How Can We Make The Transition To A More Sustainable Low-Waste Society?

Field Activity: Is It Really Recyclable?

Students will conduct a survey of recyclable products and types found in a typical home

Lab: Neutralizing Hazardous Waste

Students will simulate ways and will research the implications of neutralizing a hazardous

pollutant.

Earth Day Activity & Review: Ask Me Why I’m Green!

Students will write a persuasive letter to their teachers asking for permission to participate in an

Earth Day activity. Each student will create a poster, which is constructed with minimal

environmental impact and includes an important factoid from each of the chapters in the textbook

and the corresponding page number. These posters will be worn around the neck throughout the

day. Students will share any of these factoids with their classmates and teachers in an attempt to

inform the general public about environmental issues.

Chapter 22

Cities And Sustainability

1. What Are The Major Population Trends In Urban Areas?

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2. What Are The Major Urban Resource And Environmental Problems?

3. How Does Transportation Affect Urban Environmental Impacts?

4. How Important Is Urban Land-Use Planning?

5. How Can Cities Become More Sustainable And Livable?

Project: Designing A Green House

Students will design models of “green” homes. Aspects such as energy generation and usage, the

use of natural light and water reclamation will be explored.


Unit 12

Chapter 23

Economics, Environments And Sustainability

1. How Are Economic Systems Related To The Biosphere?

2. How Can We Put Values On Natural Capital and Control Pollution And Resource Use?

3. How Can We Use Economic Tools To Deal With Environmental Problems?

4. How Can Reducing Poverty Help Us to Deal With Environmental Problems?

5. How Can We Make The Transition To More Environmentally Friendly Sustainable Economics?

Chapter 24

Politics, Environment, And Sustainability

1. What Is The Role Of Government In Making The Transition To More Sustainable Societies?

2. How Is Environmentally Friendly Policy Made?

3. What Is The Role Of Environmental Law In Dealing With Environmental Problems?

4. What Are The Major Roles Of Environmental Groups?

5. How Can We Improve Global Environmental Security?

6. How Can We Implement More Sustainable And Just Environmental Policies?

Chapter 25

Environmental Worldviews, Ethics, And Sustainability

1. What Are Some Environmental Worldviews?

2. What Is The Role Of Education In Living More Sustainably?

3. How Can We Live More Sustainably?

Unit Project: Testing An “Environmentally-friendly” Product (Nanotechnology)

Students will design or purchase an “environmentally-friendly” product, test it, collect data, and

present their results to either defend or refute the product. Presentations will be made after the AP

Environmental Science Exam.

AP Environmental Science Exam – May 11, 2020

TERRA Environmental Research Institute AP Environmental ... AP... · 18/8/2016 · Aquatic and...

Documents

Transcript of TERRA Environmental Research Institute AP Environmental ... AP... · 18/8/2016 · Aquatic and...