AP Environmental Science
2012-2013
Course Description
The AP Environmental Science course is designed to be the equivalent of a one semester, introductory college course in
environmental science. For this course, the scientific principles and disciplines are an integral part of the course. Students are
encouraged throughout the course to consider scientific principles and disciplines when completing activities, and laboratory and/or
fieldwork. It is intended to enable students to undertake, as first-year college students, a more advanced study of topics in
environmental science or, alternatively, to fulfill a basic requirement for a laboratory science and thus free time for taking other
courses.
The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies
required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and
human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or
preventing them.
Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several
major unifying constructs, or themes, that cut across the many topics included in the study of environmental science. The following
themes provide a foundation for the structure of the AP Environmental Science course.
1. Science is a process.
2. Energy conversions underlie all ecological processes.
3. The Earth itself is one interconnected system.
4. Humans alter natural systems.
5. Environmental problems have a cultural and social context.
6. Human survival depends on developing practices that will achieve sustainable systems.
Textbook
Miller, G. Tyler, and Scott Spoolman. Living in the Environment, 17th Edition. Belmont, California. Brooks/Cole: Cengage Learning,
2011.
Other Resources
In addition to the textbook, other resources will be used to supplement instruction including the following:
 Supplemental environmental science textbooks
 Lab Manuals
 Periodicals/Readings/Case Studies
 Videos/Documentaries
 The Internet
 Guest Speakers and Field Trips
Assessments
Homework
Students will be given a variety of homework assignments including but not limited to the following:
 Readings from the Textbook, Case Studies and/or Other Texts
 Summaries and Analysis of Current Events related to Environmental Science coursework
 Poster Projects such as Most Wanted Poster for Invasive Species
 Presentation and/or Debate Preparations
Quizzes
In each unit, students will take 2-3 multiple choice quizzes. These will consist of AP style questions and be generated using published
released exam, AP review guides, and other sample assessment questions obtained through the AP summer institute and other
experienced AP Environmental Science teachers. In addition to the multiple choice quizzes, students will be given at least one sample
AP essay within each unit. To help students improve their writing skills, they will receive peer and/or teacher feedback on each essay
written.
Tests
For each unit, one major assessment will be administered. These assessments will consist of 25-30 multiple choice questions and one
AP essay. Since our class periods are 50 minutes in length, this format for the test will mimic the pace of the AP exam that will be
administered in May.
Labs and Field Work
Students will be responsible for the following:
 Before participating in any labs or field work, students will be required to pass a safety quiz.
 On average, students will participate in at least one lab and/or fieldwork per week. Our school does not currently have a
double block for science labs; however, all of our students have one hour for lunch. It is the expectation for all AP science
students to spend part of their lunch and/or time on Saturday to complete any/all labs and/or fieldwork.
 Students will be required to keep and lab notebook/field journal. These journals will be used to document safety
concerns/procedures, record data, perform any necessary calculations, analyze data, and draw any conclusions.
 In addition to their lab notebook, students will be required to take and pass lab assessments that will use both multiple choice
and free response formats.
Other Major Assessments
In addition to assessments within the unit, the students will take three other major assessments.
 Common Assessments
o Our students will take a common assessment in October and again in February. These tests consist of 100 multiple
choice questions and two AP essays. They are scored and discussed by all AP Environmental Science teachers
within our system.
 AP Benchmark
o In April, students will take a full length practice exam either after school or on a Saturday.
Course Outline
Unit
Timeline
Major Topics
Earth Science Concepts
Chapter 14
Earth Systems and Resources
The Atmosphere
Chapters 3 and 18
3 weeks
Global Water Resources
Chapter 13
Soil and Soil Dynamics
Chapter 12
Natural Biogeochemical
Cycle
Chapter 3
1
Subtopics
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geologic time scale
plate tectonics
earthquakes
volcanism
seasons
solar intensity and latitude
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composition
structure
weather and climate
atmospheric circulation and the Coriolis Effect
atmosphere-ocean interactions
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freshwater/saltwater
ocean circulation
agricultural, industrial, and domestic use
surface and groundwater issues
global problems
conservation
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rock cycle
formation
composition
physical and chemical properties
main soil types
erosion and other soil problems
soil conservation
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water cycle
Other Resources1
Demonstrations
 Groundwater Activity Model (including mathematical
calculations)
Labs/Field Work
 Investigating Earth’s Atmosphere: the Coriolis Effect
(Carolina) – Students will use 2-D and 3-D models to
gain an understanding of the Coriolis Effect and its
influence of the atmosphere and climatic conditions.
 Soil Formation and Properties – Students will analyze
the physical and chemical properties of soil including
soil texture.
 The Effect of Soil Salinization on Seed Germination This is a student designed lab in which students will be
expected to collect and analyze data in order to draw
conclusions about the potential effects of soil
salinization of irrigated land.
Other Activities
 Creating and Analyzing Climatograms
 Rock Cycle Activity from NSTA
 Water Footprint Calculator
Case Studies
 But It’s Just a Bottle of Water - Students will discuss
whether or not they should continue to buy bottle water
and potential solutions to reduce the negative impacts
on the environment that bottled water has caused.
 The Wealth of Water: The Value of an Essential
Resource – Students will discuss and evaluate potential
solutions to encourage people to conserve water
resources.
Videos
 Chasing El Niño (PBS)
 China’s Megadamn (Discovery Channel)
 Uncovering the Dust Bowl (PBS)
All units will include lecture, classroom discussions, and outside reading for students. Classroom discussions will be used to help students identify major environmental issues
and examine potential solutions and/or ways to prevent similar problems in the future.
Unit
Timeline
Major Topics
Ecosystem Structure
Chapters 3- 5
Energy Flow
The Living World
Chapter 3
4 weeks
Ecosystem Diversity
Chapters 4, 5, and 7
Natural Ecosystem
Change
Chapters 5 and 7
Natural Biogeochemical
Cycle
Chapter 3
Subtopics
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biological populations and communities
ecological niches
interactions among species
keystone species
species diversity and edge effects
major terrestrial and aquatic biomes
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photosynthesis and cellular respiration
food webs and trophic levels
ecological pyramids
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biodiversity
natural selection
evolution
ecosystem services
Other Resources
Labs/Field Work
 Primary Consumer Energy Flow (Carolina) - Using the Vanessa
cardui cultures and habitat chambers, students plot the change in
mass of a controlled environment and determine the efficiency of
energy transfer from the food medium to the larva and ultimately
the adult butterfly.
 Primary Productivity (Vernier) – Students will design and conduct
an experiment to determine the effects of certain variables (such as
temperature or pH) on primary productivity. Students will
calculate GPP and NPP using DO levels.
 Biodiversity in Leaf Litter (EnviroLiteracy) – Students will use a
Berlese funnel to collect organisms from lead litter in order to
calculate the Shannon-Weiner Diversity Index.
 Carbon Lab from Habitable Planet (Virtual Lab) – Students will
explore this model of the carbon cycle to understand how carbon
circulates through the atmosphere, biosphere, oceans, and crust.
 Owl Pellet Analysis (Wells) – In this investigation, students will
compare owl pellets from two regions, complete a chi square
analysis on their data, and determine if they can draw conclusions
about predator-prey dynamics.
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climate shifts
species movement
ecological succession
Other Activities
 Most Wanted Poster for Invasive Species
 Children’s Book Project for Keystone Species based on At Home
with the Gopher Tortoise – These books will be created and shared
with lower grade levels at our school.
 Biome Project/Presentations
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carbon cycle
conservation of mass
Videos
 Cane Toads: An Unnatural History(Discovery Channel)
 The Acid Test: The Global Challenge of Ocean Acidification
(NRDC Documentary)
Unit
Timeline
Major Topics
Population Biology
Concepts
Chapter 5
Population
Human Population
Dynamics
Chapter 6
3 weeks
Population Size
Chapter 6
Impacts of Population
Growth
Chapter 6
Subtopics
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population ecology
carrying capacity
reproductive strategies
survivorship
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historical population sizes
distribution
fertility rates
growth rates and doubling times
demographic transition
age-structure diagrams
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strategies for sustainability
national policies
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hunger
disease
economic effects
resource use
habitat destruction
Other Resources
Labs/Field Work
 Population Growth in Lemna Minor (Carolina) - Students use this
inquiry-based kit to set up microenvironmental cultures of Lemna
and explore the effects of pH, light, salinity, excess phosphorus,
excess nitrogen, and temperature on growth rate and carrying
capacity.
 Power of the Pyramids (Participatory Science) – Students will use
census data to construct age-sex population pyramids in various
stages of development. Students will then research and discuss
how the population would be affected by natural disasters, humanmade disasters, and other changes (social, political and economic).
 Disease Lab from Habitable Planet (Virtual Lab) – Students will
explore various diseases: Kold, a caricature of the common cold;
Impfluenza, which resembles an influenza outbreak; and Red
Death, a fast-spreading epidemic with a high mortality rate and
how the spread of these diseases is connected to population
density/growth.
Other Activities
 National Population Presentations - Students will research a
national policy and/or issue related to population growth. They will
evaluate and determine the best possible solution to the issue.
Videos
 World in Balance: The Population Paradox (NOVA/PBS)
Unit
Timeline
Major Topics
Natural Biogeochemical
Cycles
Chapter 3
Agriculture
Chapter 12
Forestry
Chapter 10
Rangelands
Land Use
Chapter 10
5 weeks
Other Land Use
Chapter 22
Mining
Chapter 14
Fishing
Chapter 11
Global Economics
Chapters 1 and 23
Subtopics
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nitrogen
sulfur
phosphorus
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feeding a growing population
controlling pest
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tree plantations
old growth forests
forest fires
forest management
national forests
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overgrazing
deforestation
desertification
rangeland management
federal rangelands
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urban land development
transportation infrastructure
public and federal lands
land conservation options
sustainable land use
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mineral formation
extraction
global reserves
relevant laws and treaties
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fishing techniques
overfishing
aquaculture
relevant laws and treaties
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globalization
World Bank
Tragedy of the Commons
relevant laws and treaties
Other Resources
Labs/Field Work
 Biogeochemical Cycles (Carolina) - Students study the
biogeochemical cycles at work in a miniature aquatic ecosystem.
They set up a gallon aquarium and collect data on a weekly basis
in terms of water loss, temperature, and levels of nitrite/nitrate,
phosphate, and hydrogen sulfide.
 Effects of Refrigeration on Bananas (NSF) – Students will design
and conduct their own experiment independently to collect and
analyze data to determine the effects of refrigeration on bananas.
 Biomagnification through a Food Chain (Wells) – Students will
use a mathematical model to differentiate between
bioaccumulation and biomagnification using the example of DDT.
 Land Uses Effects on Soil (Wells) – Students will analyze soil
texture and permeability to infer the effect of varying land use.
 Effects of Nitrogen on Plant Growth (CollegeBoard) – Students
will design and conduct experiments independently to determine
the impact of nitrogen on plant growth. Over several weeks, they
will be responsible for collecting and analyzing data to determine
optimum nitrogen levels.
 Copper Extraction Lab – Students extract copper from copper(II)
carbonate. They calculate and compare potential and actual yields.
 Happy Fishing Game – Related to the Tragedy of the Commons,
the students will analyze the effects, including economic impacts,
on the use and management of common resources.
Other Activities
 Guest Speaker on IPM Research
 Field Trip to Local Farmer’s Market
 Canned Food Drive for Houston Food Bank
 Hunger Games Project
 Read and Discuss Exerts from Omnivore’s Dilemma, Four Fish,
and Silent Spring
Case Studies
 Banana Split: To Eat or Not To Eat – Students will discuss the
idea of being an informed and ethical consumer and how they can
make choices to minimize the impact on the environment.
 All that Glitters May Not Be Gold – Students prepare for and hold
an in-class debate on a case study examining solutions for
preventing ecological and human health risks.
Videos
 Alaska Gold (PBS)
 The Lorax (Universal Pictures)
Unit
Timeline
Major Topics
Energy Concepts
Chapter 15
Energy Consumption
Chapter 15
Fossil Fuels Resources
and Use
Energy Resources and Consumption
(with discussion of Economic Impact)
Chapter 15
Nuclear Energy
Chapter 15
3 weeks
Hydroelectric Power
Chapter 16
Energy Conservation
Chapter 16
Renewable Energy
Chapter 16
Economic Benefits
Chapters 15 and 16
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Subtopics
energy forms
power
units
conversions
Law of Thermodynamics
history
present global energy use
future energy needs
formation of coal, oil, natural gas
extraction/purification methods
world reserves and global demand
synfuels
environmental advantages/disadvantages
nuclear fission process
nuclear fuel
electricity production
nuclear reactor types
environmental advantages/disadvantages
safety issues
radiation and human health
radioactive wastes
nuclear fusion
dams
flood control
salmon
silting
other impacts
energy efficiency
CAFÉ standards
hybrid electric vehicles
mass transit
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solar energy and electricity
hydrogen fuel cells
biomass
wind energy
small-scale hydroelectric
ocean waves and tidal energy
geothermal
environmental advantages/ disadvantages
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cost-benefit analysis
Other Resources
Labs/Field Work
 Energy Lab from Habitable Planet (Virtual Lab) - Students try to
meet the world's projected energy demand by choosing from the
available energy sources, while keeping atmospheric CO2 under
control and avoiding the particular limits and pitfalls associated
with each energy source.
 Electrical Production Analysis – Students will perform a graphical
analysis (including the use of semi log plots) to compare
population growth with increases in electrical production.
 What is a Half-Life? – Students will determine the model of a
process of a half-life to determine the definition of a half-life so
that they can successfully solve problems related to half-life of
nuclear fuel/waste.
 Nuclear Fission from phET (Virtual Lab) – Students will
manipulate components of a nuclear reactor to control energy
production.
 Solar Oven Design Lab - Students will design a solar oven that
can boil water using the energy from the sun.
Other Activities
 What is Your Ecological Footprint?
 What is Your Yearly Dose of Radiation?
 Guest Speaker from Haliburton or Exxon Mobil
 Home Energy Audit Consumption Audit
Case Studies
 Ethanol or Biodiesel? - Students will conduct a “systems analysis”
study to determine whether ethanol derived from corn or biodiesel
prepared from soybeans is the more energy efficient alternative
fuel. In addition, students will see how scientific input plays a role
in policy making.
Videos
 Gasland (International WOW Company)
 Gulf Oil Spill (PBS)
 The Case Against Nuclear Power (PBS)
 SpOILed (West Wave Films)
Unit
Timeline
Major Topics
Air Pollution
Chapter 18
Noise Pollution
Chapter 22
Pollution
Water Pollution
Chapter 20
8 weeks
Solid Waste
Chapter 21
Impacts on the
Environment and Human
Health
Subtopics
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sources
measurement units
smog
acid deposition
heat islands/temperature inversions
indoor air pollution
remediation and reduction strategies
Clean Air Act and other relevant laws
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sources
effects
control measures
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types
sources, causes, and effects
cultural eutrophication
ground-water pollution
maintaining water quality
water purification
sewage treatment/septic systems
Clean Water Act and other relevant laws
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Types
disposal
reduction
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hazards to human health
hazardous chemicals in the environment
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cost-benefit analysis
externalities
marginal costs
sustainability
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environmental policy
environmental law
role of government
Chapter 17
Economic Impacts
Chapter 23
Politics
Chapter 24
Other Resources
Labs/Field Work
 Air Pollution Generated by Fossil Fuel Consumption (Carolina) –
Students measure the concentration of air pollutants to compare
them with the National Ambient Air Quality Standards. Students
calculate the mass of air pollutants added to the atmosphere.
Students learn how the Pollutant Standards Index and Air Quality
Index are calculated and how they relate to human health.
 Acid Deposition (Carolina) - Students gain a comprehensive
understanding of the sources and effects of acid deposition.
Combining real-world atmospheric and geologic data with the
knowledge gained from laboratory exercises, students are
challenged to predict the areas of highest acid deposition impact.
 Water Quality Testing (Carolina) - Students assess local aquatic
environments by designing a sampling protocol, collecting data,
generating a Water Quality Index (WQI) score.
 Biodegradable Materials and their Effects on Dissolved Oxygen –
Students will develop their hypothesis and collect/analyze data to
determine whether their hypothesis was supported by the
experimental evidence.
 Colorimetric Determination of Free Chlorine in Drinking Water
(Wells) – Using graphical analysis of data, students will determine
the free chlorine in a sample of the school’s drinking water.
 LD50 Testing (Shlachtman) – Using brine shrimp, students will
determine LD50 for common household materials. Students will
investigate and propose alternatives for the substances determined
to pose the greatest risk in their own homes.
 Human Health Risk Assessment (Wells) - Students will analyze a
data set to determine the population exposure to three chemical
contaminants and gain experience calculating the excess cancer risk
due to these contaminants in drinking water.
Other Activities
 Tour of Water Treatment Facility
Case Studies
 Fishing for Answers in the Gulf of Mexico’s Dead Zone – Students
will analyze how human activities can impact nutrient cycle in an
aquatic system. Additionally, through the case study, the students
will use data to evaluate multiple hypotheses.
 Breathing Easy about New Air Pollution Standards - Students will
learn how policy and regulatory decisions are made, including the
role of public hearings.
Videos
 Tar Creek
Unit
Timeline
Major Topics
Stratospheric Ozone
Chapter 19
Global Warming
Global Change
Chapter 19
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Subtopics
formation of stratospheric ozone
UV radiation
causes of ozone depletion
strategies for reducing ozone depletion
relevant laws and treaties
greenhouse gases and the greenhouse effect
impacts and consequences of global
warming
reducing climate change
relevant laws and treaties
Other Resources
Labs/Field Work
 Analyzing Factors that Affect UV Radiation (Vernier) – Students
will design their own experiments to determine how that factor
affects UV radiation. Students will be responsible for collecting
and analyzing data to determine whether or not their initial
hypothesis is supported by the experimental data.
 The Greenhouse Effect from phET (Virtual Lab) – Students will
investigate how atmospheric changes affect global temperature,
examine how clouds contribute to the greenhouse effect, and predict
how changing greenhouse gas levels affect global temperature.
 Factors that Impact Biodiversity (University of Montana) –
Students will review the theory of island biogeography and analyze
data to determine how the size of the island and the distance from
the mainland affect the biodiversity.
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habitat loss
overuse
pollution
introduced species
endangered and extinct species
maintenance through conservation
relevant laws and treaties
Other Activities
 Data Analysis of CO2 in the Atmosphere
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3 weeks
Loss of Biodiversity
Chapters 7, 9-11
Case Studies
 Complexity in Conservation - Students engage in a role-playing
activity as jurors; they discuss the case of a Texas man and
collectively decide whether the cat killer should be acquitted or
convicted.
Videos
 An Inconvenient Truth
Review and AP Testing
Lab and Field Work
The scientific principles and disciplines are an integral part of the course. A variety of laboratories/fieldwork includes data collection,
the application of mathematical analysis by the student and data interpretation. All laboratory/fieldwork includes an analysis and an
interpretation component. The laboratories and/or fieldwork section includes identification and analysis of environmental problems.
Students discuss possible resolutions to the problem and sustainable ways in managing the environmental problem. On average,
students spend a minimum of one class per week engaged in laboratory and/or field work.
For most labs, students will work in cooperative groups due to limited supplies and equipment. However, when supplies/equipment
allowed, students will work independently to ensure that all students can individually design and conduct scientific investigations
related to environmental science. In addition, this provides students the opportunity to analyze a unique set of data, perform any
required calculations, and draw the appropriate conclusions based on their own collected data.
Unit
Lab Title
Investigating Earth’s Atmosphere: the Coriolis Effect
Soil Formation and Properties
The Effect of Soil Salinization on Seed Germination
Primary Consumer Energy Flow
Primary Productivity
2
Biodiversity in Leaf Litter
Carbon Lab
Owl Pellet Analysis
Population Growth in Lemna Minor
3
Power of the Pyramids
Disease Lab
Biogeochemical Cycles
Effects of Refrigeration on Bananas
Biomagnification through a Food Chain
4
Land Uses Effects on Soil
Effects of Nitrogen on Plant Growth
Copper Extraction Lab
Happy Fishing
Energy Lab
Electrical Production Analysis
5
What is a Half Life?
Nuclear Fission from phET
Solar Oven Design
Air Pollution Generated by Fossil Fuel Consumption
Acid Deposition
Water Quality Testing
6
Biodegradable Materials and their Effects on Dissolved Oxygen
Colorimetric Determination of Free Chlorine in Drinking Water
LD50 Testing
Human Health Risk Assessment
Analyzing Factors that Affect UV Radiation
7
The Greenhouse Effect from phET
Factors that Impact Biodiversity
Approximate Total Number of Class Periods for Labs and Field Work
1
2
Approximate
Number of Class Periods
1
2
2
2
2
2
1
1.5
2
1
1
3
2
1
1
12
2
1
1
2
0.5
1
2
2
1
23
1
2
1
1
2
1
2
50
Students will be doing a majority of lab work outside of class, so the length of this experiment only reflects time spent in class
setting up, analyzing, and discussing the results of this experiment.
3
Additional time will be spent testing water quality off campus and not during the normal school day.