AP Environmental Science SYLLABUS

Transcription

1 AP Environmental Science SYLLABUS Congratulations on your decision to take AP Environmental Science. Your participation in this class shows that you are (1) not afraid to work hard, and (2) eager to learn about and help solve the environmental problems facing humankind today. Welcome! Course Summary This course is designed to be the equivalent of a one-semester, introductory college course in environmental science. According to the AP College Board: 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 or preventing them. In addition to the above, my personal goals for this class are to: Increase our scientific and environmental literacy. Develop our ability to think critically about environmental issues and problems. Reduce our own contributions to environmental problems by making changes in our daily lives and activities. Use our knowledge of environmental science to become responsible citizens, voters and decision-makers. Find creative solutions to environmental problems, and (of course) Pass the AP Environmental Science Exam! This class is an interactive class that involves indoor and outdoor laboratory activities, field studies, class-work and discussion, reading and homework assignments, and individual and group projects. Students should be in their assigned seats and ready to begin when the bell rings.

2 Readings Text: The textbook for this course is the 13 th Edition of Living in the Environment, by G. Tyler Miller, Jr.(2004, Brooks/Cole Thomason Learning). We will read and cover the entire book. We will read approximately two chapters per week. Reading the textbook and completing the homework assignments are essential to the successful completion of this class. Please bring your textbook to class everyday. You will also be responsible for supplementary readings throughout the term. These readings may be from newspapers, journals, books or websites. Assignments This course will include, and you will be evaluated on, the following types of assignments. The grading will be on a percentage based system. 1.) Tests/Projects 65% 2.) Homework/Labs 20% 3.) Classwork/Science Notebook 15% Science Notebooks Your AP Environmental Science Notebook may be reviewed by the college administrators at your chosen university to determine whether you will receive AP credit for their introductory environmental science class. As such, keep a good notebook! To assure a neat and organized notebook, your notebook should be organized in the following manner: 1.) Organized by Units. (Unit 1 first, Unit 2 second, etc.) 2.) Each Unit will contain: A.) Lecture Notes/Journal Notes/Vocabulary Lists B.) Current Event Articles/Homework C.) Labs D.) Projects/Activities/Tests

3 School Supplies 1.) Sharpened pencils, black and red pens, a set of colored pencils, and a small ruler or straight edge. 2.) Blank loose-leaf notebook paper. 3.) This syllabus, all other class handouts, and your class notes. 4.) A lab-top computer. Class Rules 1.) Do not impede the instruction of this classroom. A.) No sleeping or laying your head down on your desk. B.) Stay in your assigned seat. Raise your hand if you need to get up. C.) No talking while the instructor is talking. D.) No food or drink in class. Rule Violations 1.) Verbal warning. 2.) School detention/call home. 3.) Referral to the office. Late Policy Late assignments will be accepted on the following bases: 1 min. to 4 days - 30% off grade. 1 week 2 weeks 50% off grade. All other late grades will be except under the following circumstances with no % penalty: 1.) The student is absent from school the date the assignment is due. 2.) The student s absence is due to illness or family travel. For each day absent, you have two days to make up any missed work. However, I will not extend the due day for missing work more than 6 days beyond a student s return to school. Electronic Devices Electronic devices are not to be used during the school day. If they are used during the school day, they will be confiscated. Electronic devices include, but are not limited to: radios, CD players, MP3 players, hand held video games, toys, beepers, headphones, and cell phones.

4 AP Exam The AP Environmental Science Exam is three hours long and is given on May 7th. There are 100 multiple choice questions (60% of the grade) and 4 free response questions (40% of the grade). You will be given 90 minutes to complete each of the two sections. The free-response questions consist of 1 data-set question, 1 document-based question, and 2 synthesis and evaluation questions. The exam is graded on a 1-5 scale. AP College Board recommendations pertaining to AP credit are as follows: 5 Student is Extremely Well Qualified 4 Well Qualified 3 Qualified 2 Possibly qualified 1 No recommendation All students must register as students on the AP student website at: AP Exam Preperation To ensure the best possible score on the above test, one to two essay questions will be given on each bi-weekly test, and all homework, labs and journal entries must be written in complete sentences. The following topics will be taught and tested as the semester progresses. The percentages after each topic shows the approximate proportion of multiple-choice test questions on the A.P exam; thus the percentages also indicates the relative emphasis that will be placed on the topics in the course. I.) Global Change (10-15%) - Unit 1 Ch. 1 & 2 & Summer Reading II.) Earth Systems and Resources - (10-15%) Unit 2 Ch s. 3, 4 & 11. III.) The Living World (10-15%) Unit 3 Ch s. 5, 7 & 8. IV.) Population (10-15%) Unit 4 Ch. 9 & 12. V.) Land and Water Use (10-15%) Unit 5 Ch s. 13, 20 & 14. VI.) Pollution - (25-30%) Unit 6 Ch s 6, 17, 18, 19, 20 & 21. VII.) Energy Resources and Consumption - (10-15%) Unit 7 Ch s. 16 & Summer Reading

5 Class Teaching and Grading Schedule 1.) Classwork will begin with a bell ringer. Five minutes will be given for completion. 2.) One hour of lecture and discussion will be completed for the first hour of class on Monday, Wednesday and Thursday. 3.) One half hour will be given for Journal preparation and discussion, Science Notebook Organization, Laboratory Report Completion, and Essays on Monday, Wednesday and Friday. 4.) Current events and your concurrent report will be checked periodically. 5.) Chapter Outlines and or assigned Chapter Essay Questions will be checked every week. 6.) Labs and Projects will be completed on Tuesdays. 7.) Tests will usually be given on Fridays. Special Rules to Follow 1.) Always follow the Current Events Rubric. 2.) Follow the rules for writing a complete essay that is printed on the back of your Currents Events Rubric. 3.) All daily Journal Entries should cover: questions you had about the lecture, relationships you identified as the lecture progressed and any epiphany s you had as the material was taught. 4.) Always follow the AP Environmental Science Lab Report format. Special Teaching Strategies and/or Techniques Periodically, assigned groups of students will teach a chapter in a form of cooperative learning. Periodically, student names will be switched to designate new lab and project groups. Periodically, essay questions will be assigned that will require students to solve environmental problems.

6 I have read and understand the Course Syllabus for AP Environmental Science. Student (Print) Student Signature Date Parent (Print) Parent Signature Date

7 Unit 1 (Ch. 1 & 2 Jan. 22 Jan. 25) Pacing Guide Chapter 1 Topic: Environmental Issues, Their Causes, and Sustainability General overview of the topics covered throughout the year. Lab: Quadrat Lab, Teacher Led, One day to complete. Goal On school grounds, students learn how to mark off a quadrat and identify the large plants in the area. Then they graph the area. Video: The Lorax Chapter 2 Topic: Environmental History A. How humans have adapted to and modified the environment. B. Environmental history of the United States. Lab: Fish Pebble Study. Teacher led, One day to complete. Goal Estimate the total size of a population by the taking of samples. United Streaming: Champions of the Land. Activity Index cards for Environmental Laws Test: Chapters 1 & 2. Monday, Jan. 28 th.

8 Unit 2 (Ch. 3, 4 & 11 Jan. 29 Feb.8) Chapter 3 Topic: Science Systems, Matter and Energy A. The scientific Method B. Nature s building blocks a review of general chemistry C. Different forms of energy and their importance in environmental science. D. Laws of matter and energy Lab: Effects of Salt Concentration on Seed Germination and Growth. Teacher led, 3 days to complete. Goal Students measure, over a series of days, the effects of various salt concentrations on the germination and subsequent growth of grass seed. They then share their data to statistical analysis in order to draw conclusions. Activity: Nutrient Cycle Maps (Nitrogen, Sulfur, Water, Phosphorous, and Carbon.) Chapter 4 Topic: Ecosystems: Components, Energy Flow, and Matter Cycling A. Populations, communities, food chains and webs. B. Ecological pyramids and productivity. C. Biochemical cycles Lab: What s in a Owl Pellet? Teacher led, 1 day to complete. Goal Students gain insight into the habits and adaptations (such as sources and preferences of prey) of an apex predator by examining owl pellets. Activity: Food Web Posters. Chapter 11 Topic: Risk, Toxicology, and Human Health A. Risks and hazards B. Toxicology 1. Bioaccumulation and biomagnifications 2. Poisons C. Chemical hazards D. Transmissible diseases E. Risk analysis Lab: Toxicology Testing LD-50. Teacher and Student Led. 1 day Goal Four kinds of cleaning solutions are analyzed to determine the lethal dose 50% for yeast. (Generating a dose-response curve.) Test: Chapters 3, 4, & 11 Friday, Feb. 8 th.

9 Unit 3 (Ch. 5, 7 & 8 Feb. 11 Feb. 22) Chapter 5 Topic: Evolution and Biodiversity: Origins, Niches and Adaptation. A. Micro- and macroevolution B. Niches-fundamental and realized, generalists and specialists C. Theories and misconceptions about evolution. Activity: Change through natural selection/beans. Chapter 7 Topic: Aquatic Ecology: Biodiversity in Aquatic Ecosystems A. Saltwater life zones B. Freshwater life zones 1. Eutrophication 2. Overturn 3. Characteristics of streams and rivers Chapter 8 Topic: Community Ecology, Structure, Species Interaction, Succession, and Sustainability. A. Nonnative or exotic species B. Indicator species and keystone species C. Inter-specific and intra-specific competition D. Competition and symbiosis E. Succession Lab: Inter- and Intra-specific Competition. Student led, 1 day to set up. Goal Students analyze the effects of population density on the growth of two plant species (green beans and lima beans) growing alone and in mixed species groups. Density and species composition are manipulated. The resulting biomasses of the two species are statistically analyzed. Exercise: Introduction to Shannon-Weiner Biodiversity Index: Schoolyard diversity. (car diversity in lots.) Test: Chapters 5, 7 & 8, Friday, Feb. 22.

10 Unit 4 (Ch. 9 & 12 Feb. 25 March 7) Chapter 9 Topic: Population Dynamics, Carrying Capacity, and Conservation Biology A. Exponential versus logistic growth B. Biotic potential and environmental resistance C. Characteristics of R-strategists and K-strategists Activity: The Power of Doubling/Using Beans Activity: Oh Deer Carrying capacity. Video: Wolf Reintroduction Video Chapter 12 Topic: The Human Population: Growth, Demography, and Carrying Capacity A. Zero population growth B. Fertility and death rates C. Age structure histograms D. Factors affecting population size E. The demographic transition Lab: Power of the Pyramids Teacher and student led, 1 day. Goal Students use census data to construct age-sex population pyramids, representing several countries in various stages of development, are discussed and compared. Students then explore and discuss how the population would be affected by factors such as natural and human-made disasters as well as social, economic and political changes. Video: The People Bomb Test: (Ch Thursday, March. 7)

11 Unit 5 (Ch. 13, 20 & 14 March 11 March 22) Chapter 13 Topic: Food Resources A. Food production and nutrition B. Increasing crop production 1. Genetic engineering 2. Irrigation C. Meat production Positive and negative effects D. Harvesting fish and shellfish Guest Speaker: Barry Foushee on agricultural issues associated with large animals. Chapter 20 Topic: Pesticides and Pest Control A. Types of pesticides B. Pros and Cons of pesticide use C. Pesticide treadmill and circle of poison D. Pesticide regulations in the United States E. Alternatives to the use of pesticides F. Integrated pest management Activity Poison Pump Activity Bioaccumulation/Biomagnifications: feeding at a lower trophic level. Chapter 14 Topic: Water Resources A. Properties of water B. Types of fresh water C. Water shortages D. Damming water and water transfer E. Desalination F. Irrigation G. Solutions to overuse of water H. Flooding and floodplain management Webquest: Water treatment and personal water use survey. Test (Ch. 13, 20 & 14 Friday - March 22)

12 Unit 6a (Ch. 6 March 25 March 28 th ) Chapter 6 Topic: Biogeography, Climate, Biomes, and Terrestrial Biodiversity. A. Weather and Climate B. What are biomes and how do they differ? Internet Project: Power-point on Biomes. Lab: Zoo Data Collection. Teacher led, 2 days to complete. Goal 1.) Vegetation Census and using a dichotomous key tree I.D. exercise. 2.) Tree Aging exercise (reading tree rings). 3.) Soil Analysis. 4.) Canopy Cover. Lab: Macro-invertebrates as a Measurement of Water Quality: Teacher and student led, one day to complete. Goal - Students assess the health of local surface water samples by conducting an analysis of macroinvertebrate diversity. Lab: Shannon-Weiner Biodiversity Index: Measuring Invertebrate Diversity from Leaf Litter. Teacher and Student lead, 1 day to complete. Goal A Berlese funnel is used to collect organisms from leaf litter. Biodiversity is calculated using the Shannon-Weiner Diversity Index.

13 Unit 6b (Chapters 19 & 17 April 8 th to April 19 th ) Chapter 19 Topic Water Pollution A. Main types of water pollutants and how they are measured B. Point and non-point sources of pollution C. Stream pollution and oxygen-sag curves D. Groundwater pollution E. Ocean pollution F. Wastewater treatment Guest Speakers: from local water treatment facility Lab: Measuring Water Quality. Teacher and Student led, 1 day to complete. Goal Measure water: Nitrogen, Potassium and Phosphorus content. Lab: Thermal pollution. Teacher and Student led, 1 day to complete. Goal This is a timed experiment using yeast cells, heat, stain and microscopes. Chapter 17 Topic: Air and Air Pollution A. Outdoor air pollution 1. Photochemical and industrial smog 2. Inversions 3. Acid deposition B. Indoor air pollution 1. Types and sources 2. Effects on human health C. Solutions to air pollution Internet Lab: What can you do to stop global warming Internet Lab: Tailpipe Tally Web defense.org/tailpipetally. Student led, 1 day to complete. Goal students compare different cars and rate their pollution levels. Chapter 21 Topic: Solid and Hazardous Waste A. Municipal Solid Waste B. Hazardous waste C. Reduce, reuse, recycle D. Detoxifying, burning, burying, and exporting waste E. Land disposal F. Laws regarding hazardous waste in the United States Video Endangered Planet o Film A Civil Action o Activity: Solid Waste Inventory Test (Ch. 21, 19 & 17 Friday - April 19)

14 Unit 6c (Ch. 18 April 22 April 24) Chapter 18 Topic: Climate Change and Ozone Loss A. Natural greenhouse effect B. Global climate change C. Possible solutions D. Ozone depletion 1. Causes and chemical reactions 2. Effects on human health Lab: Field Testing for Ozone. Teacher led, 1 day to complete. Goal Schoenbien paper and a relative humidity Schoenbien scale are used to measure the concentrations in other time periods and in other parts of the world s atmosphere. Activity Indoor/Outdoor Air Pollution Tables (Source, Environmental Effects, Health Effects.)

15 Unit 7 (Ch. 16 April 25 May 3) Chapter 16 Topic: Energy Efficiency and Renewable Energy A. Energy efficiency and how to improve it. B. Solar energy 1. Passive solar energy 2. Active solar energy C. Hydroelectricity D. Wind Power E. Biomass F. Solar Power G. Hydrogen Fuel Cells H. Geothermal energy I. Propane J. Natural Gas K. Electric Vehicles L. Sustainable energy use Guest Speaker: Local official from near-by Zoo who uses and generates sustainable energy. Project (As a test grade): Internet-Power Point Renewable and Non-renewable Energy Sources: an answering of a series of questions concerning their, reliability, energy out-put, economic profitability, feasibility, etc. (Due Friday May 3 rd.) AP Exam Monday May 6 th 8 am. The AP Environmental Science Exam is three hours long and is given on May 7th. There are 100 multiple choice questions (60% of the grade) and 4 free response questions (40% of the grade). You will be given 90 minutes to complete each of the two sections. The free-response questions consist of 1 data-set question, 1 document-based question, and 2 synthesis and evaluation questions. The exam is graded on a 1-5 scale. AP College Board recommendations pertaining to AP credit are as follows: Course Final Exam Monday-Friday June 6 th June 10 th This final exam will be 100 multiple choice questions from all the chapters covered this semester. It will be comprehensive, it will be worth 25% of your over-all grade, and it will be given one day over final exam week.

16 Unit 8 (Ch May 8? June 7) Field Trip?: Led by Ag. Extension to Swine, Poultry and Dairy Operations. Chapter 22 Topic: Sustaining Wild Species A. Effect of humans on biodiversity B. Estimation of extinction risks C. Instrumental, ecological, economic, and intrinsic values of biodiversity. D. Causes of extinction E. Laws and treaties to prevent extinction of species (national and international). F. Wildlife management Project: Invasive Species Poster completion. Video: Cane Toads. Chapter 23 Topic: Sustaining Terrestrial Biodiversity: The Ecosystem Approach B. Land use in the United States and the world, including laws to manage public lands C. Managing forests sustainable 1. Types of tree harvesting 2. Importance of fires D. Managing tropical forests E. Sustaining national parks F. Gap analysis and ecological restorations Article: A Burning Question (the role of fire in ecosystems) Chapter 24 Topic: Sustaining Aquatic Biodiversity A. Importance and human impact on marine and aquatic biodiversity B. Protecting and sustaining marine biodiversity Chapter 25 Topic: Sustainable Cities: Urban Land Use and Management A. Distribution of populations between rural and urban B. Environmental and resource problems associated with urban areas C. Effect of transportation systems on urban growth D. Alternative transportation E. Methods for control of urban growth Chapter 26, 27 & 28. Topics: Environment, Economics, Politics and Worldviews Student Solutions A student led activity where my students propose their solutions to the problems thus proposed. Groups of 2, power-point or poster completions. They answer a series of questions and present their solutions to the class upon completion.

17 2012 AP Environmental Science I.) Global Change (10-15%) - Unit 1 Ch. 1 & 2, & Summer Reading (Time to cover this Unit - Jan. 22 Jan. 25) - Test: Friday, Jan. 25 th ) (Summer Reading Take Home Test Due Date Monday, Feb. 4th d ) II.) Earth Systems and Resources - (10-15%) Unit 2 Ch s. 3, 4 & 11. (Time to cover this Unit - Jan. 28 Feb. 8) - Test: Friday, Feb. 8 th ) III.) The Living World (10-15%) Unit 3 Ch s. 5, 7, & 8. (Time to cover this Unit - Feb. 11 Feb. 22) - Test: Friday, Feb. 22 th ) IV.) Population (10-15%) Unit 4 Ch. 9 & 12. (Time to cover this Unit - Feb. 25 March 7) - Test: Friday, March 7 st.) V.) Land and Water Use (10-15%) Unit 5 Ch s. 13, 20 & 14. (Time to cover this Unit March 11 th March 28) - Test: Friday, March 22 th ) VI.) Pollution - (25-30%) Unit 6 Ch s 6, 17, 18, 19, & 21. (Time to cover this Unit April 8 th April 24 ) - Test: Friday, April 19 th ) VII.) Energy Resources and Consumption - (10-15%) Unit 7 Ch.16 & Summer Reading (Time to cover this Unit April 25 th May 3 rd ) - Project/Test: Friday, May 3 rd. May7 th May 10 th - Project: Internet-Power Point Display Presentation Renewable and Non-renewable Energy Sources: an answering of a series of questions concerning their, reliability, energy out-put, economic profitability, feasibility, etc. May 13 st May 31 st Field Trip?: led by Ag. extension agent to Swine, Poultry and Dairy Operations? Project: Internet Power-Point Display Design a sustainable house: location, rooms, square footage, building materials (wood, composite, shingles, paint, carpet, etc.) May 13 th May 31 st Project/Final Exam: Complete a power-point exercise designed to explain how you re going to live your future life and why. (You must justify this why with provable data.) This Power-point will include you re: career choice, possible house design, rural vs. urban living, married or unmarried?, possible number of children, transportation choices, (cars, trucks, scooters, motorcycles, type of energy required for propulsion? possible street/bike paths, railways, electric buses, etc. desired near home?) power generation needed, population demographics desired,, rural sustainability vs. urban sustainability, etc., etc.. June 3 rd June 7 th - Final Exam a comprehensive exam covering all the chapters completed this semester.

18 2012 AP Exam schedule Week 1 Morning 8 a.m. Afternoon 12 noon Monday, May 6 Chemistry Environmental Science Psychology Tuesday, May 8 Computer Science A Spanish Language Art History Wednesday, May 9 Calculus AB Calculus BC Chinese Language and Culture Thursday, May 10 English Literature and Composition Japanese Language and Culture Latin: Vergil Friday, May 11 German Language and Culture United States History European History Studio Art Last day for Coordinators to submit digital portfolios (by 8 p.m. EDT) and to gather 2-D Design and Drawing students for the physical portfolio assembly. Teachers should have forwarded students' completed digital portfolios to Coordinators before this date. Week 2 Morning 8 a.m. Afternoon 12 noon Afternoon 2 p.m. Monday, May 14 Biology Music Theory Physics B Physics C: Mechanics Physics C: Electricity and Magnetism Tuesday, May 15 United States Government and Politics Comparative Government and Politics French Language and Culture Wednesday, May 16 English Language and Composition Statistics Thursday, May 17 Macroeconomics World History Microeconomics Italian Language and Culture Friday, May 18 Human Geography Spanish Literature

19 APES Current Events Requirement 1.) You must include a current events article every week in the section of your science notebook labeled current events. 2.) A new entry is due each Monday. 3.) I will check to make sure this homework is completed on Mondays. 4.) I will pick this homework up randomly for grading, and I may pick one up (say for example, Monday, October 15 th ) and grade all the students entries that I ve missed up to that date. 5.) Therefore it is imperative that you do, and do well, on all of the journal entry assignments. Grading Rubric Current Events 1.) Your name and the date the article is due. (All articles are due on the Monday of each week.) 2.) A copy of the article and the name and date of your source. (If internet, include the date it was posted, and the date you downloaded it and its url.) 3a.) Read and highlight the important components of the article. Percents b.) Organize these components in a simple organized fashion. 4a.) What is your comprehension of this article? (What do these newly organized components mean?) 40 4b.) How can this information be applied? (Is it worthwhile? Does it relate to life and death? Health of animals, humans or the environment? How? How not? ((Appraise, decide, & justify.)) Total 100 Tips for writing Homework and Exam Essay s 1.) Write the question to be answered before each portion of your answer and put labels on each answer if the question calls for them: a, b, c, etc. 2.) Write each answer in complete sentences, and answer the question!!!!!

20 I have read and understood the Current Events for AP Environmental Science. Student (Print) Student Signature Date Parent (Print) Parent Signature Date

21 AP Environmental Science Lab Report Laboratory write-ups should be in the following form, and must be in your own words. 1.) Title, date, your full name, and the full names of your partners. (5 %) 2.) Purpose (5%) This should be a statement of the purpose of the lab, the relationship being studied, or the problem to be solved. Be Specific. 3.) Background Information (5%) This section should contain a statement explaining what relationships you are studying in this experiment, followed by a paragraph of background information about the scientific principles involved. 4.) Hypothesis (5%) State your hypothesis. Explain what you believe the results of the experiment will show. 5.) Variables (5%) Identify the independent and dependent variables. Write in complete sentences. Remember that the independent variable is the treatment. The dependent variable is what changes in response to the treatment.

22 6.) Procedure (5%) Describe how you prepared and conducted the lab. Be specific enough that someone could repeat exactly what you did by reading your description. Include a schematic diagram if necessary. Include a list of all materials you used in the lab. 7.) Results/Data (15%) Use a table if possible Include column titles and units in your table. 8.) Analysis (40%) A. Graphs (15%) Use graph paper Label the X and Y axis including units Give every graph a title Clearly indicate the data points B. Calculations (5%) Include all the equations (formulas) you used Provide an example of each calculation using data from the experiment. C. Questions/Discussion (15%) Answer any questions in the lab instruction Answer in complete sentences D. Conclusions (15%) Discuss what your results show and whether or not your hypothesis was correct. The conclusion should answer the question stated in the purpose section of the report. 9.) General Information (5%) Write a paragraph explaining what you learned from the experiment as it relates to APES.

23 I have read and understood the Science Lab Report for AP Environmental Science. Student (Print) Student Signature Date Parent (Print) Parent Signature Date

24 Safety in the Laboratory Occasionally will we use chemicals and glassware for our experiments. The laboratory is a safe place to experiment if you are careful. You must assume responsibility for the safety of yourself and your neighbors. If you do not follow the following rules, or if you are a danger to yourself or others, all labs for the day will be taken away from you and appropriate bookwork will be assigned for the day. 1. The laboratory is a place for serious work. 2. Do not perform experiments without your teacher s permission. 3. Study your lab assignment before you come to the lab. If you are in doubt about any procedure, ask your teacher for help. 4. Safely goggles and a laboratory apron must be worn whenever you work in the lab. Contact lenses should not be worn in the lab, even if goggles are worn; lenses absorb vapors and are difficult to remove in an emergency. 5. Gloves should be worn whenever you use chemicals that cause irritations or can be absorbed through the skin. 6. Know how to use the safely equipment provided by you. Know the location of the fire extinguisher, safely shower, eye wash, fire blanket, and the first aid kit. 7. Report any accident, injury, or incorrect procedure immediately using plenty of water. 8. If you spill acid or other corrosive chemical, wash it off immediately using plenty of water. 9. Never taste any chemical substance. Never draw materials into a pipet with your mouth. Eating, drinking and smoking are prohibited in the laboratory. 10. Smother fires with a towel. If clothing should catch fire, smother it with a fire blanket, or quench it under a safety shower. 11. Handle chemicals carefully. Check the label of all bottles before removing the contents. Do not return unused chemicals to reagent bottles. 12. Keep combustible materials away from open flames. (Alcohol and acetone are combustible.) 13. Handle toxic or combustible gases only under the direction of your teacher. Use the fume hood when such materials are present. 14. When heating a substance in a test tube, be careful not to point the mouth of the test tube at another person or yourself. 15. Use caution and the proper equipment to handle hot glassware. Hot glass looks the same as cool glass. 16. Place broken glass and solid substances in designated containers. Keep insoluble waste material out of the sink. Follow the directions given in each procedure or by your teacher for the disposal of chemicals. 17. Know the correct procedure for mixing acid solutions. Always add the acid slowly to the water. Never add water to a large amount of acid. 18. Long hair should be tied back. Avoid wearing scarves, ties, or clothing with loose sleeves as they may catch fire. Shoes that cover the feet must be worn. 19. Wash your hands with soap and water when finished with your laboratory work. 20. Never work alone in the laboratory. Work only when your teacher is present.

25 I have read and understood the Safety in the Laboratory for AP Environmental Science. Student (Print) Student Signature Date Parent (Print) Parent Signature Date