Darnell-Cookman Middle/High School Syllabus: AP Environmental Science Course Title: Advanced Placement Environmental Science (APES) Instructor s Name: Scott Sowell, PhD Darnell-Cookman Mission Statement: To prepare students for collegiate success through a rigorous college preparatory curriculum integrated with professional medical standards emphasizing integrity, the pursuit of academic excellence, and a passion for life-long learning. Honor Code: Students at Darnell-Cookman Middle/High School, School of the Medical Arts will be expected to uphold the four benchmarks of our school and place high value on intellectual rigor and academic standards. Honesty When students practice honesty, the result is fairness for everyone. Respect Respect is treating others as we would like to be treated. In an environment of respect, work we call our own, is our own. Responsibility Responsibility is the quality of being accountable for our actions and accepting the consequences of our actions. Integrity Integrity is a commitment to a value even when others are not present to witness it. Enrollment at Darnell-Cookman Middle/High School requires a commitment to these principles. Students are expected to acknowledge fully and in detail the work, thought, or ideas of another person if incorporated in work submitted for assessment; to submit separate pieces of work in fulfillment of the requirements of different components (i.e. research papers); to ensure that the work is their own and is never given to another student in any version (hard copy or electronic) knowing that it might be submitted for grading as the work of another student. In order to prevent a student from gaining an unfair advantage, these behaviors will result in the following: 1) Grade of zero all students involved will earn a zero for the work 2) Documentation- the incident will be recorded and a parent conference will be held
Introduction and Course Description: Advanced Placement Environmental Science (APES) is equivalent to a college-level course and will engage you in a rigorous exploration (both theoretical and practical) of environmental problems. Unlike many other courses, APES is an applied science with a strong interdisciplinary focus. Thus, the goal of this course will be to apply a wide range of disciplines (biology, chemistry, physics, geology, ecology, economics, political science and mathematics) to thoroughly investigate environmental issues. In keeping with the mission of Darnell-Cookman Middle/High School, School of the Medical Arts, the over-arching theme for this course will be the intersection of human health and the environment. We will be constantly investigating how environmental problems affect human wellbeing, the health-care industry, and the various fields of medicine. Scientific principles and methodology are taught and used throughout the course. In addition, you will be learning ways to mathematically analyze data (data you collect) in order to better understand APES content. In other words, you will be learning science by doing science. You will be practicing the methods of science while developing a robust understanding of the nature of science and the scientific enterprise. You will be collecting, organizing, and analyzing data in order to answer testable scientific questions. These answers you generate, as well as the methods used to generate them, will help you in identifying, analyzing, resolving, and preventing environmental problems. Course Outline: Below is a tentative schedule/list of the units and textbook chapters we will cover during the course of the year. It goes without saying that such a schedule may be modified based on students needs, unexpected events, and/or teacher discretion. 1 st Nine Weeks: Unit 1: Environmental Science & Climate Change Chapter 1 - Introducing Environmental Science and Sustainability Chapter 2 - Environmental Laws, Economics, and Ethics Chapter 21 Global Climate Change Unit 2: Air Pollution and Human Health Chapter 20 Air Pollution Chapter 7 Human Health and Environmental Toxicology Unit 3: Ecology & Biodiversity Chapter 3 - Ecosystems and Energy
Chapter 4 - Ecosystems and Living Organisms Chapter 17 - Biological Resources 2nd Nine Weeks: Unit 4: Biogeochemical Cycles & Biomes Chapter 5 - Ecosystems and the Physical Environment Chapter 6 - Major Ecosystems of the World Unit 5: Population & Urban Environments Chapter 8 - Population Change Chapter 9 - Addressing Population Issues Chapter 10 - The Urban Environment Unit 6: Energy Resources & Consumption Chapter 11 - Fossil Fuels Chapter 12 - Nuclear Energy Chapter 13 - Renewable Energy and Conservation 3 rd Nine Weeks: Unit 7: Soil & Agriculture Chapter 15 - Soil Resources Chapter 19 - Food Resources Chapter 23 - Pest Management Unit 8: The Land Chapter 16 - Mineral Resources Chapter 18 - Land Resources Chapter 24 - Solid and Hazardous Wastes Unit 9: The Water Chapter 14 - Water: A Limited Resource Chapter 22 - Water Pollution 4 th Nine Weeks: Unit 10: Review for AP Exam Chapter 25 - Tomorrow's World Educational Materials Needed for Course: 1. Raven, P. H., Berg, L. R., & Hassenzahl, D. M. (2009). Environment. (7th ed.). Hoboken, NJ: Wiley. 2. Three ring binder (2 ) with dividers for each of the ten units Grading Policy: Your grade for each nine-week period will be calculated as follows: 1. 60% of grade = Unit Exams: We will typically only have two or three regular exams each nine-week period; therefore, your unit exam grades are very important.
2. 20% of grade = Daily Quizzes: Quizzes are extremely important in this class. Expect a quiz every single day at the beginning of the period. These quizzes will cover the events of the previous class plus the assigned reading homework. These quizzes are always open-note and you may use any handwritten notes on the quiz. 3. 20% of grade = Classwork/Homework: This may include assignments such as lab reports, course binder checks, practice FRQ s, reading questions, etc.) Homework/Late Work Policy: I expect all APES students to come fully prepared to APES class sessions. Complete assigned readings (e.g., textbook chapters, newspaper articles, documents, etc ) prior to class. This includes taking notes on these readings for future reference. Review (and re-write if necessary) class notes from previous class session. Learn any new vocabulary and important terms, always remembering to make as many connections as possible to what we have learned already from prior units. Late work will be accepted. However, you will lose 10% for every day that the assignment is late. Late means anything later than when the assignment is collected during your particular class period. Make-up Work Policy: Regular attendance in each forty-five day grading period is necessary for a student to be successful in school. Missing work shall be made-up for all absences, including suspension. Make-up work shall be allowed for each day of absence. You may earn up to full credit for such work submitted with acceptable time frame outlined within DCPS Student Progression Plan. For APES, missed exams must be made-up within the number of days you were absent. You will NOT take the exam during class time; therefore, you need to make arrangements with me to take the exam either before or after school. Because labs typically involve many materials and/or outdoor experiences, making up labs is typically not feasible. Avoid missing a lab day if at all possible. There are no make-ups for quizzes. Missed quizzes will not affect your grade at all. Parent/Teacher Conference Information: If you have a question about your son s/daughter s grade, please check the Grade Portal to see if the teacher has left any notes about specific assignments. If you still have questions, feel free to email the teacher directly. If you have more general questions about your son s/daughter s
overall academic progress, you can contact their school counselor or you can call Ms. Bennett at extension 1030 in the School Counseling Office to schedule an appointment for a parent/teacher conference. Please remember that parent/teacher conferences are only available on a limited basis and may not include all of your child s teachers. Please be specific when scheduling a conference to just those teachers that you need to meet face-to-face. Tutoring Schedule: I am available by appointment most days after school. My email is sowells@duvalschools.org Binder: I will be collecting your binder each nine weeks for a quiz grade. Be sure to keep it organized, up-to-date, and complete. Your binder is extremely important and should be kept in chronological order, with labeled tabs/dividers for each of the ten major units. Each section should contain all the notes, readings, labs, concept maps, and any other materials for that chapter/unit. Regarding notes, I expect well-written, professional-looking chapter notes; scribbled random thoughts on a piece of paper do not constitute proper note-taking. Using the Cornell note-taking system is preferred. Additional Expectations: Put simply, I expect college-level behavior, professionalism, and motivation. I assume that all students in this course will demonstrate empathy, civility, and kindness at all times. We are a community of learners and must be mindful of our interactions with each other. In terms of professionalism, all of your assignments, discussions, and exams will be completed with academic honesty and integrity. Plagiarism, cheating, and other unprofessional conduct will not be tolerated. Our classroom discussions will often include debating and evaluating environmental problems, risks, and possible solutions. Your collegiality and professionalism are critical during such debates. You are responsible for reading and note-taking the assigned textbook chapters and other documents/ materials on your own before class. Our classroom time will be filled predominately with labs, activities, discussions, field-experiences, and video-clips. While I will lecture a times and give notes from the board, the majority of our classroom time is about putting what we have read into context. For example, after reading about the ecology of forest communities, we will spend our class-time exploring one of our local forest communities (the long-leaf/wire-grass community and effects of firesuppression in North Florida). However, if you have not read and noted the required textbook chapter or newspaper article, then the class period will not be effective for you.
Finally, being a motivated learner is of utmost importance (see the Darnell-Cookman Honor Code for more information). There are two main types of motivation: extrinsic and intrinsic. Extrinsic motivation revolves around you learning something in order get something in return: prizes, candy, a high grade, a job, praise, etc Intrinsic motivation means that you are learning something because you find it interesting and enjoyable. When your intrinsic motivation is high, you have greater curiosity, feel a stronger personal connection to the materials, and will wrestle with the content in a more meaningful way. During APES, you will experience highs and lows within your own motivation. Keeping in mind that there are two kinds of motivation will help you make the most of this course. Whatever your motivation, keep it soaring high. Remember the importance of our course website at www.sowellscience.com It contains our class calendar, assignment information, as well as important links. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Cut at the line above and return only the portion below to Dr. Sowell We have read and discussed the syllabus information above and understand the course requirements and expectations for AP Environmental Science. Printed student name Student signature Date Printed parent/guardian name Parent/guardian signature Date
Student Safety Agreement / Duval County (FL) Public Schools Class: Period: Teacher: The purpose of this document is to provide you with information and instructions about general safety procedures for science laboratory activities. You are expected to read, understand, and follow the safety rules below. Your parent or guardian is asked to read and sign also so he or she knows what the safety expectations are for your science class. I shall: 1. Follow all instructions given by the teacher, including safety procedures. 2. Use only materials, equipment, and directions authorized by my teacher. 3. Not play around in the lab. 4. Protect eyes, hands, face, and body while conducting lab activities. 5. Wear approved safety goggles when lab activities involve chemicals, glassware, heat, and/or projectiles. (This includes those who wear glass or contact lenses.) 6. Never enter the chemical storage area. 7. Never remove chemicals or equipment from the classroom or lab area. 8. Know the location and proper use of safety equipment: fire blanket, eyewash, safety shower, spill containment materials, and fire extinguisher. (Tampering with safety equipment is not allowed.) 9. Know the proper exit route in case of a fire or fire drill. 10. Never run if clothing should catch fire. (Smother the flame with a fire blanket or use the safety shower.) 11. Notify the teacher if there is a safety hazard. 12. Report any accident, injury, spills, or glass breakage immediately to the teacher. (Do not try to clean up broken glass yourself). 13. Pull back and secure long hair and long sleeves. 14. Wear proper clothing and shoes for lab work (no open toe shoes, bulky winter coats, or long hanging jewelry). 15. Not chew gum or consume food or beverages in lab unless part of a planned activity and I have the teacher s approval to do so. 16. Never taste or sniff chemicals or touch chemicals with my bare hands. (If a lab requires you to detect the odor of a chemical and you are not allergic to it, use the wafting method taught to you by your teacher.) 17. Be careful when using a hot plate or Bunsen burner and not reach across an open flame. (Turn them off when not in use and do not leave them unattended.) 18. Point the open end of a test tube away from myself and others when heating it. 19. Not touch glassware that may still be hot. (Hot glass looks the same as cold glass.) 20. Be sure that electrical cords from hot plates, microscopes, computers, or other equipment are not in or near water or obstructing walking through the lab area. 21. Never work alone in the lab. 22. Clean my work area when finished and return supplies and equipment to designated places. 23. Wash my hands with soap and water after lab activities. 24. For science projects, know which kinds of projects require prior approval from the Regional Science Fair committees (IRB/SRC) and which kinds of projects should not be done at home. IF YOU WEAR CONTACT LENSES, CHECK HERE: LIST ALL ALLERGIES TO A SUBSTANCE OR ORGANISM HERE: I have read, understand, and agree to follow the safety procedures stated above. I also agree to follow other written or verbal safety procedures specific to a particular lab activity. Printed student name Student signature Date I have read the above safety procedures and discussed them with my student. Printed parent or guardian name Parent or guardian signature Date