ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE Providence Career and Technical Academy Teacher: Elizabeth Butrick Course Description: The advanced placement environmental science course is a full-year course with the time equivalent of one-semester. Environmental Science course will include information from a wide variety of departments, including geology, biology, environmental studies, chemistry, and geography. The course is designed to provide students with a rigorous science course that includes a strong focus on scientific principles, analysis, and laboratory work. [SC11] Course goal: The goal of this course is to provide students with 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 alternate solutions for resolving and/or preventing them. (College Board, Advanced Placement Program). [SC11] Text Withgott, Jay and Laposata, Matthew (2014) Environment: The Science Behind the Stories AP Edition. 5th Edition. Pearson Education, Inc. Smil, Vaclav. Global Population and the Nitrogen Cycle. Scientific American July 1997: 76-81 Howarth, Robert W & Townsend, Alan R. Fixing the Global Nitrogen Problem Scientific American February 2010 Vaccari, David A. Phosphorus: A Looming Crisis. Scientific American June 2009: 54-59 Huber, George W., Dale, Bruce E. Grassoline at the Pump Scientific American July 2009 52-59. Jochem, Eberhard K. An Efficient Solution. Scientific American Sept. 2006 64-67.
Course Schedule FALL SEMESTER UNIT CHAPTERS/ BACKGROUND READING POTENTIAL LABS AND ACTIVITIES UNIT 1: WHAT IS ENVIRONMENTAL SCIENCE? ENVIRONMENTAL PROBLEMS & CAUSES HISTORY OF RESOURCES USE AND CONSERVATION [SC2] Chapter 1 : An Introduction to Environmental Science Hardin, Garrett The Tragedy of the Commons Science 1968 Ranking Environmental Challenges [SC12] Graphing Activity [SC14] Tragedy of the Commons activity Movie: The Lorax The Science Behind the Story (Withgott and Laposata): pg 6-7 [SC12] CRITICAL THINKING/SCIENTIFIC METHOD AND MODELS MATTER AND FLOW OF ENERGY [SC2] [SC7] UNIT 2: AIR AND AIR POLLUTION:[SC9] [SC10] CLIMATE CHANGE AND OZONE LOSS: [SC10] Chapter 2, 4, 5: Energy Flow Chapter 13, 16, 17, 18, and 19 : Air pollution, relative laws, and the atmosphere Chapter 4, 16, and 17: Climate shifts, ozone loss, and the atmosphere Ecological Footprint (Withgott and Laposata): pg 20 [SC14] Central Case Study (Withgott and Laposata): pg 22 [SC16] : Chapter 1, 2, 4, 5 Lab: Measuring Albedo [SC17] Lab: Vehicle Particulate Collection Lab: Testing for Ground Level Ozone Lab: Acid Rain
UNIT 3: EVOLUTION AND BIODIVERSITY: [SC3] ENERGY FLOW IN ECOSYSTEMS, ECOSYSTEM AND GLOBAL BIOGEOCHEMICAL CYCLES: [SC3] COMMUNITY ECOLOGY [SC3] UNIT 4: SUSTAINING WILD SPECIES: [SC3] Chapter, 3, 4, 6, 11, and 18: Global warming Chapter 3, 4, 5, 6, 11, 12, and 16: Ecosystem structure, diversity, loss of biodiversity, maintenance, relevant laws and treaties Chapter 2, 4, 5, and 18: Energy flow, natural biogeochemical cycles (Calcium, Sulfur, Carbon, Nitrogen, and Phosphorus) Chapter 3, 4, 6, 11, 12, 22, and 23 : Ecosystems, land conservation options, Lab: Global Warming Potential Videos: El Nino In Search of Clean Air The Science Behind the Story (Withgott and Laposata): pg. 466-467, 470-471, 490-491, 494-495 [SC12] Central Case Study (Withgott and Laposata): pg. 483 [SC16] Lab: Grocery Story Biodiversity or parking lot biodiversity [SC17] Project: Biomes Lab: Interspecific and Intraspecific Competition Activity: Natural Selection simulation [SC12] Lab: Biodiversity in Leaf Litter Potential Videos: Sonoran Desert Case Studies: Peppered Moths and Isle Royale [SC16] Case Study (Withgott and Laposata): pg. 48 Science Behind the Story (Withgott and Laposata): pg. 56, 64, 86, and 90 [SC12] Activity: Endangered Animal Gallery Walk [SC12] Potential Videos: The Miracle of the Scarlet Salmon The Beaches are Moving
TERRESTRIAL DIVERSITY & AQUATIC DIVERSITY: [SC6] [SC3] UNIT 5: POPULATION DYNAMICS: [SC4] 4 weeks Chapter 9, 10, 12, 13, 16 and 19: Forestry, rangelands, other land use, fishing and public and federal lands. Chapter 1, 3, 8, 9, 10, 11, and 12: population biology concepts, human population, population size, and impacts of population growth Endangered Species Potential Field Trip: Zoo trip [SC15] Lab: Power of the Pyramids (Earth Matters #3) [SC17] Activity: Something s Fishy Video: World in The Balance (Nova) Case Study (Withgott and Laposata): pg. 189 [SC16] The Science Behind the Story (Withgott and Laposata): pg. 194 and 204 [SC12] SPRING SEMESTER UNIT 6: RISK, TOXICOLOGY, AND HUMAN HEALTH: [SC9] Chapter 1, 6, 7, 14, 17, 22, and 24: Hazards to human health, hazardous chemicals in the environment, and economic impacts Activity: Disease Reports/Gallery Walk Activity: Risk Perception and Risk Reality Potential video: Ebola/Outbreak (Nova) Lab: Pesticides [SC17] PESTICIDES AND PEST CONTROL [SC5] [SC9] Chapter 10 and 14: Controlling pests Case Study (Withgott and Laposata): pg. 359 [SC16] The Science Behind the Story (Withgott and Laposata): pg. 362 and 378 [SC12]
UNIT 7: GEOLOGY AND SOIL [SC1] [SC2] UNIT 8: FOOD RESOURCES AND URBAN LAND USE [SC5] UNIT 9: AQUATIC ECOLOGY [SC6] WATER RESOURCES [SC6] Chapter 2, 9, 17 and Appendix E: Earth science concepts and soil and soil dynamics Chapter 3, 6, 11, 12, 13, 15, and 19: Urban land development, transportation infrastructure, public and federal lands and feeding a growing population. Chapter 3, 4, 5, 6, and 11: Ecosystem and ecosystem diversity Chapter 15 and 16: Global water resources and use Activity: Plate Tectonics Project Lab: Soil Lab- Chemical and Physical [SC17] Activity: Cookie Mining [SC16] Potential Video: Southern Appalachians- A changing World Case study (withgott and laposata): pg. 215 [SC16] Science Behind the Story (Withgott and Laposata): pg. 230 and 234 [SC12] Activity: Counting Calories [SC14] Project: Land Use Planning Case study (Withgott and Laposata): pg. 244 and pg. 336 [SC16] Science Behind the Story (Withgott and Laposata): pg. 258, 266, and 352 [SC12] Lab: Effect of Salinization on Seeds [SC17] Lab: Chemical Testing for Water Quality [SC13] Lab: Specific Heat [SC14] [SC13] Activity: Deadly Water (Aquatic Wild) Potential Video: Cadillac Desert
WATER POLLUTION [SC6] [SC9] UNIT 10: ENERGY EFFICIENCY AND RENEWABLE ENERGY [SC7] [SC8] SOLID WASTE [SC9] Chapter 5, 7, 15, 16, and 19: Water pollution Chapter 2, 15, 18, 19, 20, 21 and 24 : Energy concepts, energy consumption, fossil fuel resources and use, nuclear energy, hydroelectric power, energy conservation, and renewable energy Chapter 22: Solid Waste Case Study (Withgott and Laposata): pg. 389 and 420 [SC16] Science Behind the Stories (Withgott and Laposata): pg. 400, 410, 428, and 434 [SC12] Potential Field Trip: Water treatment plant, wastewater treatment plant, landfill, and recycling plant Lab: Personal Energy Consumption [SC13] [SC14] [SC17] Activity: Recycle City Project: Building a Sustainable Community [SC12] Project: How to Market Energy in an Energy- Challenged Age [SC16] Potential video: Minutes to Meltdown Case Study (Withgott and Laposata): pg. 553, 581, 609, and 654 [SC16] Science Behind the Stories (Withgott and Laposata): pg. 562, 572, 586, 592, 620, and 628 [SC12] AP EXAM: MAY 1, 2017 Teacher: Elizabeth Butrick
Email: Elizabeth.butrick@ppsd.org Course Size and Scheduling: The class size will be about 22 students. The class periods are 74 minutes long four days a week and 47 minutes for the last day of the week. A lab period is schedule during one of the 74 minute blocks each week. [SC17] Each semester consists of 90 days, but students will be in class (seat-time) for only half of these days due to the school s week-about schedule. Field work/ Field Trips: We will be doing activities outside on school grounds or on field trips. Please wear appropriate clothes for outside activities. Guest Speakers: We have a wealth of knowledge in our community. Bringing in experts and first hand experience is an important part of learning. Whenever possible, we will have guest speakers to share their expertise. Attendance: A significant portion of the information in this class is learned through doing labs and class activities. Be in class every day. If you know you are going to be absent on a given day, please let me know in advance. If possible, even if you must miss class, complete the classwork and homework on time so that you can benefit fully from the class activities when you return. Since this is a college level class, you will be expected to make up work missed without my having to remind you. Tardies: Class will start on time. If you come in late, please be considerate and enter the room quietly with minimal disruption of other students. If tardies occur repeatedly, we will need to find a way to solve the problem. Make-up Work: All work missed must be made up and you must make arrangements to complete make-up work. Labs and work can be made up before or after school. Grading: Grades are based on demonstration of mastery of the environmental science standards and course content. The percentages for each letter grade are as follows: 90-100% = A; 80-89% = B; 70-79% = C; 60-69% = D; 59-50% =E and below 50% = F. 1. Exams: 35% 2. Laboratory and field work reports/write-ups: 20% 3. Final exam/project : 15% 4. Quizzes/APES Reports/ Projects/Graded Discussions 15% 5. In class activities/ Debates/Oral reports 10% 6. Practice and Preparation : 5% Participation : Ask questions, take part in every aspect of the course, listen, be attentive, make relevant comments, show initiative and interest, work well with all students in the class, show good lab technique, help others, be polite -- all of these are indicative of preparedness and desire to learn, improve and excel. Homework: Since this is a college level course, much of the work will need to be done outside of class. This course requires a substantial amount of reading and writing. Quality of Work: All work must be neat, legible and of high quality.