AP Environmental Science

2017-2018
Course Expectations and Syllabus

Ms. Lampon
Contact: mslamponscience@gmail.com Website: http://lamponclass.weebly.com/

Office hours: by appointment only Phone number:

Textbook: Withgott, J., & Laposata, M. (2018). Environment: the science behind the
stories. San Francisco: Pearson Education, Inc.

AP Test: May 10th, 2018 (in the afternoon).

Environmental Science Overview

AP Environmental Science differs significantly from the usual high school course with
respect to the kind of textbook used, range and depth of topics covered, the kind of
laboratory work done, and the time and effort required of students. The six themes,
which provide a foundation for the structure of the AP Environmental Science (APES)
course are:
1) Science is a process as well as a body of knowledge.
Science is a method of learning more about the world.
Using science can change the way we understand and affect the world.
2) Energy conservation underlies all ecological processes.
Energy cannot be created; it cycles through systems.
As energy flows through systems, at each step more of it becomes unusable.
3) The Earth itself is one interconnected system.
Natural systems change over time and space.
Biogeochemical systems vary in ability to recover from disturbances.
4) Humans alter natural systems.
Humans have had an impact on the environment for millions of years.
Technology and population growth have enabled humans to increase both
the rate and scale of their impact on the environment.
5) Environmental problems have a cultural and social context.
Understanding the role of cultural, social, and economic factors is vital to the
development of solutions.
6) Human survival depends on developing practices and perhaps technology that
will result in sustainable systems.
A suitable combination of conservation and development is required.
Management of common resources is essential.

Suggested Organization for your class binder: Create tabs in your binder for each
of the topic. Here is a suggested list or you could use the tabs for the main ideas we
discuss in class.
1. Syllabus, course information, exam tips
 2. Textbook Outlines (there will be an outline for every chapter)
3. Chapter notes
4. Lab Handouts
5. Activities
6. Case Studies and Video Summaries
7. Projects/Research
8. Article Summaries/ Non-textbook Reading Information

Assignment Due Dates: All assignments are due on the date communicated by the
instructor. Unless otherwise indicated, no assignments may be sent to the instructor
electronically. It is highly recommended you get a USB drive. The student is
responsible to print their assignment before class starts. Late Assignments are not
accepted. I will always give you several days to complete assignments. Turn things in
late is not a life skill. It will not help you succeed in college or career. If there are
circumstances beyond your control let me know prior to the due date. This is on an
individual case by case basis.

Letter Grade Policy

Grades will not be rounded up. Students receiving a semester grade below C will be
advised to drop the class. There will not be any dropped tests.

A 90 100
B 80 89.9
C 70 79.9
D 60 69.9
F 0 59.9

Investigations (Labs and Activities):

Labs will be a component of each unit. Remember to keep a neat, detailed lab
notebook. This lab notebook will help in reviewing concepts for tests and exams.
There will be some hands-on activities that dont require use of lab equipment
or chemicals. These activities should still be included in your lab notebook, as
they demonstrate applications of course content.
Case studies will be discussed in every unit. Some case studies will require
completion of research, projects, or presentations.
Other research projects will be done periodically throughout the year.
Remember to keep documentation of all projects and labs for review and for
college credit approval.
Some activities will be relatively short, while others will last for some weeks.
Each activity has different point values based on the length and complexity of the
activity.
Lab write-ups will be submitted by the group in lab format and will generally
carry a higher point value
Chapter/ Unit Reviews:
Before each chapter or unit test you will need to complete the review problems
in your textbook, and possibly other review materials given to you. Specific
problems will be assigned during each chapter.
We will not have entire class periods to spend on review, but we will review
concepts on a regular basis in class. I recommend that you form your own study
groups for review also!

Quizzes and Tests:

Quizzes will be taken at the end of most chapters
At the end of each unit (usually 2 or more chapters) there will be an exam.
There will be a final exam at the end of each quarter
Test grades will not be curved.

Current Events: You will be required to turn in a Current Event assignment at the end
of every quarter. The Current Events (6 in total) must be related to environmental
science, if possible, tie the current event to the current unit being studied. You may use
newspapers, magazines, or the Internet. Each current event must be summarized and
given to the teacher by the due date. Current events will be placed in your binder after
graded.
Topics:

APES topics Textbook Activities Timeframe

chapter(s)
A. Intro to APES -Environmental 1. Video The Lorax 2 weeks
issues 2. Current Events
Overview instructions.
-The Nature of
Science
-SI Units
-energetics at
the cellular
level
(photosynthesis
& cellular
respiration)
B. Earth Science Concepts Chapter 2, 1. Class Discussions, 2-3 weeks
(Geologic time scale; plate Chapter 17, Cooperative Groups,
tectonics, earthquakes, Appendix E: Internet Search, Assigned
volcanism; Geologic Time Readings
seasons; solar intensity and Scale
latitude)

C. The Atmosphere Chapter 16, 1. Internet Activity: What Is

(Composition; structure;
weather and climate;
atmospheric circulation and
the Coriolis Effect;
atmosphereocean
interactions; ENSO)
Chapter 17, Your Ecological
Chapter 18 Footprint?
2. Labs: Heating Up the
Earth
3.Labs: Airborne
particulate Lab: Students
will hang insect sticky
boards and Petri plates in
place of interest for 3
days. Students will
analyze the particulates
and their results will be
related to potential
causes and impacts of
health.

C. Global Water Resources and Chapter 15, 1. Lab: water analysis

Use (Freshwater/saltwater; Chapter 16 2. Fieldwork: Students will
ocean circulation; go to a local stream and a
agricultural, industrial, and local bog and perform
 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)
A. Ecosystem Structure
(Biological populations and
communities; ecological
niches; interactions among
species; keystone species;
species diversity and edge
effects; major terrestrial and
aquatic biomes)
water quality testing.
Students will also
perform protist
population sampling and
classification.
3. Activity: Students will
use a variety of materials
to contain an oil spill in a
metal pie pan. Students
will research major oil
spills (focusing on the
most recent oil spill in
the Gulf of Mexico) and
the technology used to
clean them up. Students
will research the impact
of oil spills on local and
global ecosystems.
Chapter 2, 1. Lab: Soil Analysis 1 week
Chapter 9
Chapter 3, 3-4 weeks
Chapter 4, 1.
Chapter 5 2. Lab: Parking Lot
EcologyStudent-
Designed Investigation
3. Activity: Tragedy of the
Commons
4. Biome ProjectStudents
will individually research a
biome and create a product
(a childrens book, short
films, claymations, or
wordpress blog) that
describes key
characteristics including
location, temperature,
precipitation, common plant
and animal species,
endangered or threatened
species and invasive
 species. Products are
presented to the class and
graded with a rubric.
5. Quadrant Sampling Lab:
Students will perform
quadrant sampling of a
local field using field
guides.
6. Students will perform a
primary productivity lab
(dissolved oxygen)

B. Energy Flow Chapter 2, 1.Food Webbing activity

(Photosynthesis and cellular Chapter 4, 2. Lab: photosynthesis:
respiration; food webs and Chapter 5 Elodea oxygen production
trophic levels; ecological
pyramids)
C. Ecosystem Diversity Chapter 3,
(Biodiversity; natural selection; Chapter 4,
evolution; ecosystem services) Chapter 5,
Chapter 6,
Chapter 11
D. Natural Ecosystem Change Chapter 4,
(Climate shifts; species Chapter 18
movement; ecological
succession)
E. Natural Biogeochemical Chapter 2, Lab: Biogeochemical cycles
Cycles (Carbon, nitrogen, Chapter 5
phosphorus, sulfur, water,
conservation of matter)
A. Population Biology Chapter 3 3-4 weeks
Concepts (Population ecology;
carrying capacity; reproductive
strategies; survivorship)
B. Human Population Chapter 1, 1.Lab: Students will design
1. Human population dynamics Chapter 8, experiments using salt as
(Historical population sizes; Chapter 10, a limiting factor in brine
distribution; fertility rates; Chapter 11 shrimp population.
growth rates and doubling Students research brine
times; demographic transition; shrimp, design and
age-structure diagrams) conduct an experiment to
2. Population size (Strategies determine what salt
for sustainability; case studies; concentrations are
national policies) optimal for egg hatch and
3. Impacts of population growth survival. Data is
(Hunger; disease; economic collected over a number
effects; resource use; habitat of days using microscopy
destruction) and random sampling. A
formal scientific write up
is required.
2.Films: The People
Paradox or The People
Bomb
A. Agriculture Chapter 9, 1.Lab: Salinization Lab: 2-3 weeks
1. Feeding a growing Chapter 10, Students will design their
population (Human nutritional Chapter 12 own experiments to test
requirements; types of Chapter 14 the affect of salanization
agriculture; Green Revolution; on seed germination.
genetic engineering and crop Each team will have to
productions; deforestation; research various parts of
irrigation; sustainable the world where
agriculture) salanization is a problem.
2. Controlling pests (Types of They must research the
pesticides; costs and benefits of types of plants grown
pesticide use; integrated pest there and the likely
management; relevant laws) amount of salanization in
that area. The students
will turn in a formal lab
write up and a list of
suggestions to improve
the situation.
B. Forestry (Tree plantations; Chapter 12
old growth forests; forest fires;
forest management; national
forests)
C. Rangelands (Overgrazing; Chapter 9
deforestation; desertification;
rangeland management; federal
rangelands)
D. Other Land Use Chapter 13
1. Urban land development Chapter 12,
(Planned development; Chapter 15
suburban sprawl; urbanization) Chapter 3,
2. Transportation infrastructure Chapter 6,
(Federal highway system; Chapter 11,
canals and channels; roadless Chapter 19
areas; ecosystem impacts) Chapter 4,
3. Public and federal lands Chapter 22,
(Management; wilderness Chapter 23
areas; national parks; wildlife Chapter 9,
refuges; forests; wetlands)
4. Land conservation options
(Preservation; remediation;
mitigation; restoration)
5. Sustainable land-use
strategies
E. Mining (Mineral formation; Chapter 6, 1. Lab: Cookie Mining 2 weeks
extraction; global reserves; Chapter 19,
relevant laws and treaties) Chapter 23
F. Fishing (Fishing techniques; Chapter 10,
overfishing; aquaculture; Chapter 16
relevant laws and treaties)
G. Global Economics Chapter 1,
(Globalization; World Bank; Chapter 6,
Tragedy of the Commons; Chapter 7,
relevant laws and treaties) Chapter 24
A. Energy Concepts (Energy Chapter 2, Labs: Home Energy Audit: 3-4 weeks
forms; power; units; Chapter 19 Students will research
conversions; Laws of energy usage and evaluate
Thermodynamics) their home for energy use.
They will take this
information and develop a
plan that could potentially
be used to reduce their
energy expenditure.

B. Energy Consumption Chapter 1,

1. History (Industrial Chapter 8,
Revolution; exponential Chapter 19
growth; energy crisis) Chapter 2,
2. Present global energy use Chapter 20,
3. Future energy needs Chapter 21
C. Fossil Fuel Resources and Chapter 19,
Use (Formation of coal, oil, and Chapter 20
natural gas;
extraction/purification methods;
world reserves and global
demand; synfuels;
environmental
advantages/disadvantages of
sources)
D. Nuclear Energy (Nuclear Chapter 20
fission process; nuclear fuel;
electricity production; nuclear
reactor types; environmental
advantages/disadvantages;
safety issues; radiation and
human health; radioactive
wastes; nuclear fusion)
E. Hydroelectric Power (Dams; Chapter 15,
flood control; salmon; silting; Chapter 20
other impacts)
F. Energy Conservation Chapter 13,
(Energy efficiency; CAF Chapter 18,
standards; hybrid electric Chapter 19
vehicles; mass transit)
G. Renewable Energy Chapter 2,
(Solar energy; solar electricity; Chapter 20,
hydrogen fuel cells; biomass; Chapter 21
wind energy; small-scale
hydroelectric; ocean waves and
tidal energy; geothermal;
environmental
advantages/disadvantages)
A. Pollution Types Chapter 13, 1. Activity: Garbology 3-4 weeks
1. Air pollution (Sources- Chapter 17, Activity: Students will
primary and secondary; major Chapter 18, collect their garbage for
air pollutants; measurement Chapter 19 a week. As a class they
units; smog; acid deposition- Chapter 5, will determine what
causes and effects; heat islands Chapter 7, percentages goes to a
and temperature inversions; Chapter 15, landfill and what goes to
indoor air pollution; Chapter 16, be recycled/composted.
remediation and reduction Chapter 22 2. Field trip: local Landfill
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 Environment and Chapter 14, 1. Activity: Hazardous 3-4 weeks
Human Health Chapter 17 Substance Home Audit:
1. Hazards to human health Chapter 22 Students will list
(Environmental risk analysis; inactive and active
acute and chronic effects; dose- ingredients of hazardous
 response relationships; air substances from home
pollutants; smoking and other using guidelines. They
risks) will research the impact
2. Hazardous chemicals in the of these ingredients on
environment (Types of human health and
hazardous waste; environment. They will
treatment/disposal of hazardous list LD50 for hazardous
waste; cleanup of contaminated substances when
sites; biomagnification; possible. Students will
relevant laws) create a plan to reduce
hazards to themselves
and the environment.
They will consider
green options. They
will create an analytical
report and discuss their
findings in class.
C. Economic impacts (Cost- Chapter 1,
benefit analysis; externalities; Chapter 6,
marginal costs; sustainability) Chapter 7,
Chapter 24
A. Stratospheric Ozone Chapter 17 2-3 weeks
(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 Chapter 3,
(Greenhouse gases and Chapter 4,
greenhouse effect; impacts and Chapter 6,
consequences of global Chapter 11,
warming; reducing climate Chapter 18
change; relevant laws and
treaties)
C. Loss of Biodiversity Chapter 3, Activity: Students will
1. Habitat loss; overuse; Chapter 4, research and design a
pollution; introduced species; Chapter 11, sustainable city using
endangered and extinct species. Chapter 12, online resources.
2. Maintenance through Chapter 16
conservation
3. Relevant laws and treaties

Please note that each main topic will have a lab/project/activity to do. There will be field
trips and/or data collection trips and those will be announced during class.
AP test Review(s): will be announced accordingly with enough time for you all to
attend. Some informal reviews will also take place during the school year.

Films:
The Lorax. Directed by Hawley Pratt. Twentieth Century Fox, 1972. This 30-minute vide
o is out of print.
The People Paradox. Discovery Education, 2004.
The Cane Toads: An Unnatural History. Written and directed by Mark Lewis. New York:
First Run Features, 1987
An Inconvenient Truth. Paramount Classics (DVD), 2006.
Evolution. Boston: WGBH Educational Foundation, 2001
Before the Flood. National Geographic, 2016