Cypress High School

Mrs. Erin Doherty (doherty_e@auhsd.us)

“Temperate but endangered planet. Enjoys weather, photosynthesis, evolution, continental drift. Seeks caring long-term relationship with compassionate lifeform.” Roderick Nash

Description The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies that are required for them to understand the interrelationships of the natural world. The course helps students to identify and analyze both natural and human-induced environmental problems. It enables them to learn how to assess the risks associated with these problems and evaluate alternative solutions for resolving and preventing them. It is of the utmost importance to prepare our students to become the environmentally literate citizens of tomorrow. The following themes provide a foundation for 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 Living in the Environment, 17th Edition, by G. Tyler Miller & Scott Spoolman, Brooks/Cole, Cengage Learning, 2012. ISBN-10: 0-538-49383-6

Additional Resources Environmental Science: Earth as a Living Planet, 8th Edition, by Daniel B. Botkin & Edward A. Keller, Wiley, John & Sons, Incorporated, 2011.

Periodicals, Case Studies, Internet sources

Grade Scale Requested Materials

A = 85-100% *3 ring binder for classwork and labs

B = 75-84% *pen/pencil

C = 65-74% *paper

D = 55-64% *other lab supplies as requested

ASSESSMENTS {50% of Grade} Topics for quizzes include lecture material and assigned readings. Tests will be given at the end of each unit of study. Unexcused absences on test/quiz day will result in a zero grade. Test grades will be curved based on the scores of all students on exam day. Students with an excused absence on exam day will not receive the benefit of the curve. A one-day absence before a scheduled assessment does not exclude the student from taking the assessment. Missed assessments must be made up on the day of return to school.

LABS, PROJECTS and REPORTS {35% of grade} Students will work in Lab Teams for Laboratory and Inquiry Based investigations. Ideally, teams should be comprised of 4 students. While students are expected to work collaboratively to achieve all segments of the lab, each student is responsible for submitting their own lab report. Each member must interpret the data on their own, so lab reports should not be identical. Students will submit a hard copy to the instructor and a digital copy to turnitin.com. Completed and graded labs will be compiled and saved in a section of the notebook.

QUARTER NOTEBOOK {15% of grade} Essays, reflections, free-response question practice, class notes, activities and simulations will be kept in a notebook. Most assignments will be stamped for credit and points totaled in the point tally. Notebooks will be collected at the end of each quarter, and points given based on work completed.

Each unit of study will include: •Key vocabulary and concepts, given at beginning of unit

•At least one class period a week devoted to laboratory or field work

•Collaborative activities, simulations and labs

•Quizzes

•Science Article Review

•One Formal Lab Report which includes:

*data collection

*data analysis and calculations

*error analysis

*detailed conclusion and interpretation of environmental impact

•Multiple choice exam: 75 questions, 5 answer choices

•Free-response questions (practice and assessment)

Absences and Late Work Late work will not be accepted! Students with excused absences must turn in the work they day they return unless it is an extended absence and special arrangements will be made. It is the responsibility of the student to acquire missing notes and assignments. Assignments will be posted on teacher website at www.auhsd.us/Cypress.

Unit 1 Ecology 4 Weeks Topics Concepts Activities/Simulations

Ecosystem Structure Biological populations and communities; ecological niches; interactions among species, keystone species; species diversity and edge effects; major terrestrial and aquatic biomes Energy Flow Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids Ecosystem Diversity Biodiversity; natural selection; evolution; ecosystem services Natural Ecosystem Change Climate shifts; species movement; ecological succession

•Tragedy of the Commons •Energy versus Matter •Gross Primary Productivity vs. Net Primary Productivity •Ecological Pyramids – Energy, Numbers, Biomass •Abiotic versus Biotic factors in the environment •Sunlight energy that comes to the Earth is turned into heat which, in turn, is transferred throughout the planet through atmospheric and ocean currents

A Comparison of GPP and NPP Students will examine the difference between Gross Primary Productivity and Net Primary Productivity in an aquatic ecosystem using oxygen production as an indirect indicator of productivity. Predator-Prey Simulation Students will explore the relationship between predators and prey. Exploring Species Competition Using two different plant species, students will compare and contrast intraspecific competition and interspecific competition.

Laboratory/Inquiry Based Investigations The Effects of Allelopathy Students will conduct an inquiry based investigation into the effects of allelopathy on the germination and growth of plants using soil and dried leaf material from allelopathic plants. Time Frame: 8 hours over 3 weeks Building and Observing Ecocolumns Students will construct and observe miniature ecosystems inside two-liter plastic bottles. Time Frame:10 hours over 6 weeks Grass Decomposition Investigation Students will observe how varying amounts of moisture and oxygen affect the rate and process of decomposition. Time Frame: 4 hours over 2 weeks

Unit 2 Population Dynamics 3 weeks

Topics Concepts Activities/Simulations

Population Biology Population ecology; carrying capacity; reproductive strategies; survivorship Human Population Human population dynamics Historical population sizes; distribution; fertility rates; growth rates and doubling times; demographic transition; age-structure diagrams Population Size Strategies for sustainability; case studies; national policies Impacts of population growth Hunger; disease; economic effects; resource use; habitat destruction

•Struggle between the biotic potential of a species and the environmental resistance that it encounters •Increase of human population from 1 billion to 7 billion over 200 years and the effect on the biosphere. •The impact of overconsumption •Ecological Footprints •The Demographic Transition Model •The human population shift from rural to urban •Exponential vs. Logistic Growth •Birth Rates, Death Rates, Fertility Rates, Growth Rates, and Doubling Times •Age Structure Diagrams

Capture-Mark-Recapture Population Estimation Simulation Using a partially full cup of beans, students will determine the accuracy of the Capture-Mark-Recapture technique of population estimation.

Laboratory Investigation Determining Significance In Various Duckweed Growth Scenarios Students will observe the growth rate of duckweed over time and determine the growth rate that corresponds to the biotic potential. In addition, students will compare duckweed growth in various water conditions to determine whether or not there is a significant difference in the growth rate of duckweed from one condition to another. Time Frame: 6 hours over 4 weeks

Unit 3 Risk and Toxicology 2 weeks

Topics Concepts Activities/Simulations

Impacts on the Environment and Human Health Hazards to human health Environmental risk analysis; acute and chronic effects; dose-response relationships; smoking and other risks

*Biomagnification versus Bioaccumulation

*Theories of Toxicology – Acute

and Chronic exposure and Dose response

*LD50 and LC50 Analysis *Parts per Million, Parts per

Billion, Part per Trillion concentration analysis

*Threshold versus No Threshold Effect *Risk Analysis

Risk Assessment Activity Students will explore the differences between perceived and actual risks and then determine their risk tolerance. Exploration Into the Differences Between PPM, PPB, and PPT Students will discover the differences between parts per million, parts per billion, and parts per trillion by doing a serial dilution beginning with a one part per ten solution of Congo Red dye.

Laboratory/Inquiry Based Investigations Determining the LC50 For Copper Sulfate On Daphnia magna Students will determine the lethal concentration of Copper Sulfate that kills fifty percent of a Daphnia magna population. Time Frame: 3 hours over one or two days. Determining the LC50 for Various Chemical Substances Students will determine the LC50 for various common substances such as caffeine, bleach, detergent, salt, etc. for the small invertebrate Daphnia magna

Unit 4 Water Resources and Water Pollution 3 weeks

Topics Concepts Activities/Simulations

Global Water Resources and Use Freshwater/saltwater; ocean circulation; agricultural, industrial and domestic use; surface and groundwater issues; global problems; conservation 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 related laws

•Distribution of Water on Earth •Major Classes of Water Pollution – causes, effects, and remediations •Water purification and sewage treatment •Effects of water diversion and the plight of aquatic species, i.e. Salmon •DO (dissolved oxygen) •BOD (biological oxygen demand) •COD (chemical oxygen demand)

Watershed Simulation Using butcher paper, water-soluble marking pens, and a spray bottle, students will create a model of how a real watershed works. Water soluble marking pens will be used to simulate the flow of water and toxic substances. Dissolved Oxygen Lab Students will learn how to determine the dissolved oxygen level in a water sample, determine the DO level in various water sources, and observe DO changes as water is aerated or heated.

Laboratory/Inquiry Based Investigations The Effect of Dissolved Oxygen Level On Aquatic Life Students will observe the effect of varying levels of dissolved oxygen on aquatic life. Time Frame: 2 hours over one or two days Water Unknowns Analysis Students will analyze and identify an array of unknown water samples using characteristics such as salinity and turbidity. Time Frame: 8 hours over one week Sewage Treatment Lab Students will “clean up” simulated sewage by building small “treatment plants” from plastic water bottles. After the water is treated it will be tested for various pollutants. Time Frame: 6 hours over four days Water Quality Investigation Using test kits and probe ware, students will investigate the water quality of a natural body of water near their home or school. Time Frame: varies, depending on body of water

Unit 5 Air Resources and Air Pollution 2 weeks

Topics Concepts Activities/Simulations

The Atmosphere Composition; structure; weather and climate; atmospheric circulation and the Coriolis Effect; atmosphere-ocean interactions; ENSO Air Pollution Sources- primary and secondary; major air pollutants; measurement units; smog; acid deposition-causes and effects; heat islands and temperature inversions; indoor air pollution; remediation and reduction strategies; Clean Air Act and other relevant laws.

*Layers of the Atmosphere *Major Classes of Air Pollutants – causes, effects, and remediations *Acid Deposition *Indoor Air Pollution

Creating Atmospheric Aerosols In a Petri Dish Students will observe how aerosol precipitates can form from reactive chemicals in the atmosphere and become a serious air pollution component. Demonstrating How an Inversion Layer Can Form Through the differential heating of air masses, students demonstrate to themselves how smog-trapping inversion layers are formed.

Laboratory/Inquiry Based Investigations Acid Deposition Lab Students will observe and analyze the effects of acid deposition on the germination and growth of radish seeds. Time Frame: 6 hours over four weeks Carbon Monoxide Lab Carbon monoxide meters are used to determine the amount of carbon monoxide present in various environments including next to a kitchen stove, a fireplace, and a candle-filled room. Time Frame: 1 hour/one day Ozone Detection Lab Potassium iodide is used to construct ozone detectors which can be used to detect levels of this secondary air pollutant in urban environments. Time Frame: 3 hours over one weeks Comparing the Effects of Combustion In this lab, students will burn a variety of materials and compare the results of the combustion. Time Frame: 2 hours over one or two days. Particulate Air Pollution Analysis Students will learn to identify a wide variety of particulates that can pollute the air and then collect and analyze particulate pollution in their local airshed. Time Frame: 4 hours over one week

Unit 6 Global Warming and Ozone Depletion 2 weeks

Topics Concepts Activities/Simulations

Stratospheric Ozone Formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion; effects of ozone depletion; strategies for reducing ozone depletion; relevant laws and treaties Global Warming Greenhouse gases and the greenhouse effect; impacts and consequences of global warming; reducing climate change; relevant laws and treaties

•History of Climate Change on Earth •Molecular causes of Global Warming •Major Classes of Global Warming Gasses •Impacts of Global Warming •Mitigating and Coping with the Impacts of Global Warming •Molecular causes of Ozone Depletion •Major Classes of Ozone Depleting Gasses •Impacts of Ozone Depletion •Mitigating and Coping with the Impacts of Ozone Depletion

Exploring the Relationship Between Molecular Structure and Resonance Students will discover how resonance activity is affected by geometric and molecular structure. This lab will help elucidate why some gaseous molecules are more effective at trapping heat than others. Observing the Difference Between Land Ice and Sea Ice In Relation To Ocean Level Rise In this activity, students will observe the difference between melting “land ice” versus melting “sea ice” in relation to water level rise in a container with water.

Laboratory/Inquiry Based Investigations Investigating the Principles of Global Warming Using temperature probes and various transparent containers, students will investigate the basic physics of global warming. Time Frame: 3 hours over two or three days Comparing the Heat Retaining Capacity of Air to Carbon Dioxide Using two separate containers, students will compare the heat retaining capacity of normal air to that of carbon dioxide. Comparing the UV Blocking Ability of Various Materials Students will test the ability of various types of plastic and different thicknesses of glass to block UVA and UVB radiation. Time Frame: 3 hours over one or two days

End of Semester 1: Comprehensive Final Exam

Unit 7 Geology, Earth Dynamics, and Soil 3 weeks

Topics Concepts Activities/Simulations

Earth Science Concepts Geologic time scale; plate tectonics; earthquakes, volcanism; seasons; solar intensity and latitude Soil and Soil Dynamics Rock cycle; formation; composition; physical and chemical properties; main soil types; erosion and other soil problems; soil conservation

*The Earth as a Dynamic Planet – plate tectonics, volcanism, earthquakes, wind and water erosion *Weathering, Soil Formation, and the Characteristics of Soil Soil Composition – sand, silt, clay, organic matter, and living organisms *Types of Soil Erosion *Methods of Soil Conservation

Soil Porosity Activity Students will use BB’s, small, round plastic beads, and marbles to determine the relationship between particle size and the water holding capacity of an aquifer.

Laboratory/Inquiry Based Investigations Soil Texture Lab This lab investigates the importance of soil particle size in the germination and growth of plants. Time Frame: 4 hours over one week Soil Erosion Lab Students will explore how various soil covers mitigate or exacerbate soil erosion. Time Frame: 3 hours over 2 or 3 days Physical and Chemical Characteristics of Soil Types Students will analyze various local soil types for important physical and chemical characteristics. Time Frame: 4 hours over one week

Unit 8 Agriculture Impacts and Pesticides 2 weeks

Topics Concepts Activities/Simulations

Agriculture Feeding a growing population Human nutritional requirements; types of agriculture; Green Revolution; genetic engineering and crop production; deforestation; irrigation; sustainable agriculture Controlling pests Types of pesticides; costs and benefits of pesticide use; integrated pest management; relevant laws

*The Agricultural Revolution A watershed change in the relationship of human to the planet Earth *The Impact of Agriculture on natural ecosystems *The Impacts of a Meat-Centered diet *Fisheries and Sustainable Yield *Reducing the Impacts of *Agriculture on the Natural Environment *Types of Pesticides *Impacts of Pesticides on the Environment *Integrated Pest Management *Alternatives to Pesticides

Pesticide Resistance Simulation Playing roles as pests and using a deck of “pesticide resistance cards,” students will experience how genetic resistance undermines the use of pesticides.

Laboratory/Inquiry Based Investigations Salinization Lab Students will ascertain the germination and growth rates for mung bean seeds placed in varying salt concentrations. Time Frame: 3 hour over two to three days Natural Pesticides Lab Using behavioral test trays, students will determine the effectiveness of various botanical pesticides against insect pests. Time Frame: 2 to 3 hours over three or four days Soil Nutrient Lab Students will explore how the presence or absence of certain soil nutrients affects plant growth. Time Frame: 6 hours over 4 weeks

Unit 9 Land-Use, Biodiversity, and Species Extinction 2 weeks

Topics Concepts Activities/Simulations Public and Federal Lands Management wilderness areas; national parks; wildlife refuges; forests; wetlands Land Conservation options Preservation; remediation; mitigation; restoration Sustainable Land-use strategies Forestry Tree plantations; old growth forests; forest fires; forest management; national forests Rangelands Overgrazing; deforestation; desertification; rangeland management; federal rangelands Loss of Biodiversity: Habitat loss; overuse; pollution; introduced species; endangered and extinct species Maintenance through Conservation and Relevant laws and treaties

*Biodiversity *Species Extinction – causes and mitigations *The Importance of Habitat Preservation – wilderness, parks, refuges, and preserves *The Public and Ecological Good versus Private Property Rights *Deforestation, Forest Management, and Sustainable Forestry *Ecological Roles of Species – symbiosis, predation *Fire Ecology – the integral role that fire plays in the Earth’s ecosystems

Island Biogeography Simulation Students will explore the probabilities of “species” landing on various islands as they migrate from an established ecosystem.

Biodiversity Simulation Activity Students will engage in a simulation that demonstrates the use of the Shannon-Weiner formula in determining biodiversity.

Laboratory/Inquiry Based Investigations Measuring Invertebrate Biodiversity In a Detritus Sample Using a Berlese apparatus, students will measure invertebrate biodiversity in a detritus sample. Time Frame: 3 to 4 hours over two or three days Shannon-Weiner Diversity Lab Students will use the Shannon-Weiner diversity formula to determine the biodiversity of a local ecosystem. Time Frame: 2 hours over one or two days

Unit 10 Solid and Hazardous Waste 2weeks

Topics Concepts Activities/Simulations

Hazardous chemicals in the environment Types of hazardous waste; treatment/disposal of hazardous waste; cleanup of contaminated sites; biomagnification; relevant laws Solid Waste Types; disposal; reduction

*Types and sources of Solid Waste *Integrated Waste Management *Reduce, Reuse, and Recycle *The Modern Sanitary Landfill *Types and sources of toxic wastes *Processing Toxic Waste

Toxic Spill Simulation Activity Using sand and clay along with a plastic container, plastic straws, and food coloring, students will simulate a toxic waste spill and observe how the plume migrates through contrasting soil strata

Laboratory/Inquiry Based Investigations Personal Solid Waste Analysis Students will collect and analyze one week’s worth of their own solid waste. Analysis will include categorizing their waste according to material type and rate of decomposition. Time Frame: 2 hours over one week Plastics Identification and Characteristics Lab Students will learn to identify the various plastic types by subjecting them to various physical and chemical tests. Students will conclude this lab by identifying representative unknown plastics. Time Frame: 1 hour Aquatic Plastic Pollution Survey Students will conduct plastic pollution surveys at one or more of the following: ocean beaches, river banks, or lakeshores. Students will identify the types and sizes of plastic found and compare the amount of plastic found in various locations Time Frame: 8 hours over two or three days

Unit 11 Mining, Nuclear Power, Fossil Fuels, and Renewable Energy 3 weeks

Topics Concepts Activities/Simulations Energy Concepts Energy forms; power; units; conversions; Laws of Thermodynamics Energy Consumption History Industrial Revolution; exponential growth; energy crisis Present global energy use Future energy needs Fossil Fuel Resources and Use Formation of coal, oil, and natural gas; extraction/purification methods; world reserves and global demand; synfuels; environmental advantages/disadvantages of sources Nuclear Energy Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types; environmental advantages and disadvantages; safety issues; radiation and human health; radioactive wastes; nuclear fusion Hydroelectric Power Dams, flood control, salmon; silting; other impacts Energy Conservation Energy efficiency; CAFÉ standards; hybrid electric vehicles; mass transit Renewable Energy Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale hydroelectric; ocean waves and tidal energy; geothermal; environmental advantages/disadvantages

*Non-renewable versus Renewable Energy Sources *The End of the Age of Oil Nuclear Power – What to do with the radioactive wastes? *Energy Conservation *Impacts of Mining

Electric Power Analysis Using their monthly power bills, students will analyze their electric power consumption and will look for ways to conserve usage.

Unit 11 Mining, Nuclear Power, Fossil Fuels, and Renewable Energy, continued

Laboratory/Inquiry Based Investigations

Comparing the Energy Content of Various Fuels Students will compare the mass to energy content of various fuels such as methyl alcohol, kerosene, corn oil, etc. Time Frame: 2 hours over two or three days Effect of Microwave Energy On Plant Growth and Development Test plants are exposed to varying doses of microwave radiation to ascertain the effect on their growth and development. Time Frame: 4 hours over two or three weeks Wind Energy Lab Students will compare the amount of voltage, amperage, and total power produced by a variety of windmill designs. Time Frame: 6 hours over one or two weeks

Unit 12 Urbanization, Sustainability, and Environmental Worldviews 2 weeks

Topics Concepts Activities/Simulations

Urban land development Planned development; suburban sprawl; urbanization Transportation infrastructure Federal highway system; canals and channels; roadless areas; ecosystem impacts Noise pollution Sources; effects; control measures

*Land-use Planning *Zoning *Movement towards urbanization *Impacts and Mitigations of Noise Pollution *Transportation modes *Creating sustainable cities

Tragedy of the Commons Simulation Using soda straws and M & Ms, students will pretend that they are fishers trying to make a living from a common resource: a lake. They will learn what individual needs and a lack of concern for a public resource can lead to. Determining Ecological Footprints Personal and national ecological footprints are calculated in an effort to shed light on the amount of resources needed to support the lifestyles of individuals and countries throughout the world. Sustainability Simulation Using different kinds of markers which represent various resources, students will explore the road to sustainability through the allocation of resources.

Laboratory/Inquiry Based Investigations Noise Pollution Lab Using decibel meters, students will compare the noise levels of various activities inside and outside the classroom to determine whether or not they are above the threshold for permanent damage from chronic exposure. Time Frame: 2 hours one or two days Ecocounty General Plan Students will create a fictitious county-wide General Plan that must balance environmental concerns with human needs. Time Frame: 6 to 8 hours for one week

Academic Honesty If it appears you have cheated on a test, quiz, homework assignment, lab report, activity or any other assignment, you will receive a zero on the assignment. In addition, the semester grade will be lowered by one full letter grade. Documentation will be shared with the appropriate administrator. If you do not understand an assignment, please ask for clarification from the teacher!

Technology All students should have access to the Internet and a computer with word processing capabilities. Students will be expected to use the Internet to access scientific articles and information for use in class discussions. In an effort to conserve resources, students will have the option to utilize portable technology devices (aka, cell phones, iPads, etc) to share information with classmates. Students will never be penalized for not having such devices and can choose to bring in notes or hardcopies of articles. Students not using technology for teacher-directed use, will be subject to Cypress High School disciplinary action. Any damage incurred through voluntary class use is not the responsibility of the teacher or school and lies with the student.

Student Responsibilities for Success in APES: 1. Attend 2. Respect 3. Behave 4. Achieve This course is designed with two goals in mind: to prepare students to successfully take the AP Environmental Science exam in Spring 2014 and to gain a better understanding of Planet Earth and the effects humans play in its survival. It is the goal for students to have many opportunities to engage in labs and activities. Based on supplies and current school resources, it may be necessary to modify a few of the lessons. Notice will be given if significant changes to the course syllabus are deemed necessary. Email is the best way to contact me with questions or concerns! I look forward to working with each student this school year! Mrs. Erin Doherty doherty_e@auhsd.us