ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE
Boulder High School
Course Syllabus and Classroom Policies
Course Name: S69 AP Environmental Science Course Duration: Year
Credits: 10
Designated Grade Level: 10-12 Fees: $15.00
Teacher: Nathan Hobbs
Thanks for choosing to make AP Environmental Science part of your academic program for this school year. This course is designed to the equivalent of an introductory college course in environmental science. It has been developed to be a science course which stresses scientific principles, processes, and methods while also exploring the many social, political, economic and ethical issues relevant to the environmental topics studied. I hope this class will be a challenging and enjoyable experience for you. Here's the info on this class. Please read it, share it with your parents, and both sign. Thanks!
TEXTS
Withgott, Jay and Scott Brennan (2008) Environment: The Science Behind the Stories AP Edition. Pearson Education, Inc.
Botkin, Daniel and Edward Keller (2003) Environmental Science: Earth as a Living Planet. John Wiley & Sons, Inc.
Carlsen, William, Nancy Trautmann, Christine Cunningham, Marianne Krasny, and Adam Welman (2004) Watershed Dynamics. Cornell Scientific Inquiry Series. NSTA Press: Arlington, VA.
Trautmann, Nancy, William Carlsen, Marianne Krasny and Christine Cunningham (2001) Assessing Toxic Risk. Cornell Scientific Inquiry Series. NSTA Press: Arlington, VA.
Molnar, William. Laboratory Investigations in Environmental Science. People's Publishing Group.
McConnell, Robert and Daniel Abel. (2002) Environmental Issues: Measuring, Analyzing and Evaluating. Prentice Hall
Course Schedule
FALL SEMESTER
UNIT
CHAPTERS/ BACKGROUND READING
POTENTIAL LABS AND ACTIVITIES
UNIT 1:
WHAT IS ENVIRONMENTAL SCIENCE? HOW DO WE DO ENVIRONMENTAL SCIENCE?
UNDERSTANDING WATERSHED DYNAMICS: By Studying The Biological Community, Stream Chemistry And Surrounding Land Uses
COMMUNITIES AND ECOSYSTEMS: How are ecosystems and ecological communities structured? What interactions occur? Why are they so difficult to manage, restore and create?
WATER SUPPLY, USE, MANAGEMENT, POLLUTION AND TREATMENT: The importance of water and they hydrologic cycle to ecosystem, human health, and economic pursuits, distribution of fresh water on Earth, major types of freshwater ecosystems, problems of water supply and propose solutions to address depletion of fresh water, problems of water quality and propose solution to address water pollution, explain how waste water is treated
Chapter 1 (Withgott): An Introduction to Environmental Science
Chapter 6 (Withgott): Species Interactions and Community Ecology
Chapter 15 (Withgott): Freshwater Resources: Natural Systems, Human Impact, and Conservation
Chapter 2,3,4,5,6 (Watershed Dynamics): What's in a watershed, Biological communities in streams, Modeling and management, Physical characteristics of streams, Stream chemistry
New Zealand Mud Sails Found in Boulder Creek Colorado Division of Wildlife Press Release 11/23/2004
Franklin, H. Bruce (September 2001) The Most Important F ish in the Sea. Discover Vol. 22 No. 9
Rodgers, Peter. “Facing the Freshwater Crisis…” Scientific American August 2008: 46-53
Little Braxton, Jane. “Saving the Ogallala Aquifer” Scientific American June 2009: 32-39
Katy Daigle. “Death in the Water” Scientific American (January 2016), 314, 42-51
Hardin, Garrett “The Tragedy of the Commons” Science 1968
Diamond, Jared “The Mirror of our Fate” Patagonia 2005
Ranking Environmental Challenges
Tragedy of the Commons simulation and jigsaw
Ecological Footprint
APES Report (current event)
Salinization Lab
Protocols 5,6,7 (Watershed Dynamics, p.78-91)
Protocols 8, 9 (Watershed Dynamics: Measuring stream discharge and Aquatic chemistry)
Case study -The Acorn Connection
Food webs other community interactions
Investigation 16 (Molnar): Eating at a Lower Trophic Level 115-118
Water Purification Investigation
Investigation 14 (Molnar): Water Diversions 101-108
UNIT 2:
DOLLARS AND ENVIRONMENTAL SENSE: THE ECONOMICS OF ENVIRONMENTAL ISSUES: How can we use economic approaches to examine the tradeoffs implicit in environmental decision making to clarify the values held by different people and to help us make decisions?
POLICY AND THE ENVIRONMENT: What is policy? Who creates it, and how is policy used to address issues concerning the environment?
Chapter 2 (Withgott): Environmental Ethics and Economics: Values and Choices
Chapter 3 (Withgott): Environmental Policy: Decision Making and Problem Solving
Environmental Policy Information Sheet
The Ocean Resource Game
Ethics case study: Something's Rotten in Hondo
Viewpoints: Should we assign value to ecosystem goods and services...
UNIT 3:
EARTH AS A SYSTEM: How do organisms grow? What nutrients become limiting in an ecosystem? What accounts for what organisms decide to eat? How do we maintain these cycles so that adequate essential critical elements such as nitrogen and phosphorus are sufficiently available?
ENERGY FLOW IN ECOSYSTEMS, ECOSYSTEM AND GLOBAL
BIOGEOCHEMICAL CYCLES: Calcium, Sulfur, Carbon, Nitrogen, Phosphorus, Rock, Plate Tectonics
Chapter 4 (Withgott): From Chemistry to Energy to Life
Chapter 7 (Withgott): Environmental Systems and Ecosystem Ecology
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
Appenzeller, Tim. “It's There on a Monitor: The Forest is Breathing.” National Geographic February 2004: 95-117
Vaccari, David A. “Phosphorus: A Looming Crisis.” Scientific American June 2009: 54-59
Geologic time and major events
Group Lessons: biogeochemical cycles and the effects of human activities on the cycles:
APES Report (current event)
UNIT 4:
LIFE AND THE ENVIRONMENT: How do people impact the Earth? What are the institutions to govern and mitigate these impacts?
PEOPLE: 1 billion in 1802, 2 billion in 1927, 3
Chapter 8 (Withgott): Human population
Chapter 5 (Withgott): Evolution, Biodiversity, and Population Ecology
billion in 1961, 4 billion in 1974, 5 billion in 1987, 6 billion in 1999, 6.5 billion in May, 2006, 6.78 billion in August, 2009, 7 billion people 2012…
BIOLOGICAL DIVERSITY AND
BIOGEOGRAPHY: How are species diversity, genetic diversity and ecosystem diversity that have resulted from over a billion years of evolution changing? How and why should man preserve the diversity of life?
ECOLOGICAL RESTORATION: When flying over the United States, one sees a patchwork of landscapes from differences in soil, moisture,
topography, fire, and man's efforts. To restore land to its natural state, one must have a sound understanding of ecological succession
Chapter 6 (Withgott): Species Interactions and Community Ecology 161-170
Chapter 11 (Withgott): Biodiversity and Conservation Biology
Video: World in a Balance
Boulder County Survivorship trends 1860-present: Using Local Cemeteries to Study Life Tables and Demographics
Threats to biodiversity: A case study of Hawaiian birds
Biomes and climatograms
Island biogeography and evolution
Understanding Succession: Examples From Central America
Endangered Species brochure
Population Growth Problems and Questions
UNIT 5:
AGRICULTURE AND FOOD: In what ways have we changed Earth's ecosystems to feed the growing human population?
FORESTS, PARKS AND LANDSCAPES: How can we best use and sustain Earth's terrestrial ecosystems?
MARINE AND COASTAL ENVIRONMENTS AND FISHERIES: What are the major
characteristics and types of marine environments? How have humans impacted marine environments, and what is the current state of ocean fisheries
MINERAL RESOURCES: Roads, bridges,
buildings, cars, trains, aircraft, appliances, computers, sidewalks, paints, glass, jewelry, and fertilizers are all largely made from minerals. As we explore for, mine, and process Earth's finite mineral reserves and resources, how can we minimize environmental degradation and ensure availability of minerals for future generations?
Chapter 9 (Withgott): Soil and Agriculture
Chapters 10 (Withgott): Agriculture, Biotechnology, and the Future of Foods
Chapter 12 (Withgott): Resource Management, Forestry, Land Use, and Protected Areas
Chapter 16 (Withgott): Marine and Coastal Systems: Resources, Impacts, and Conservation
Harder, Ben. “Catch Zero.” Science News 26 July 2006
United States Department of Agriculture:
“Influence of Forest Structure on Wildfire Behavior and the Severity of its Effects.” November 2003
The Future of Food a Film by Deborah Koons Garcia
Investigation 9 (Molnar): Soil Analysis Lab 67-76
Debate: Is genetic engineering an
environmentally sound way to increase food production?
The Deforestation of the Amazon: A Case Study in Understanding Ecosystems and Their Value
Research on fisheries around the world.
Environmental considerations of active and abandoned mine lands: Lessons from Summitville, Colorado
SPRING SEMESTER
UNIT 6:
ATMOSPHERIC SCIENCE, GLOBAL CLIMATE AND GLOBAL CLIMATE
CHANGE: The factors that influence global climate, how humans have influenced the atmosphere and global climate, methods to research climate, trends and impacts of global climate change, potential responses to the impacts of global climate change.
Chapter 17 (Withgott): pgs. 473-480 Atmospheric Science
Chapter 18 (Withgott): Global Climate Change
News articles
IPCC reports/summaries
Field trip to NCAR/NOAA
Paleoclimate Proxy: Jigsaw activity
Impacts of Climate Change: Change Report The Water Cycle and Oxygen Isotopes: Graphing and Data Analysis
UNIT 7:
FOSSIL FUELS: Coal, oil and natural gas have formed from the primary production and food webs that existed in the past 300 million years and we are rapidly using them to meet about 90% of our energy needs worldwide.
NUCLEAR ENERGY, BIOMASS ENERGY, AND HYDROELECTIC POWER: There is huge debate and controversy around the use of nuclear energy. How does it work? What are the concerns? The benefits? The future?
ALTERNATIVE ENERGY: What are alternate ways to meet the world's energy needs? What is the process to change from reliance on fossil fuels to other energy sources?
Chapter 19 (Withgott): Fossil Fuels, Their Impacts, and Energy Conservation
Chapter 20 (Withgott): Conventional Energy Alternatives
Chapter 21 (Withgott): New Renewable Energy Alternatives
Chapter 23 (Withgott 4e): Minerals and Mining (handout)
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.
Energy ca l culations
Presentations on Fossil Fuel
Nuclear decay/Half life activity
Research one form of renewable energy and share results with class
Solar House Design Lab
UNIT 8:
ENVIRONMENTAL HEALTH AND
TOXICOLOGY: The major types of environmental health hazards and goals of environmental health, assess risk assessment and risk management, describe types, abundance, distribution, and movement of toxicants in the environment
AIR POLLUTION: How can we minimize the health impacts and damaging environmental impacts that result when we add pollutants to the atmosphere at a rate that exceeds the atmosphere's ability to disperse or degrade the pollutants?
INDOOR AIR POLLUTION: Surprisingly, indoor air often is disappearing in parts of the stratosphere and what are we doing to reverse this?
Chapter 14 (Withgott): Environmental Health and Toxicology
Chapter 17 (Withgott): pgs. 480-500 Air Pollution
Chapters 1-5, Toxicology
Rachel Carson, "The Obligation to Endure" from Silent Spring, 1962. Houghton Mifflin, 5-13.
ppm activity
Investigation 4 (Molnar): Formation of deserts 41-46
Criteria pollutants information sheet
Investigation 27 (Molnar): Particulate Air Pollution Lab 179-182
UNIT 9:
URBAN ENVIRONMENTS: With increasing urbanization, we must find ways to make cities pleasant and healthy places in which to live.
WASTE MANAGEMENT: Dilution is the solution to pollution -> Concentrate and contain -> Reduce, reuse and recycle
SUSTAINABILITY: How do we manage Earth's natural resources in a way that maintains them for the future?
Chapter 13 (Withgott): Urbanization and Creating Livable Cities
Chapter 22 (Withgott): Waste Management
Chapter 23 (Withgott): Sustainable Solutions
Designing a Sustainable community
Teacher: Nathan Hobbs
Phone: 720-561-2305
Email: [email protected]
Office: 1511
I teach periods 2,3,5,6 and 7 in room 1501. My planning periods are 1 and 4. I am usually around before and after school. Please come find me or make an appointment via email if you would like to discuss anything.
Field work/ Field Trips: We will be doing activities outside on school grounds or on field trips. Please wear appropriate clothes for outside activities -- yes, you will sometimes get wet! The field trips will usually only be a half day at most or perhaps just an hour or two. This being said, the trip may not conclude before the school day ENDS.
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 class work 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.
CELL PHONES & Electronic Devices: Appropriate use of electronic devices is encouraged. Using your smart phone to look up information, as a calculator, or to take pictures of a scientific investigation is permitted. You can wait to check your messages or text your friends. If your phone becomes a distraction, or is used inappropriately it will be turned into the office, and the BHS cell phone policy will be enforced
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 within two days of your return to school. Labs and work can be made up during TAP period or after school. I will expect tests to be made up the day you return.
Late Work: Dates for completion of all work will be firm. I will give sufficient time for students to do their highest quality work. Late work will drop one grade the first day, and be worth 60% thereafter.
Copying, plagiarism or cheating: There will be frequent collaborative work in this class and the goal and expectation is that all in the group will have a complete understanding of the lab or project. If you turn in an assignment with multiple names, then obviously all should have contributed equally to the project. If an assignment bears only one name, then that person should have done the writing and analysis after discussion and collaboration with others in the group. If
Grading: Grades are based on demonstration of mastery of the environmental science standards and course contentThe percentages for each letter grade are as follows: 90 - 100% = A; 80 - 89% = B; 70 - 79% = C; 60 - 69% = D; and below 60% = F.
1. Chapter Assessment/Unit Exams: Chapter assessments usually cover one or two chapters and are all short answer and essay questions. Unit exams over 1-8 chapters; a typical exam will be 25-50 multiple-choice questions and free response questions. Tests will be announced ahead of time. Should you be absent on the day of a test, you will be expected to take the test on the day you return. Should you miss only environmental science on a test day, you will receive a zero for the test. If you know you will be absent because of sports or other school
activities, please see me before the test to make arrangements for a time to take it. 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.
Binders: You are encouraged to take notes based on text readings, class discussions and lectures and other readings. You are also encouraged to keep these notes for the duration of the course to serve as a study guide for the AP Environmental Science exam. As a result, taking thorough, high-quality notes and keeping all course handouts will give you a most valuable study guide to use for preparing for the AP exam, chapter assessments, unit exams and the semester final.
Behavior Expectations: Be courteous! It is contagious, it's free, and the difference that it can make in this world is truly amazing! Always leave the class with a clean desk, clean floor, and a clean lab space. Follow all school rules. Be aware and be safe.
Items you should have for APES: Interest, energy, initiative, and an organized place for course notes and handouts.
Syllabus Signature Sheet:
I ____________________________ (student’s name) have read and understand the information presented on this syllabus.
Signature:______________________________________________ Date:_______________
Parent/Guardian
Flinn Scientific Student Safety Contract
Questions
1. Do you wear contact lenses? YES NO 2. Are you color blind? YES NO 3. Do you have allergies? YES NO
If yes please describe ____________________________________________________________________
Agreement
I, _________________________________ (student’s name) have read and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to insure my own safety, and that of my fellow students and instructors. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe lab environment. I will also closely follow the oral and written instructions provided by the instructor. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in being removed from the laboratory, detention, receiving a failing grade, and/or dismissal from the course.
Student Signature ______________________________________________ Date __________________________
Dear Parent or Guardian:
We feel that you should be informed regarding the school’s effort to create and maintain a safe science classroom/laboratory environment. With the cooperation of the instructors, parents, and students, a safety instruction program can eliminate, prevent and correct possible hazards. You should be aware of the safety instructions your son/daughter will receive before engaging in any laboratory work. Please read the list of safety rules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher. Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measures taken to insure the safety of your son/daughter in the science laboratory, and will instruct your son/daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.
