Welcome to AP Environmental Science   Torrey Pines High School

Mr. Bodas 


APES syllabus/calendar SPRING 2014.pdf (pdf format)

APES syllabus/calendar SPRING 2014.docx (word format)

APES syllabus fall 2013 1,3,5  Calendar.pdf

APES syllabus fall 2013 1,3,5 Calendar.docx

winter break Extra Credit  2013-2014.pdf

Turnitin.com password and Class Id's


APES 2012-2013 packet lists

APES Review Question Handouts

TPHS APES Chapter Outline Guidelines.pdf

APES Outlining Strategies and Samples (for text outlines)

MR. B's Academic Honesty .pdf

miller 14th ed. Chapter 2.pdf   (we will use this prior to checking out 15th ed. texts)


Helpful Review Materials for AP Exam

APES Review handout for AP Exam.pdf

APES Hints for students.pdf

 College Board Link to Released FRQ's and scoring guides

Video Lessons in Environmental Science (good for review!)

Course Description

     The goal of the Advanced Placement Environmental Science course (AP Environmental Science, or APES) is to provide students with the 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 alternative solutions for resolving and/or preventing them. Environmental Science is interdisciplinary; it embraces a wide variety of topics from different areas of study (e.g. biology, chemistry, earth science, geography), yet there are several major unifying themes that cut across the many topics included in the study of environmental science.

      AP Environmental Science has a significant laboratory and field investigation component.  The goal of this component is to complement the classroom portion of the course by allowing students to learn about the environment through firsthand observations.  Experiences both in the laboratory and in the field provide students with important opportunities to test concepts and principles that are introduced in the classroom, to explore specific problems with a depth not easily achieved otherwise, and to gain an awareness of the importance of confounding variables that exist in the “real world.”  Examples of investigations include: collecting and analyzing water and soil samples, conducting long term studies on a local ecosystem or environmental problem, analyzing real data sets, and visiting local public facilities such as a water-treatment plant.  The laboratory and field component will challenge students’ abilities to:

For a full description of the AP environmental Science visit (downloadable in pdf format):


  From the college board Website  CollegeBoard

Are there any prerequisites for students who want to take AP Environmental Science?

This course is an excellent choice for students who have completed two years of high school laboratory science -- one year of life science and one year of a physical science (for example, a year of biology and a year of chemistry). Students should also have at least a year of algebra under their belts; and a course in earth science would be helpful. Because of these prerequisites, AP Environmental Science is usually taken in either the junior or senior year. -- AP Program

Topics of study include the following:

I.  Interdependence of Earth’s Systems: Fundamental Principles and Concepts (25%)

                A.  Flow of Energy    B.  The Cycling of Matter    C.   The Solid Earth     D .  The Atmosphere      E.  The Biosphere

II.  Human Population Dynamics (10%)

                A.  History and Global Distribution    B.  Carrying Capacity-Local, Regional, Global   C.  Cultural and Economic Influences

III.  Renewable and Nonrenewable Resources: Distribution, Ownership, Use, Degradation (15%) 

A.  Water                B.  Minerals           C.  Soils           D. Biological           E.  Energy                         F.  Land

IV.  Environmental Quality (20-25%)

A.  Air/Water/Soil            B.  Solid Waste       C.  Impact on Human Health

V.  Global Changes and Their Consequences (15-20%)

A.  First-order Effects (changes)      B.  Higher-order Interactions (consequences)

VI.  Environment and Society: Trade-Offs and Decision Making (10%)

A.  Economic Forces

B.  Cultural and Aesthetic Considerations

C.  Environmental Ethics

                D.  Environmental Laws and Regulations (International, National, and Regional)

                E.  Issues and Options (conservation, preservation, restoration, remediation, sustainability, mitigation)

APES EXAM PREPARATIONàThis course will prepare students to take the Advanced Placement Environmental Science Exam.  The three hour long exam is divided equally in time between a multiple-choice section and a free-response section.  The multiple-choice section consists of 100 questions and constitutes 60% of the final grade.  The free response section  (40%) emphasizes the application of principles in greater depth.  In this section, students must organize answers to broad questions, thereby demonstrating reasoning and analytical skills, as well as the ability to synthesize material from several sources into cogent and coherent essays.  There are four free-response essays on every AP Environmental Science (APES) exam.

Sample AP Test Questions ( from http://apcentral.collegeboard.com)

Sample Multiple Choice Questions

1.When X joules of nuclear energy is used to produce Y joules of electrical energy, which of the following is true?

a)  In every case, X > Y   b)  In every case, X = Y   c)  In every case, X < Y

d)  Either X < Y or X > Y, depending on the efficiency of the generator e)  Either X < Y or X > Y, depending on the amount of heat produced

2.Of the following, which has the greatest permeability?      a)  Clay     b)  Loam    c)  Sand      d)  Silt       e)  Humus

3. The dangers of disposing of toxic chemicals underground came to public attention in which of the following locations?

a)  Bhopal, India b)  Chernobyl, Ukraine c)  Love Canal, New York d)  Minamata, Japan e)  Three Mile Island, Pennslyvania     

Sample Free Response Question from the 2002 AP Exam

The Colorado River runs 1,450 miles from the headwaters of the Rocky Mountains to the Gulf of California.  The river has many dams, aqueducts, and canals that divert water in order to supply water for electricity, irrigation, recreation, and domestic use.

a)     Describe and discuss two environmental problems that are associated with water diversion.

b)     If  there is a shortage of water, choices will have to be made as to whether water should be diverted to urban areas, agricultural areas, or natural ecosystems.  Make an argument for diverting water for urban consumption and an argument for permitting the flow of water to natural areas.

c)     Identify another example (other than the Colorado River) of a large-scale water-diversion project.  Discuss two environmental problems that have resulted, or might result, from this project.

General Expectations

    Many topics in environmental science do not lend themselves to short-term memorization of facts.  The emphasis of this course is placed on understanding systems and processes, and you will be tested on your comprehension of these larger concepts.  You will be asked to integrate information from a number of contexts into a reasoned analysis, analogous to a scientist’s approach of devising and implementing solutions to real-world problems.

    Students should come to class prepared everyday.  Lectures and laboratory activities will complement the required reading and homework assignments.  There is a tremendous amount of reading for this class.  Students should expect a minimum of a one hour of homework every day.

Academic Honesty:

Every student is expected to complete her or his own work.  During tests and quizzes, any type of suspicious behavior may result in a student automatically failing the test or quiz.  Glancing at another person’s, talking, exposed notes, etc. may disqualify a student from the test whether or not any assistance was gained.  Copying homework, double marking answers on tests, discussing specific test questions between periods and plagiarizing material are all considered cheating. Students that choose to violate this policy will receive a zero for that test or assignment, and may be referred to the vice-principal for punishment under the Torrey Pines academic honesty policy, and a referral will be written and added to the students cumulative file. Repeated offenses may result in a student failing the class.  In short, do your own work, keep your eyes on your paper, and there will be no problems.  You are here to learn!   Engaging in cheating subverts the purpose of education- learning.  Cheating really only serves to hurt one’s own education and future in the end.

Turning in assignments/ Late work / Make-up work

Check the syllabus for when and what assignments are due.  When you come to class, check the daily agenda for any changes or additions that have been made to the monthly calendar.  Any labs, homework, projects, etc. are due in on the due date.    Late work is not accepted.  This is an AP level (college) equivalent class, and I expect you to be able to follow the syllabus, and turn in assginments when they are due.   Make up work, including in class assignments, labs, and tests may be made up given the student has and excused absence. If you miss a test, you must have an excused absence to make up the exam.  If you are absent on test day, you should be prepared to take the exam the following class period.  All make-up work should be completed within a week of the excused absence.  Work missed as a result of unexcused absences or truancies cannot be made up and the student will receive no credit for the assignment(s).  I may on occasion, give pop quizzes on the homework or reading material that was assigned the previous class.  These quizzes may be in lieu of checking the actual homework itself, and the quizzes may allow students to use their homework on the quiz. 

General Class Rules:

1.       Carefully listen to and follow the directions of the teacher

2.       Be in the classroom when the bell rings

3.       Bring required materials and books to class every day

4.       Respect others’ property and personal space

5.       Always put your best effort into your work

6.   Raise your hand if you wish to address the teacher or class

7.   The use of cell phones and digital music storage devices is prohibited at all times.  Continued use of these in class will result in the items be confiscated and turned over to the proper administrator if necessary.


1st choice to disobey rules àVerbal warning issued to student.

2nd choice to disobey rules àStudent stays after class talks with teacher, second verbal warning issued.

3rd choice to disobey rules

Student stays after class to talk to the teacher and must write a one-page paper about the rule he or she broke to be presented the following class.  The paper must include three components: 1. The student will identify the rule he or she chose not to follow, and explain why he or she broke the rule.  2. The student will explain how his or her behavior affects the rest of the class.  3. The student will provide 3 positive actions and examples  which demonstrate the individual student following the rules properly.  The instructor will issue Saturday school and parents will be notified.  Also, the teacher may provide an alternate assignment.

4th choice to disobey rules

Student will be issued Saturday school, and the student will be issued a referral and sent to the assistant principal, and explain his or her behavior and the rule(s) he or she broke, and how their choice to not follow the rules negatively effects the learning environment of the class. Also, the student will not receive credit for any work missed while under administrative supervision .

5th choice to disobey rules or severe infractions contrary to the TPHS discipline code

Student is issued a referral and sent to the vice-principal, as well as, additional parent contact/conference. Saturday school will be issued and likely suspension and/or removal from class.


Textbook:  Miller, G. Tyler, Jr. Living in the Environment:  Principles, Connections, and Solutions, 15th ed., Belmont, CA:  Brooks/Cole, 2007.  Also, students will need the accompanying lab book.

The companion website offers many interactive tutorials and updated links for materials and supplements related to environmental science .


Miller Living in the Environment 15th edition Companion Website link


In addition to the textbook, students will receive a companion CD-ROM that has lots of additional features to help them study and master the concepts of environmental science.  

We will be covering Chapters 1-26 as recommended by the College Board. Students will be expected to keep an organized notebook of lecture notes, field notes, labs, and homework assignments.  These will serve as a valuable study guide for the AP exam.

Also make sure you check Mr. Bodas' website from time to time for updated information or new resources to help you with APES.  Also, many assignments and articles will be posted on line.

Grading Scale

Grades in AP Environmental science will be determined as follows:  Tests & Quizzes will account for 65 % of the grade (this will be weighted).  The remaining 35% of the grade will come from formal and informal lab reports, independent and group projects, in class activities, and homework assignments (this will also be weighted).   There will be Extra credit opportunities will comprise no more than 2.5% of the overall grade, which is a department-wide agreed upon limitation. Grading is based on a total points accumulated from tests, quizzes, labs, homework, projects, class work, and any extra credit.  Grading is based on a slightly modified percentage scale as follows:  A 100-90%, B 89-80%, C 79-70%, D 69-60%, F below 60%.  In general, there is a test or quiz every four to six class meetings, covering a specific chapter or unit. 

Contact Information/Extra help:

     Should a student or parent need to contact me for any reason I can be reached by phone @ 755-0125 ext. 2210.  I also have voicemail available, so a message can be left 24 hours a day.  I generally reply to voicemail messages within a day or two.  I can also be reached via school email  (my email address is as follows:    brian.bodas@sduhsd.net )  Also, I’m generally available for extra help during lunch in room 29.  Essentially every day, I am available for help after school from 2:30 –5:00.  Other times for additional help may be arranged by the student, as long as, an appointment is scheduled with and agreed upon by the instructor. 

     Like many undertakings in life, you will find that you will get out of this class whatever you put into it.  I, as a teacher, cannot force you as a student to learn anything.  Much or your success in this class will come from your own individual desire to learn, to understand the living world around you and how it works.  As the instructor, I will try to make biology interesting, understandable, engaging, and thought provoking, while focusing on the content standards of the class.  Your job as a student is to follow the guidelines and rules I have outlined, as well as, do your best work and continue to develop your sense of wonder and life-long love of learning.



Web Resources

APES vocabulary guidelines.pdf

APES winter reading extra credit assignment.pdf

Environmental History and general themes

miller 14th ed. Chapter 2.pdf   (we will use this prior to checking out 15th ed. texts)

tragedy of the commons article hardin.pdf

Tragedy of the Commons article questions.pdf

Video Questions Guns-Germs-steel.pdf


desertsolitaire-industrial tourism and the national parks.pdf

Selected excerpts Muir, Carson, Leopold

Sand County Almanac excerpt Leopold.pdf

Silent Spring reading excerpt Carson.pdf

Hetch Hetchy Valley excerpt muir.pdf

Questions for Muir,leopold,carson readings.pdf

Resource utilization, sustainability, ecological footprint, resources from chapter 1 Miller 15th ed.

ecological footprint activity 2010.pdf

escape from affluenza questions.pdf

Diamond Article" Lessons From Environmental Collapses of Past Societies"

Ch . 1 Cartoon Guide to Environment Questions

Exp Grwth Wkst-rule of 70.pdf

Notes for Rule of 70 calulation half sheet

Creating Graphs That Look Good Enough to Frame.pdf

Miller Ch. 2 15th Resources -Scientific methodology, experimentation, chemistry review....

ESP Lab.pdf

ESP Lab Article (Edgar Cayce).pdf

APES Ch2 vocabulary review activity

ionizing radiation article.pdf

ionizing radiation-pennium sheet.pdf



Ecocolumn Lab.pdf

EcoColum Lab Write up guidelines 2012.pdf

EcoColumn break down procedures 2012.pdf

api freshwater master test kit color charts.pdf

phosphate, cu, calcium API test kits.pdf

water quality testing color charts.pdf (From EcoColum Lab)

EcoColumn Data Collection Log

APES EcoColumn Data collection and initial procedures.pdf

Chapter 3/4 Miller Ecologic relationships/biogeocehmical cycles/evolution

food webbing activity.pdf

biogeochemical cycleactivity 2011.pdf

APES Cartoon Guide to the Environment Ch 2 cycles.pdf

Shannon Diversity Index Lab (car lab) .pdf

video question Origins How life began.pdf

Eating at a Lower Trophic Level.pdf

Darwin - evolution notes.pdf

Geologic time activity.pdf

Chapter 5    Climate / Weather / Meterology/ Biomes

weather and climate hadley cells, meteorology worksheet.pdf

Weather, convection cells, trade winds, worksheet

Wind,meteorolgy, and climate Webqust activity 2013.pdf

el nino la nina article & Q's.pdf

Biomes mini-project 11.pdf

Cartoon Guide to Terrestrial Biomes.pdf

hurricane and cyclone reading and questions.pdf

El Nino/ La Nina animation from Prentice Hall

Chapter 6 aquatic ecosystems


coral reef activity 2011.pdf

Cartoon Guide to Aquatic Life Zones

Cartoon Guide to Aquatic Life Zones.pdf

Chapter 7 Keystone species, inicator species, symbiosis

Food Webbing Activity II.pdf

APES succession activity revsied 2012.pdf

Population dynamics / Human populations / Demographics

APES ch. 8-9 age structure disribution activity.pdf

APES Ch8-9 population census bureau activity fall 2011.pdf


Cartoon guide ch. 8 limiting factors.pdf

Video Guide Questions NOVA populatiom paradox.pdf

Forestry / Deforestation / Sustainable forestry / Forestry management materials Chapter  10

julia ButterflyStory

APES Forestry Practices Harvesting and Sustainable Forestry Practices Internet Activity 2012.pdf

“Deforestation: the Unkindest Cut”, “Profiles in Sustainable Forestry: Mendocino Redwood Company: Restoring California’s Coastal Forests”, and “Justice in the Forest: rural livelihoods and forest law enforcement"questions

Here are the articles you will need

Justice in the Forest.pdf


Deforestation the Unkindest Cut.pdf

"TIMBER"timber harvesting simulation activity.pdf


Endangered and Exotic Species

Endangered species The_Lorax activity.pdf

endangered/threatened species activity 2011.pdf



 Chapter 15 Geologic forces/Mining/Mineral Resource extraction

apes virtual earthquake activity .pdf

virtual earthquake website link

Cookie Mining Lab2014 revised.pdf

APES ch15 video guide Earth revealed EARTHQUAKE.pdf

APES ch15 video guide The Rock Cycle.pdf

APES ch15 video guide Volcanoes natures fury.pdf

APES geology vocab review act.pdf

APES dynamic earth USGS.pdf everything you ever wanted to know about dynamic earth forces

tectonic plate boundry map

Geology of San Francisco (rock types).pdf

Non-Renewable Energy Resources

APES Nuclear Power Position Writing Response.pdf

Yucca Mountain fact sheet.pdf

DOE-Nuclear Power Article/Pamphlet.pdf

The future of Nuclear Power article.pdf

e2 energy coal and nuke.- what is coal.pdf

APES Ch. 10 cartoon guide energy.pdf

APES energy calculation practice sheet.pdf

soft energy paths by Lovins.pdf

Renewable energy/Alternative Energy Resources / Energy audits & inventories / Energy Efficiency

APES Home energy saver activity 2011.pdf

Video Guide Questions NOVA saved by the sun.pdf

Energy crossroads video questions.pdf

Alternative energy article Questions ethanol and alternative fuels.pdf

U.S.Department of Energy alternative vehiles



bidiesel fact sheet.pdf


Energy use inventory(SDG&E) bill analysis.pdf

energy problems practice sheet.pdf

Tule Wind Projcect San Diego 2.pdf


Air Pollution  Emissions / Global Atmospheric Changes /

Cartoon Guide to the Enviroment, Ch. 13 "Pollution"

Directions for EXCEL 2007 co2 emissions activity.pdf

Carbon Dioxide emissions graphing for excel 2003 (word)

 co2 emissions graphing activity (acrobat)2009.pdf

carbon dioxide emissions historic 2-5 2009.xls

Your graph should look something like this example!

Tropospheric ozone lab 2014.pdf

Tropospheric ozone lab 2009.pdf

Global Warming: The Signs and the Science video questions

Brown anthropogenic carbon sources.pdf

Particulate Matter Air Pollution.pdf

Atmospheric chemistry notes bodas 2012.pdf

APES acid deposition lab.pdf


Coral reef ecology/Aquatic resource conservation / Fisheries Management / Aquaculture


sea turtle web quest 2013.pdf

Fish Identification-fisheries activity fall 2013.pdf

video questions when the Salmon Runs Dry.pdf

Fisheries beyond the crisis video Questions.pdf

Toxicology / Hazardous materials/ Risk Assessment materials

LD-50 and LC-50 and graphing activity  word version

ld 50 and Lc 50 activity bodas.pdf pdf version

Toxics in your house.pdf

San Diego Environmental Hazards (internet).pdf

Risk Lab sample Excel Sheet (6 people sample)(you can modify and use for the lab

Risk Lab for tweleve sample people.xls (you can use and modify for 12 people combined sample)

Particulate Matter Air Pollution.pdf

The Infectious Disease Project 2014.pdf

black worm toxicity BODAS 2009.pdf

Toxicology article article warm up and Questions.pdf

Ch. 18 review questons

Soils / Soil Science / Sustainable agriculture / Integrated Pest mangement


APES Cartoon Guide to the Environment ch 11 eat again.pdf

Toxics in your house/yard scavenger hunt

APES IPM internet research activity.pdf

Apple_Orchard_IPM_Lab bodas 2012.pdf

Beneficial Insects.pdf (reference reading related to IPM)

Mulch to conseve water article (soil lab).pdf

What is sustainable agriculture Article UC DAVIS.pdf

What is sustainable agriculture article questions.pdf

Salinization Lab.pdf

soil analysis lab Mr. B.pdf

Pesticide Conspiracy article Van Den Bosch.pdf

Pesticide Conspiracy Article Questions

Orchard Floor Management.pdf

Orchard Floor Management article questions.pdf



Landfills/Solid Waste management/Recycling/Composting

MSW Trash Lab.pdf

Trashed video questions.pdf

solid waste prevention and management sheet.pdf

landfull site evaluation activity.pdf

Waste Flyer Miramar landfiill.pdf

Compost Guide San Diego.pdf

Mulch Guide San Diego.pdf

Water  conservation, water rights, water diversion


Water Use Inventorybodas 2012.pdf

Reclaiming sustainability Cadillac Desert.pdf

Water, climate change, and sustainability in the southweat by McDonald

Threats to the World's Water Article (Riviere).pdf

Threats to the Worlds Water questions.pdf

Great Wall Across the Yangtze video questions.pdf

Overview san diego water authority.pdf

National and Local Water Use Internet Act 12.pdf

California water story-groundwater video q's.pdf

San Diego emergency water storage fact sheet.pdf

The River of LifeHydrologic Cycle and Water Pollution video questions.pdf

San diegoDesalinationFactSheet.pdf

San Diego emergency water storage fact sheet.pdf

water quality testing color charts.pdf (From EcoColum Lab)

Water resource links

San DiegoSpeciesFS.pdf

Water Pollution and water quality testing

Troubled Waters worksheet bodas.pdf

Drinking Water Quality Testing Lab.pdf

Fruitvale groundwater pollution lab.pdf

api freshwater master test kit color charts.pdf

water quality testing color charts.pdf (for drinking water lab)

trace minerals.pdf


2004 SD water quality report.pdf

EPA water quality standards.pdf

City of SD water services area map.pdf

Video Questions Tapped.pdf

Colorado water resources.pdf

Overview san diego water authority.pdf

Watershed survey San Diego.pdf

Urban redevelopment/ Smart Growth / Urban Sprawl

APES Transportation survey.pdf

What is Smart Growth Fact Sheet.pdf

e2 Grey to Green video questions.pdf

Towards Sustainable Development article questions.pdf

towards sustaniable development.pdf

San Diego County transportation redevelopment activity.pdf

A Convenient Truth Video Questions.pdf

Environmental legislation / Environmental Politics / Evironmental Economics


The  Environmental Legislation Project

Environmental_Legislation_Spreadsheet.xls (print and fill this in based on powerpoint slides produced by your classmates).


APES legislation projects 2013 period 2

APES legislation projects 2013 period 4

APES Legislation Projects 2012

APES Legislation Projects 2011 period 1

APES Legislation Projects 2011 Period 5

APES Legislation Projects 2011 Period 3

Why Political Decisions are Not All Economic Questions.pdf

Why politcal decisions are not all economic Article.pdf

Environmental Ethics

Environmental ethics video response writing.pdf

walkerville enviro. ethics.pdf

Monumental video response prompt-David Brower.pdf

Ambassadors from another time.pdf

Field studiesforms combined 2013.pdf

FIELD WORK LABS (Forms) You need to print these out and get them signed/filled out and returned to Mr. B. If I do not receive these, you automatically qualify for the alternative assignment!!! (see below)

Field studiesforms combined 2013.pdf

Tidepool organisms of San Diego County Field Studies Mini Guide.pdf

Tidepool Field Trip Directions.pdf

Tidepool identification Lab.pdf (in class lab previous to field work)

 Tide pool diversity study: A quantitative approach to assessing the comparative species diversity of the lower and higher intertidal zone

I phone tidepool identification app.

Print yourself a copy for field work and subsequent in class work!!



Chaparral plant identification activity.pdf

chaparral field studies driving directions.pdf

APES Insect diversity field lab.pdf

APES Chaparral and Coastal Sage Scrub Transect Study Lab.pdf  Print yourself a copy!!!!!



California Chaparral Institute

California Native Plant Society - San Diego






native and xerophytic TPHS garden activity2013.pdf