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:

• Critically observe environmental systems
• Develop and conduct well-designed experiments
• Utilize appropriate techniques and instrumentation
• Analyze and interpret data, including appropriate statistical and graphical presentations
• Think analytically and apply concepts to the solution of environmental problems
• Make conclusions and evaluate their quality and validity
• Propose further questions for study
• Communicate accurately and meaningfully about observations and conclusions

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

http://apcentral.collegeboard.com/apc/public/repository/05832apcoursdescenvsc_4317.pdf

  From the college board Website 

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 PREPARATIONŕThis 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 ŕVerbal warning issued to student.

2nd choice to disobey rules ŕStudent 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.

Materials/Resources

Textbook:  Miller, G. Tyler, Jr. Living in the Environment:  Principles, Connections, and Solutions, 15^th 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.