AP Environmental Science Syllabus

2016-2017
Instructor: Maritza Garza-Smith
Room: A-220
Email: maritzagarza@donnaisd.net (preferred method of contact)
Phone Number: 956-464-4190
Class Weebly: chiefsapes.weebly.com
Personal Philosophy
Environmental Science is one of the most important subjects to study in high school to prepare you
for future issues you may experience on our planet. A persons overall health is affected by the
quality of the environment they live in, from the cleanliness of the air they are breathing, to the
purity of the water available to drink, to the habitat they live in. Presently environmental issues
are embodied in all aspects of our culture, from the political arena to everyday social settings. I will
provide you with current issues, theories and data and how they relate to you, the student and
society as a whole. My goal for you as my student is to make sure you have an understanding of
the concepts covered in a first year university Environmental Science course and make
connections between the concepts you are learning and relevance to your life and the lives of
others.
Course Overview
This course is designed to cover a variety of topics within the sciences. The goal is to provide you
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 risk factors of these problems, and to examine alternative
solutions for resolving or preventing them. Emphasis in this class is placed on science as a
process, energy conversions underlying all ecological processes, the Earth as an interconnected
system, how humans alter the environment, environmental problems and their social context and
developing sustainable practices. This course adheres to the objectives instituted by the College
Board for all AP Environmental Science.
This is a laboratory course in which you are expected to follow scientific methodologies, collect
data and make accurate hypotheses.
The objectives of this course are that each student shall:
Demonstrate skills using various types of instrumentation and scientific methodologies
Learn how to read and critique scientific research articles in the field of Environmental
Science
Practice using data collected to solve scientific problems and,
Apply their knowledge and critical thinking to current social concerns.
Materials
Textbook
This course will utilize the following textbooks
Living in the Environment, 18th ed., by G. Tyler Miller, Jr., and Scott E.
Spoolman (Belmont, CA: Brooks/Cole CENGAGE Learning, 2013)
Optional (But highly recommended!)
Evens, Gayle. AP Environmental Science Crash Course. REA.
Piscataway, NJ, 2015. Print.
Available on Amazon: https://goo.gl/RG72PK
Hong, David, and Karen Lionberger. Fast Track to a 5. Stamford, CT: Cengage Learning
Solutions, 2015. Print.
Recommended Student Materials
The key to success in an advanced placement course is organization. For you to be organized it is
recommended that you have the following:
3 inch binder
1 Pack of Dividers
3 x 5 index cards

Pens and PENCILS for writing

A clothe cover for your textbook (Your book is expensive to replace! Protect the one I give
you so there are no issues upon graduation.)
Technology: If you have a tablet, iPad, or Laptop and would like to use it, I will let you know
prior to class to bring it. Remember, district policy is strict. Any outside social media usage
such as Facebook, Twitter, etc. is strictly prohibited in class.

Methodologies
Lab Component
Laboratory investigations are a very important component of this course. Through lab work you
are required to use higher thinking skills, apply concepts in real situations and perform science
skills such as data collection, analysis and communicating results. Laboratory exercises utilize the
inquiry method. Labs will be run approximately once per week. You will keep lab journals for all
laboratory investigations in your binder, and will need to present complete lab write ups in your
journals including background information, data collection, data analysis, conclusions and further
inquires. Once each semester you will be responsible for developing your own investigation on a
particular topic and presenting all information using methods typically used of a scientist, for
example the format of a scientific review journal. The topics that will be utilized for these purposes
will be urban land use and pollution. In addition, each quarter you will be expected to conduct a
long term experiment. This lab will be presented to me in as a formal lab report.
Lectures/Reading
Because this course parallels an introductory college course I expect you to read PRIOR to coming
into class to discuss topics as a class. A participation grade will be awarded to students who
actively participate. I will also lecture a few times a unit. In lecture, I will present topics in relation
to the current data available. I will utilize pictures, graphs, and other various visual aides.
Lectures will consist of note-taking as well as discussion.
Class Weebly
Since this class is about the environment and our impact on it, I will do my best to keep most
readings, lectures, etc. on the class Weebly site. This is the first year I will be attempting this type
of website so please bear with me. If you have experience on it feel free to give me pointers! Id
love to have them.
Science as Inquiry
Science is a process which produces an explanation of both the external, physical and natural
environment. Scientific inquiry must include descriptions of both hypothesis generation and testing
(Stan Rachelson). It is important that the science done in the classroom resembles the science
done outside the classroom. You will be presented with lab activities throughout each unit and will
learn to ask questions and investigate to answer them.
Classroom Policies
The following policies will be in place throughout the course of the year.
1. Late work
I. Late work will not be accepted. However, I understand that life happens and
sometimes you need a little more time to do your best. You may turn in an assignment
late up to the date of the unit exam for half credit.
2. Attendance
I. The key to your success in Environmental Science is attending class each day.
Because of our short time together PLEASE DO NOT BE ABSENT! If you experience
absences you will fall behind and need to spend time after school to catch up. You will
be permitted time equal to the length of your absence to make up any assignments
that were missed.
II. It is my expectation that you are in your desk working on the daily warm up by the
time the late bell rings. If you are tardy to class the following steps will be taken
i. Warning
ii. Warning
iii. Parent Contact
iv. Administrative referral
3. Leaving the classroom

I. In order to learn you need to be present in class. Each student will be issued four (4)
passes per semester to leave the room if needed. A pass must be presented to the
teacher at a time that is not disruptive to the learning environment. You must sign out
on the sign out sheet and take Mrs. Garza-Smiths hall pass.
4. Tutoring
I. If a student would like extra help on an assignment or is having difficulty with the
current topic, s/he may come in for tutoring before school, after school, or during
conference. Tutoring is available at various times. ALL YOU HAVE TO DO IS SPEAK TO
ME! I will work with your schedule.
II. Prior to the AP exam, a Saturday session will occur (date is subject for decision based
on class agreement).
5. Student Conduct
I. Students are expected to behave as adults. Behavior that is disruptive to the learning
environment will not be tolerated. The following consequences will be implemented.
i. First Instance Verbal reminder *
ii. Second Instance Parent/Guardian contact *
iii. Third Instance Administrative referral and loss of extra credit points
II. * Depending on the severity of the behavior, administrative referral may be prior to
the third instance.
6. Profanity will not be tolerated.
7. Absolutely no food or drink (except water, unless a Dr.s note is presented).
8. Electronic devices such as smartphones will be permitted for use in class WHEN THE
TEACHER SAYS IT IS ACCEPTABLE. These devices come in useful for research on the web
and accessing student grades.
ALL Electronic Devices will be confiscated if they become a distraction in class. Students
may pick up their device after class. If a students electronic device becomes a chronic
issue the device will be collected and turned into the office. They can be picked up by
parent/guardian AND a fine will be imposed.
9. All individuals have a right to an educational environment free from bias, prejudice and
bigotry. In our class we will engage in heated, controversial discussion. As members of the
Donna North High School educational community, students are expected to refrain from
participating in acts of harassment that are designed to demean another students race,
gender, ethnicity, religious preference, disability or sexual orientation. We will all act as
scientists and rational human beings and respect one another.
*** All school rules and consequences in the student handbook will be enforced!***
REMEMBER: You signed an agreement at registration to behave.
Student Assessment
You will be assessed daily with reading quizzes, pre/post lab quizzes, and lecture quizzes. There
will be unit exams, AP style exams and laboratory exams. Students are evaluated on their level of
performance in laboratory exercises, lab write ups, homework, attendance, and organization of
your binder. You will receive a minimum of 16 grades (as district policy) per six weeks. Please
speak to me if you fall behind.
I will be using the following breakdown when calculating your grade.
Tests and Quizzes
40%
Daily Work/Lab Reports
30%
Homework
10%
Six Weeks Test
20%
Semester class grades are based on the traditional grading scale: 100%-90% = A, 89%-80% = B,
79%-70% = C, 69%-60% = D, 59%-50% = F. Semester grades are calculated according to the
schools grading policy.

Earning College/University Credit

 AP Exam: Students are expected to take the AP Exam in May 2016. This test is the
driving force for the curriculum taught throughout the year.
o Here is how you will be scored
AP Score`
Qualification
5
Extremely well qualified
4
Well qualified
3
Qualified
2
Possibly qualified
1
No recommendation
Students will also be encouraged to keep a lab section in their binder to possibly present to their
college of choice to request credit upon receiving an appropriate score for credit in the college
class.
Instructional Support
The classroom is equipped with a teacher computer that is connected to an LCD projector,
document camera and 4 student computers. We also have access to a computer lab at the library.
Classroom discussions are supplemented by computer animations and pictures; in addition we will
utilize the accompanying website for out textbook. Other websites will be utilized like
www.epa.gov and www.usgs.gov.
Environmental Science Big Themes
This class is unlike your traditional class. You will be taught BIG THEMES to understand in
Environmental Science. The following are the 6 Big Themes you are expected to understand at the
end of the class:
1. Science is a process.
Science is a method of learning more about the world.
Science constantly changes the way we understand the world.
2. Energy conversions underlie all ecological processes.
Energy cannot be created; it must come from somewhere.
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 that will achieve sustainable systems.
A suitable combination of conservation and development is required.
Management of common resources is essential.
Course Outline
Based off of the Big Themes the following outline has been created. Please note, these
are the minimum labs that will be conducted. Labs may be added throughout the
course of the year.
* Please note: The following timeline, activities, and labs are tentative and subject to change. The
duration of each unit could be lengthened or shortened as needed. Number of days for each topic
was based off of meeting every other day for 90 minutes.

Unit 1 - Introduction to Environmental Science (4 Days)

Topics:
o Scientific Processes (scientific notation, significant figures, arithmetic without
calculator, and unit conversions)

o
o
o

Scientific Method (Ch. 2-1)

History of the Environmental Movement (Ch. 1)
Environmental Issues and Sustainability (Ch. 1 & 25)

Activities/Labs:
o GPS and your school
o Environmental Facts (How many do you know?)
o Calculate your Ecological Footprint
o Tragedy of the Commons Lab
o The Lorax Discussion
Videos:
o The Lorax (Original)
Unit 2 - Earth Systems (6 Days) and Soil (5 Days)
Topics:
o Geologic Processes and Hazards (Ch. 14-1, 14-2)
Plate tectonics, volcanism, earthquakes, rock cycle, geologic time scale
o Mineral Resources: mining (Ch. 14-3, 14-4)
o Soil formation, composition, type, physical and chemical properties
o Food, Soil and Pest Management (Ch. 12)
o Soil erosion and conservation
Activities/Labs:
o History of the Universe Timeline
o Types of Rocks Activity (Dichotomous Key)
o Physical and chemical properties of soil
o Soil Sampling and Testing
Sedimentation Chamber
o Earthquake tracking
o Cookie Mining Lab
o Google Landforms Quick Project
o Erosion Rates Lab
o Eco-Bottle (If time permits to begin)
Videos:
o National Geographic How the Earth Was Made Video Series
Unit 3 - Matter, Energy and Cycles (6 Days)
Topics:
o Matter: chemistry review (Ch. 2-2, 2-3)
o Energy: laws of thermodynamics (Ch. 2-4)
o Cycles: systems, feedback loops, nutrient cycles
Carbon, nitrogen, phosphorous, sulfur, and water (Ch. 2-5, 3-4)
Activities/Labs:
o Experimental Design: the effect of pollution on plants (long term data collection)
o How Scientists Do Science
o Easter Island Case Study
o Solar House Lab
o Cats in Borneo
Unit 4 - Atmosphere, Air, Pollution and Climate Change (7 Days)
Topics:
o The atmosphere and air pollution (Ch. 18)
Nature of atmosphere: composition and structure
Outdoor air pollution
Acid Deposition
Indoor air pollution
o Climate change and ozone disruption (Ch. 19)
Activities/Labs:
o Dissolved Oxygen Lab
o Monitoring Air Quality Lab
o Indoor Air Pollution Lab
o Air Particulate study
o Greenhouse Effect and Global Warming Lab

o Air Pollution Investigation Kit

Movies/Videos:
o The 11th Hour
Unit 5 - Water Resources & Pollution (7 Days)
Topics:
o Aquatic biological resources (freshwater and marine ecosystems) (Ch. 8)
o Threats to aquatic ecosystems (Ch. 11)
o Drinking water availability and issues (Ch. 13)
o Water Pollution (Ch. 20)
o Groundwater/stream pollution
o Ocean Acidification (atmosphere-ocean interactions)
o Waste water treatment
o Water conservation
Activities/Labs:
o Watershed Assessment Lab
o Salinization Lab
o Water Quality Testing
o Groundwater Contamination Forensics
o Stream Contamination Forensics
o Waste water treatment Demo
o WaterMills in South Texas? (If time permits)
Movies/Videos:
o WaterMill Express
o Water Wars
o Deep Water Horizon Documentaries
Unit 6 - Ecosystems, Biomes, and Climate (6 Days)
Topics:
o Ecosystems: Food chains, food webs, trophic level, energy transfer, ecological
pyramids, photosynthesis and cellular respiration (Ch. 3-1, 3-2, 3-3)
o Species Interactions (Ch. 5-1)
o Ecological Succession (Ch. 5-3)
o Climate: weather vs. climate, atmospheric circulation and the Coriolis effect, el nino,
solar intensity and latitude (Ch. 7-1)
o Biomes (Ch. 7-2)
Activities/Labs:
o Primary Productivity Lab
o Coriolis Lab
o Specific Heat and Climate
o Reading Great North American Gyre
o Biome project
Unit 7 - Biodiversity, Evolution, and Species (6 Days)
Topics:
o Importance of biodiversity (Ch. 4-1)
o Natural Selection and evolution (Ch. 4-2, 4-3)
o Speciation (Ch. 4-4)
o Species Diversity: keystone species, indicator species, invasive species (Ch. 4-5, 4-6)
o Endangered Species/Extinction (Ch. 9)
o Sustaining Biodiversity (Ch. 10-4, 10-5)
Activities/Labs:
o Somethings Fishy (sampling)
o Parking lot biodiversity (AutoPoll)
o Wanted Poster (endangered species)
Movies/Videos:
o Cane Toads
Unit 8 - Land Use & Pollution (4 Days)
Topics:

o Forest Resources (Ch. 10-1, 10-2)

o Grassland Resources (Ch. 10-3)
o Solid and Hazardous Waste (Ch. 21)
Activities/Labs:
o Composting
o Garbology
o Decomposition in Landfills
Unit 9- Population Growth and Human Populations (7 Days)
Topics:
o Population growth (Ch. 15-2)
carrying capacity, reproductive strategies, survivorship
o Human Population dynamics
size, distribution, fertility rates, growth rates, doubling time, demographic
transition, age-structure diagrams
o Population size
strategies for sustainability, national policies
o Impacts of Population Growth (Ch. 6)
hunger, disease, economic, resources, habitat use and destruction
Activities/Labs:
o Gypsy Moth Lab
o Duckweed population study
o Human Demography Study
Videos:
o Naked Science: The Human Family Tree
o History Channel: The Plague (if time allows)
Unit 10 - Energy (5 Days)
Topics:
o Nonrenewable Energy (Ch.15)
Oil, natural gas, coal, and nuclear energy
o Hydraulic Fracturing
o Renewable Energy (Ch.16)
Solar, hydropower, wind power, biomass, geothermal energy, and hydrogen
Activities/Labs:
o Home Energy Audit Lab
o Energy Research Project
o Energy Use Journal
o Solar Egg Cooker
Movies/Videos:
o Gas Land
o CSI episode: Fracking (if time allows)
o Crude Awakening
Unit 11 - Toxicology and Human Health (5 Days)
Topics:
o Biological hazards and chemical hazards (Ch.17)
o Risk Analysis
Activities/Labs:
o Revisit Water Pollution, Indoor Air Quality, Car Particulates Labs
Unit 12 - Economics, Politics, and Sustainability (5 Days)
Ch. 22, 23, 24
April 18th through May 3rd Review Concepts to Prepare for AP Test
Monday May 2, 2016: AP Test
May 7th through May 31st Environmental Video Series and Competitions

Topic Outline for AP Environmental Science

Topic
Earth Systems and Resources
Earth Science Concepts
The Atmosphere
Global Water Resources
Soil and Soil Dynamics
The Living World
Ecosystem Structure
Energy Flow
Ecosystem Diversity
Natural Ecosystem Change
Natural Biogeochemical Cycles
Population
Population Biology
Human Population dynamics
Population size
Impacts of population growth
Land and Water use
Agriculture
Forestry
Rangelands
Urban land development
Transportation
Public and Federal lands
Land Conservation
Mining
Fishing
Global Economics
Energy Resources and Consumption
Energy Concepts
Fossil Fuel Resources
Nuclear Energy
Hydroelectric Energy
Energy Conservation
Renewable Energy
Pollution
Air pollution
Noise pollution
Water pollution
Impacts on human health
Economic impacts
Global Change
Stratospheric Ozone
Global Warming
Loss of Biodiversity

Percentage of the Course

10-15%

10-15%

10-15%

10-15%

10-15%

25-30%

10-15%

AP Environmental Science
2016-2017
*Return this paper with signatures completed on both sides!!!*
Syllabus Acknowledgement
I acknowledge that I have read and understand the class syllabus for APES. I understand if I have
any questions or concerns regarding the course grade, content or policies that I should contact
Mrs. Garza immediately.

______________________________________
Student Printed Name

_____________________________________
Student Signed Name

______________________________________
Parent Printed Name

_____________________________________
Parent Signed

Internet Permission for APES

This course may use the internet during school hours for research purposes. Please sign below to
give your child permission to use the internet in accordance with the Donna North High School
Internet Use Policy. Please note: This form is for APES only and does not replace the Internet
Access Permission Form in the student planner which must be turned in to the school.
___ Yes, my child DOES have my permission to use the internet during science class.
___ No, my child DOES NOT have permission to use the internet during science class.

Parent/ Guardian Contact Information and Preferences (please print clearly)

Parent/Guardian Name: ___________________________________________________
Daytime Phone: ___________________________ Home Phone: ___________________
Email Address: _________________________________________________________
Parent/Guardian Name: ___________________________________________________
Daytime Phone: _______________________ Home Phone: _______________________
Email Address: _________________________________________________________
My preferred method of contact is through email for communication with
parents/guardians.
___ Yes, the teacher MAY contact me via email regarding my son or daughter.
___ No, contact me via phone. Best hours to reach: ____________________________
___________________________________________
Parent/Guardian Signature

_____________
Date

APES Lab Safety/Outdoor Contract

APES is a hands-on laboratory class. However, science activities may have potential hazards. We
will use some equipment and chemicals that may be dangerous if not handled properly. Safety in
the science classroom is an important part of the scientific process. The rules listed below must be
followed at all times. Additional safety instructions will be given for each activity. No science
student will be allowed to participate in science activities until this contract has been signed by
both the student and a parent or guardian.
1. Conduct yourself in a responsible manner at all times in the lab. Horseplay, practical jokes,
and pranks will not be tolerated.
2. Follow all written and verbal instructions carefully. Ask your teacher if you do not understand
the instructions.
3. Do not touch any equipment, supplies, or other materials in the lab until instructed to do so.

4.
5.
6.
7.

Only perform experiments approved by your teacher (indoor and outdoor).

Be prepared for your work in the lab. Read all procedures thoroughly before beginning the lab.
Never eat, drink, chew gum, or taste anything in the science room.
Keep hands away from face, eyes, and mouth while using lab materials. Wash your hands with
soap and water when you are finished with the lab.
8. Follow your teachers instructions for disposal of waste materials.
9. Clean all work areas and equipment. If you finish early, help clean up common areas. Nobody
leaves the lab until the entire lab space is clean and all materials are accounted for.
10. Never remove chemicals, equipment or other supplies from the lab unless instructed to do so.
11. Consider all chemicals used in the lab to be dangerous. Do not touch, smell, or taste any
chemicals unless specifically instructed to do so.
12. Treat all preserved specimens and dissecting supplies with care and respect.
a. Do not remove preserved specimens from the science room,
b. Use scalpels, scissors, and other sharp objects only as directed.
c. Never cut any material towards you- always cut away from your body.
d. Report any cut or scratch to the teacher immediately.
13. Report any accident, injury, or hazardous condition to the teacher immediately.
14. Do not handle broken glassware with your bare hands.
15. Always carry a microscope with both hands. Hold the arm with one hand and the base with
the other hand.
16. Dress properly- long hair must be tied back, no dangling jewelry, no loose or baggy clothing.
Wear aprons and goggles when instructed to do so. Part of this class will be outside. The
teacher will warn you at least a week before for appropriate attire.
17. Learn where the safety equipment is and how to use it. Know where the exits are located and
what to do in case of an emergency or fire drill.
18. Be aware of what is going on in your experiment at all times. Do not wander around the room,
distract other students, or interfere with the experiments of other students. Stay on task!
19. Examine glassware before each use. Never use chipped or cracked glassware.
20. Do not open storage cabinets or enter the storage room without permission from the teacher.
21. When performing an outdoor lab, students will adhere to the specified time given by the
teacher.
22. Do not disturb plants/animals outdoors (unless otherwise specified).
Failure to comply with lab safety rules will result in removal from the lab. If you are
removed from a lab you will complete an alternate assignment for credit.
I, _______________________, have read and understand each of the safety rules. I agree to follow
them to ensure not only my own safety but also the safety of my classmates. I understand that if I
do not follow all the rules and safety precautions, that I will be removed from the lab.
__________________________________________________________
_______________________________
Student Signature

Date

Parents/ Guardians, please read through the list of safety rules. No student will be permitted to
perform lab experiments unless this contract is signed by both the student and parent/guardian
and is on file with the teacher. Your signature indicates that you have read and understand this
contract. Being an Environment Interactions class, most of our labs will be held outdoors. For me to
prepare for any situation, please list ANY allergies (indoor or outdoor) or health issues your child
may have or has. If you have concerns about your child participating in these labs please do not
hesitate to email me to discuss the details of the lab.
__________________________________________________________
_______________________________
Parent Signature

Date

Please list any allergies/medical conditions for the teacher to keep in mind when planning
activities: