AP Environmental Science

Teacher--Ms. Deanna Lippi

Course Outline

Topics: Environmental Problems, Their Causes, and Sustainability and

Environmental History
Content Areas:
• Global Economics—globalization, World Bank, Tragedy of the Commons
• Overview of Environmental Problems
• Environmental History
Activities:
• “Tragedy of the Commons” Activity and Class Discussion
• Ecological Footprint Activity
Readings:
• Chapter 1 Environmental Problems
• Chapter 2 Environmental History
• Selections from Aldo Leopold’s A Sand County Almanac
• Hardin, Garrett. 1968. The Tragedy of the Commons. Science, 162:1243-1248
• Chapter 26 Economics, Environment, and Sustainability

Unit: Science, Systems, Matter, and Energy

Content Areas:
• Introduction to Global Change—Global Warming
• Science and Systems
• Introduction to Energy Concepts---Energy forms, power, units, conversions, Laws of
Thermodynamics
Activities:
• Climate Change and Feedback Loops
Readings:
• Chapter 3 Science, Systems, Matter, and Energy

Unit: Ecosystems—Components, Matter Cycling

Content Areas:
• Natural Biogeochemical Cycles—carbon, nitrogen, sulfur, water; conservation of
matter
Activities:
• Microbial Cycling of Nitrogen Lab—Students collect soil samples, inoculate
selective media, and conduct biochemical tests for the ammonification, nitrification,
and denitrification steps of the nitrogen cycle.
• Nitrogen Inquiry Activity—Students develop a “What is the relationship between…”
question that addresses soil nitrogen levels (either NO3- or NH4+) and some other
measurable quantity (such as plant cover, soil moisture level, soil texture). They
develop lab protocols to collect soil samples and determine how to measure the other
 quantity. After conducting this field activity in the natural areas surrounding the
campus, students analyze data and present results and analysis in lab report format.
Readings:
• Chapter 4 Matter Cycling in Ecosystems

Unit: Geology: Processes, Hazards, and Soils

Content Areas:
• Earth Science Concepts—Geological 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 properties; soil
conservation
• Water Pollution—cultural eutrophication
Activities:
• Physical Characteristics of Soil Lab—Students determine the slope of the land and
observe soil profiles in the field component of this activity. The other activities are
laboratory exercises in which students analyze the physical components of isolated
soil components (sand, clay, and humus) and of soil samples from various locations
around the environment. At the end of the unit, students predict how physical
characteristics of soil might affect plant growth and various land uses.
• Chemical Characteristics of Soil Lab---This laboratory unit addresses the chemical
characteristics of soil. Students determine the pH and nitrogen, potassium, and
phosphorous levels of the soil sample. Students also determine the cation exchange
capacity of the soil and test for reserve acidity.
• Plate Tectonics Activity—Students use the Internet to locate some of the working
data. They then proceed to learn map skills and geography from plotting the
positions of mountain ranges, earthquakes, and volcanoes. They draw conclusions
as how to how the Earth works tectonically.
Readings:
• Chapter 10 Geology and Soils

Unit: Ecosystems, Components, Energy Flow, Evolution and Biodiversity

Content Areas:
• 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
• Loss of Biodiversity--Habitat loss; overuse; pollution; introduced species;
endangered and extinct species; conservation; relevant laws and treaties
Activities:
• Invasive Ecology Research—This laboratory research unit focuses on development of
protocols to investigate the impact of an invasive species on a natural area of the
campus. Students work collaboratively to define a research question and plan a study
to be conducted on the natural areas of the campus. Upon completion of the study,
students determine a best management plan for the invasive species.
• Estimating Population Size Lab--Student teams use quad-sect kits to determine the
population density of a chosen plant. Students calculate the standing crop biomass of
the target species and make observations of the site. Using the ecological rule of
thumb, students construct a biomass pyramid, food chain, food web, and model of
energy flow.
• Exploring Biodiversity Lab---Students identify different morphotypes of invertebrates
and compare species richness to biodiversity as expressed by the species richness,
Shannon-Weiner, and Simpson’s indices. In this field lab, students create habitat
islands of various sizes, and using the indices, recommend the best island for a
biodiversity reserve. Students also set traps to catch flying insects, and graph data to
determine the amount of trapping effort needed to assess an area’s diversity of flying
insects.
• Coral Reefs and Biodiversity—Students quantitatively determine the impact of
aquaria trade on coral reef biodiversity.
Readings:
• Chapter 4 Ecosystems: Components and Energy
• Chapter 5 Evolution and Biodiversity
• Chapter 6 Biogeography: Weather, Climate, Biomes, and Terrestrial Biodiversity
• Chapter 7 Aquatic Ecology
• Chapter 8 Community Ecology
• Chapter 22 Sustaining Wild Species

Unit: Population and Sustainability

Content Areas:
• Population Biology Concepts--Population ecology; carrying capacity; reproductive
strategies; survivorship
• Human Population Dynamics--historical population sizes; distribution; fertility
rates; growth rates and doubling time; demographic transition; age-structure
diagrams
o Population size --Strategies for sustainability; case studies; policies
Activities:
• Population Forum---Students examine, analyze population data and perform
calculations using population growth formulas in preparation for presentations in
which students examine the effects of projected changes in growth rates over time
and discuss the difficulties inherent in reaching a consensus in achieving zero
population growth.
• Population Growth in Lemna minor Lab—Students set up test tubes with Lemna
minor and count the fronds in the test tube to determine the carrying capacity of the
test tube environment. Students determine the habitat’s carrying capacity using a
 logistic growth curve; estimate a population’s biotic potential from population
growth data; and calculate the 95% confidence limits for a set of data.
Readings:
• Chapter 9 Population Dynamics and Conservation Biology
• Chapter 12 Human Population—Growth, Demography, and Carrying Capacity

Unit: Food Resources; Agriculture; Land Management

Content Areas:
• Feeding a growing population--Human nutritional requirements; types of agriculture;
Green Revolution; genetic engineering and crop production; deforestation; irrigation;
sustainable agriculture;
• Impacts of population growth--Hunger; disease; economic effects; resource use;
habitat destruction
• Controlling pests---Types of pesticides; costs and benefits of pesticide use; integrated
pest management
• Global Fisheries—Fishing techniques; overfishing; aquaculture; relevant laws and
treaties
• Rangelands---Overgrazing; deforestation; desertification; rangeland management;
federal rangelands
• Forestry---Tree plantations; old growth forests; forest fires; forest management;
national forests
• Other Land Use—Sustainable Land Use Strategies
Activities:
• Pesticide Resistance Scenario— In this simulation, students investigate the evolution
of genetic resistance, the importance of genetic variability in the process of
adaptation, and the ecological and economic consequences of pesticide use.
• Ecological Effects of Rice-Farming Lab--In this student-centered laboratory activity
students investigate the amount of rice production in a number of locations
worldwide, and conduct an experiment to determine the moisture and ash content of
different rice samples. Students investigate the links between rice production and the
effects on the local and global environment.
Readings:
• Chapter 13 Food Resources
• Chapter 20 Pesticides and Pest Control
• Chapter 7 Aquatic Ecology
• Chapter 24 Sustaining Aquatic Biodiversity
• Chapter 23 Sustaining Terrestrial Biodiversity

Unit: Water Resources and Water Pollution

Content Areas:
• Global Water Resources and Water 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 relevant laws
Activities:
• Chemical and Physical Analysis of Water Lab---Students work individually and in
groups of three to determine the levels of the following in water samples: nitrate-
nitrogen, phosphate, turbidity, alkalinity, total dissolved solids, and hardness. Using
the data, students assign a water quality index.
• Water Diversion Case Studies---Students analyze water diversion projects to
determine the economic and environmental impacts of such projects. Students use
Internet resources and maps to study the Salton Sea, Mono Lake, Aral Sea, Colorado
River, and Yangtze River. This investigation is designed to point out the global
problems that humans face in trying to ensure a fresh water supply.
• Wastewater Treatment Lab---Students use a wastewater treatment apparatus as a
model to observe simulations of primary, secondary, and tertiary wastewater treatment
processes. Students document and graph their observations.
• Coliform Presumptive Test Lab—Students use aseptic techniques to collect water
samples and inoculate selective broth fermentation tubes. The goal of this lab is to
familiarize students with sterile techniques and water quality test parameters.
Activity Type: Student-conducted (hands on)
Class periods: Four class periods (one period for set-up; brief observations
recorded for three days)
Readings:
• Chapter 19 Water Pollution
• Chapter 14 Water Resources

Unit: Air Pollution

Content Areas:
• 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
• Hazards to human health—Environmental risk analysis; acute and chronic effects;
dose-response relationships; air pollutants; smoking and other risks
Activities:
• Acid Deposition Lab---Students determine the buffering effects of three different
types of bedrock, track the direction of wind patterns, and locate major pollutant
sources to determine where acid deposition forms, where it falls, and where it may
affect aquatic habitats. Students also test water samples they collect locally to
determine acidity levels and buffering capabilities.
• Air Pollution Assay Lab—In this lab, students dye lichen disks with methylene blue
and then soak the disks in chemical solutions to determine relative amount of leaching
of the methylene blue. Students then correlate the valence of the metal cation with the
amount of leaching. Students research human health and environmental impacts of
exposure to heavy metal cations.
• Airborne Particulates Examination Lab—Students place adhesive dust particle
collectors at various locations throughout the school and campus to sample particulate
fallout. After 24-72 hours, students examine the particle collectors to examine and
count particles on the adhesive. Students calculate deposition rate and compare data
with results from other collection sites. Students make recommendations to decrease
particulate levels in examined areas.
Readings:
• Chapter 11 Risk, Toxicology, and Human Health
• Chapter 17 Air and Air Pollution

Unit: Global Atmospheric Changes

Content Areas:
• The Atmosphere—Composition; structure; weather and climate; atmospheric
circulation and the Coriolis Effect; atmosphere—ocean interactions; ENSO
• 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
Activities:
• Global Scale Weather Linkages—In this web based activity; students examine maps
to compare normal sea surface temperature and precipitation data to El Nino and La
Nina events.
• Global Climate—A Data-Driven Study—Students graph and analyze air sample
data from the Carbon Dioxide Information Analysis Center and population data to
answer the driving question—Should the US and other countries limit emissions of
greenhouse gases to reduce global warming?
• Ozone Internet Assignment—Students examine TOMS (Total Ozone Mapping
Spectrometer) UV data and ozone data to better understand the relationship between
atmospheric ozone distribution and the factors that alter it.
Readings:
• Chapter 6 Biogeography: Climate and Biomes
• Chapter 18 Climate Change and Ozone Loss

Unit: Solid and Hazardous Wastes

Content Areas:
• Solid Waste—Types, disposal, reduction
• Hazardous chemicals in the environment—Types of hazardous waste;
treatment/disposal of hazardous waste; cleanup of contaminated sites;
biomagnification; relevant laws
• Economic Impacts
Activities:
• Energy and Recycling---In this quantitative activity, students compare energy costs
of recycling aluminum for cans to making cans from raw materials. Students
 investigate extrinsic benefits and disadvantages of recycling, such as environmental
and economic factors.
• Lifecycle of Common Products--For this project students investigate the complete
life cycle of a product. The cycle begins with the formation of the constituent parts;
continues with the building of the product (including packaging); and ends with the
complete disposal of the object. In most cases, this will include its structural
breakdown or recycling. Students prepare an oral synopsis in which they explain the
life cycle of the product. In addition, students suggest methods to make this cycle
more sustainable or environmentally friendly. Students assess economic impacts of
sustainable product development and disposal.
Readings:
• Chapter 21 Solid and Hazardous Wastes
• Chapter 26 Economics, Environment, and Sustainability
• Chapter 27 Politics, Environment, and Sustainability

Unit: Mineral and Energy Resources

Content Areas:
• Mining—Mineral formation; extraction; global reserves; relevant laws and treaties
• Energy Concepts—Energy forms; power; units; conversions; Laws of
Thermodynamics
• Energy Consumption—History; 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 and disadvantages
• Nuclear Energy—Nuclear fission process; nuclear fuel; electricity production;
nuclear reaction types; environmental advantages and disadvantages; safety issues;
radiation and human health, radioactive wastes; nuclear fusion
• Hydroelectric Power---Dams; flood control; salmon; silting
• Energy Conservation---Energy efficiency; standards; hybrid electric vehicles
• Renewable Energy---Solar energy; hydrogen fuel cells; biomass; wind energy; ocean
waves and tidal energy; geothermal; environmental advantages and disadvantages
Activities:
• Oil Spill Bioremediation Lab—Students conduct two controlled experiments to test
for the breakdown of oil (cooking oil) by a suspension of oil-degrading microbes
(commercially available biological drain cleaner). This lab is intended to simulate
how oil-degrading microbes can be used to break down petroleum after oceanic oil
spills.
• Energy Problem Solving—Students perform mathematical calculations related to
energy consumption and energy efficiency.
• Energy Resource Comparison---In this quantitative activity, students research and
compare current US electric power production technologies. Students outline and
defend a power production policy, including feasible alternative technologies, for the
coming century.
• Personal Energy Use Audit—In this quantitative activity, students record and
calculate the amounts, by-products, and dollar costs of competing fuels that are
 necessary to support personal energy consumption. Students make recommendations
to reduce personal energy consumption.
Readings:
• Chapter 15 Geological Resources: Nonrenewable Mineral and Energy Resources
• Chapter 16 Energy Efficiency and Renewable Energy
• An Energy Primer for the AP Environmental Science Student by Thomas B. Cobb,
Bowling Green State University, Bowling Green, Ohio

AP Environmental Science Review

AP Environmental Science Exam