Ap Seminar Topics in Environmental Science - Google Docs
Ap Seminar Topics in Environmental Science - Google Docs
Ap Seminar Topics in Environmental Science - Google Docs
AMDG
AP Seminar: Topics in Environmental Science
[Teacher] [Classroom]
[email]
[Office Hours]
PURPOSE : This course is designed to enhance the student’s knowledge of the
fundamentals of the earth, the environment and its ecology. The students will also
investigate the impact humans on the earth. The course will also promote the skills
required to achieve success in AP Seminar. Follow this link for more information on the
AP Capstone Program.
COURSE COMPETENCIES:
· Explain the process of scientific inquiry.
· Describe how the environment, has produced diversity of species.
· Describe areas of genetics related to the environment.
· Identify structure & function of atoms and molecules in organisms and
ecosystems.
· Describe populations & natural communities as units of structure and
function.
· Describe levels of organization and interactions within ecosystems.
· Identify problems associated with direct landscape alteration by humans.
· Identify problems associated with the pollution of the environment.
· Describe consequences of uncontrolledpopulation growth
TEXT: Miller,G. Tyler and Scott Spoolman. Living in the Environment. 18th. 2004
(Belmont, CA: Brooks/Cole Cengage Learning) ISBN: 9781133940135
DAILY HOMEWORK: Students are expected to spend time each night on this subject.
Reading and studying is homework. Although an assignment might not be due the very
next day, it is a good idea to get it done as soon as possible and turn it in when
completed. Late work will be given no more than 50%.
GRADES:
93 – 100 = A 87 – 89 = B+ 77 – 79 = C+ 60 – 69 = D
80 – 82 = B 70 – 72 = C
ASSIGNMENTS : All work and evaluations will be graded using a weighted point
system. Most assignments will be turned in using CANVAS ASSIGNMENTS. Students
will need a note from the computer tech department if there is a computer problem and
the work can not be turned in. It is the responsibility of each student in a group to make
sure the google doc or google slide show has been submitted and is done satisfactorily.
All members of the group will get the same grade
Classwork & Homework 10%, Labs 15%, Quizzes, Tests, Final Projects 55%
Semester & Final Exams 20%
LABS : The hands on portion of the course is very important. S tudents will be
conducting weekly labs and will be expected to turn in scientific lab reports. Lab topics
include:
Evidence for Evolution Yeast Fermentation Lab
Overview of Commoner's Laws of Watt Meter
Ecology Operation Oil Spill Cleanup
Toothpick Fish The Big Energy Gamble
Calculating Populations Green Home Design
Population Pyramid Internet Assignment Air Pollution
Age Structure Acid Deposition
Never Cry Wolf Acid Rain
Predators Greenhouse Gas Investigations
Ecology in your Backyard Measuring Soil CO2
Bottle Biology Energy Systems Soil Infiltration
Ecosystem Excursions Biome Book
Carbon Adventures Biome Gallery Walk
Plate Tectonics Story Biome Speech
Sustainability Biome Travel Agents
6 Billion Human Beings Biomes of the World MiniAtlas
Human Population Growth Over Time Making a Tree Scale Stick
Cultural and Economic Influences on Ecology LEAF Project
Population Structure Vegetation Analysis: Quadrat Lab
Populating the Planet Sampling
Life Cycle Diagrams Salinization
Waste Audit Erosion in a Bottle
Ecological Impact & Food Soil Erosion
Solar Energy Principles & Applications The Meat of Matter
Wind Power Introduction Habitat Fragmentation due to
Production of Biodiesel Transportation Infrastructure
Finding Solutions to Habitat Loss Water Quality and Measuring the Health
Whose Nature Trail is this Anyway? of Aquatic Ecosystems
Functional Urban Areas Water Taste Test
Stream Monitoring Data Collection Pond Critter Search
Determining Your Watershed Wastewater Treatment Field Trip
Understanding Lake Data Stormwater Presentation
PROJECTS: First semester students will make an Environmental Scrapbook of current
events related to environmental science. The final deadline for this project will be the
Monday of first semester finals week. All students will be required to do an independent
project for the Science Fair or Makers Fair and the final project will be due the
second week of February .
ENVIRONMENTAL SCIENCE CONTENT: The Environmental Science course is
designed to give students the scientific p
rinciples, concepts and methodologies needed
to understand the interrelationships of the natural world. College credit is available
through Rio Salado Community College for this course. In this course students will
examine environmental problems both natural and manmade, and evaluate the risks
that arise with these problems. Solutions will be examined that can prevent
environmental problems. This Honors Environmental science course is interdisciplinary
and includes a variety of topics from geology, biology, environmental studies,
environmental science, chemistry and geography. Labs from these different topic areas
will be included.
The following Big Ideas are the foundation for the structure of Honors Environmental
Science course. Under the Big Ideas are the Enduring Understandings.
Big Idea Science is a process
1. Science is a way of finding out about the world.
2. Science changes the way we understand the world.
Big Idea 2 : Energy conversions are the foundation of ecological processes.
1. Energy cannot be created.
2. As energy flows it becomes unusable.
Big Idea 3 : The Earth itself is an interconnected system.
1. Natural systems change over time.
2. Various biogeochemical systems respond differently to disturbances.
Big Idea 4 : Humans change natural systems.
1. Humans have had an impact on the environment.
2. The impact humans have had on the environment have increase over time.
Big Idea 5 : Environmental problems have a cultural and social context.
1. Understanding the role of cultural, social, and economic factors is important if
Solutions are to be found.
Big Idea 6: Human survival depends on developing sustainable practices.
1. Suitable conservation and development is needed.
2. Management of common resources is required.
The Big Ideas will be reinforced throughout the various topic areas of the course. These
topics will include the following with each of the essential questions and objectives.
1. Earth systems and its resources are dynamic.
What are the earth’s major geological?
The student will draw and explain the rock cycle.
The student will identify basic types of minerals & rocks based on their
properties.
The student will plot the earthquakes and volcanoes on a map and
relate it to plate boundaries.
The student can describe the potential hazards associated with the
earth.
What are mineral resources and what are their effects on the health of the
environment and of humans?
The student will calculate amount of ore obtained from a mine.
The student will describe the different types of mining and associated
problems
How can we use mineral resources more sustainably?
The student will investigate where various minerals are found.
The student will describe the importance of recycling metals.
What is the composition of air and how does atmospheric circulation work?
The student will explain the composition of air and it circulations
The student will measure the amounts of gases in the air.
The student will collect particulates from the air and analyze
The student will explain the formation of acid rain and its effects
How air interacts with the ocean and how climate differs from weather.
The student will explain how climate is determined
The student will collect weather data and interpret it.
The students will understand how temperature of the ocean affects
air.
The students will describe the formation of hurricanes
What type of water resources are there and how can they be conserved?
The student can explain the sources of water and the problems
associated with each.
The student will measure their water use and describe ways to
conserve it.
How is soil formed and what is it made of ?
The student can analyze the texture and nutrients in soil.
The student can describe types of erosion and its prevention.
2. The living world is made of complex ecosystems with energy and matter flowing
What is the structure of ecosystems?
The student can explain the organization within an ecosystem.
The student can analyze a food web
How does energy flow through ecosystems?
The student will understand how energy moves through trophic levels.
How has natural selection and evolution created biodiversity?
The students explain evolution.
The students will understand natural selection.
Why is biodiversity important and how can this be done?
The student will understand how biodiversity is calculated.
The student will estimate population sizes
The student can evaluate the effects of loss of biodiversity
The student can describe national and international laws to protect
species
What causes ecosystems to change?
The student can explain the stressors causing ecosystems to change
The student will describe how ecosystems can be conserved.
What are various biogeochemical cycles and how do they work?
The student will understand the various biogeochemical cycles.
The student can evaluate the effect man has on these natural
processes.
3. The human population is over 7 billion.
What is the earth’s carrying capacity and what will that number depend on?
The student can evaluate their own ecological footprint
The student will develop a plan to reduce their footprint
How do developed and developing countries differ with regards to population?
The student will interpret age diagrams.
The student will explain population dynamics of different countries
4. Land and water are used by humans in various ways.
What are the different types of agriculture and which are more sustainable?
The student can discuss the advantages and disadvantages of GMO’s
The student can compare organic vs inorganic food items
The student can explain how industrialized agriculture had led to
decline of nature.
How are forests and ranges managed for human use & how are conservation
techniques used?
The student can compare the different ways timber is harvested
The student can describe actions that need to be taken to maintain
Healthy forests and rangelands.
What has happened to the fish populations in the ocean?
The student can explain the various types of fishing techniques and
which ones are more sustainable
The student can interpret fish decline graphs
5. Energy Resources are being used by humans.
What are the laws of thermodynamics and how is energy related to them?
How is energy measured and how are calculations of energy used made?
The student can calculate energy usage and convert unit
The student can examine ways to conserve energy.
What are the various types of energy and how are they used?
Th
e student will analyze energy use throughout the world
What are the advantages and disadvantages of each energy type?
How can we conserve energy?
6. Pollution occurs in air, land and water.
What are the sources of the various pollutants and what are their effects?
The student can explain the causes of air, water and land pollution
The student can describe specific signs of pollution
The student can measure specific pollutants and analyze results.
What are the impacts of pollution to human health?
The student can explain where toxic chemicals in the environment
originated.
7. The earth is changing.
How and why is the stratospheric ozone changing?
The student can explain the chemistry of ozone depletion
The student can describe the health effects associated with a thinner
ozone.
What is causing climate change and what are the implications of this?
The student can explain the science of global warming.
The student can identify the signs of climate change.
Science Practices in Honors Environmental Science
1. The student can use and understand models that represent scientific information.
2. The student can use mathematics correctly and appropriately.
a) The student can use dimensional analysis to solve problemsconvert units.
b) The student can explain why they used the math they did to solve problems.
c) The student can analyze and interpret the meaning of various types of graphs.
d) The student can solve complex word problems using various math steps.
3. The student can engage in scientific questioning in critical analysis and
experimentation.
a) The student can create scientific investigations.
b) The student can edit and evaluate scientific questions.
4. The student can plan and implement data collection as well as perform data analysis
and form conclusions.
a) The student can analyze data and identify patterns.
b) The student can collect data and evaluate evidence.
5. The student can work with scientific explanations and theories
a) The student can justify claims with evidence
b) The student can construct explanations based on evidence collected
c) The student can make predictions about nature based on theories and models
d) The student can evaluate explanations for their validity based on scientific
principles.