Professional Documents
Culture Documents
Welcome
to
Advanced
Placement
Environmental
Science
and
thank
you
for
choosing
to
make
this
course
part
of
your
2015-2016
school
year.
Instructor:
Mrs.
Rita
Leung
(949)
371-6615
Mandatory
Assignment:
The
final
page
of
this
syllabus
includes
a
mandatory
Acknowledgement
page
for
all
of
the
Chemistry
students.
Please
read
the
syllabus
carefully
and
attend/watch
the
Welcome
LiveLesson;
it
is
extremely
important
and
goes
over
great
information.
The
LL
will
cover
semester
policies,
great
tips
for
how
to
succeed,
and
some
very
important
information.
This
is
a
really
important
session
to
start
the
semester
with.
Please
make
sure
you
take
time
to
attend/watch
it.
BOTH
the
student
and
learning
coach
must
sign
the
last
page
acknowledging
they
have
BOTH
read
the
syllabus.
You
will
be
posting
the
completed
signature
page
onto
the
Chemistry
Message
Board.
Instructions
are
included
in
the
last
page.
LiveLessons
(LL):
Regular
LiveLessons
Office
hours:
1-1
help
Link:
Monday
Tuesday
@10am
Wednesday
Thursday
Friday
As
part
of
your
enrollment
in
Connections
Academy,
you
are
required
to
maintain
regular
phone
contact
with
your
teachers.
There
are
minimum
of
two
required
phone
contacts
per
semester
with
me.
Each
phone
call
will
be
worth
10
participation
points.
The
first
call
needs
to
be
made
no
later
than
March
25th,
2015.
The
second
call
needs
to
be
made
no
later
than
June
3rd,
2016.
Sign
Up
Genius:
Heres
a
sample
of
what
SignUp
Genius
looks
like.
Find
the
day
&
time
that
works
for
you.
Click
Sign
Up,
and
then
click
Submit
and
Sign
Up
at
the
bottom.
You
do
not
need
to
be
member
to
sign
up.
You
will
be
asked
to
provide
your
first
and
last
name
and
in
the
My
Comment
box,
please
indicate
whether
you
want
me
to
call
you
or
meet
in
my
LL
room.
http://www.signupgenius.com/go/10c0c48afac2ea4fa7-example
Office
Hours:
Office
hours
are
not
required.
They
are
opportunities
to
get
1-1
help.
Bring
your
questions,
jump
in,
get
the
help
you
need
and
then
jump
back
out.
ALL LABS/PORTFOLIOS:
Not
all
portfolios
might
be
required
this
year.
Please
be
sure
you
pay
attention
to
the
Weekly
Announcement
webmails
that
I
will
be
sending
out
beginning
of
every
week
for
any
dropped
portfolios.
ALL
labs
can
be
modified
by
me.
Please
be
sure
to
read
the
announcement
webmails
or
check
the
section
message
board
for
any
modifications
BEFORE
completing
a
portfolio/lab.
Do
not
do
the
labs
until
checking
the
resources
on
the
message
board.
ALL
lab
write-ups
are
typed
handwritten
labs
will
not
be
accepted.
Templates
and
rubrics:
Be
sure
you
read
the
directions
carefully
in
the
lessons.
Majority
of
the
portfolios
do
not
have
a
template
and
require
you
to
construct
a
response
(i.e.
at
least
3
paragraphs,
or
write
a
lab
report).
Dont
forget
to
view
the
rubric
to
complete
all
required
parts
of
the
portfolio.
Submit
the
completed
self-scored
rubric
along
with
the
lab.
There
will
always
be
a
LL
supporting
the
lab
and
explaining
how
to
complete
it.
Please
make
sure
you
come
to
the
LL
or
watch
the
recording
BEFORE
doing
a
lab.
Portfolio
Help
Request
Form:
If
you
need
extra
time
on
a
lab,
complete
this
form
if
you
are
not
yet
ready
to
submit
your
Science
portfolio
and
upload
it
into
the
DropBox.
The
Portfolio
Help
Request
form
acts
as
a
placeholder,
which
will
allow
you
to
move
forward
in
the
lessons.
You
WILL
still
be
responsible
to
submit
this
assignment
within
1
week
of
submitting
the
help
request
form.
By
submitting
this
Portfolio
Help
Request
form
you
are
asking
for
a
temporary
zero
and
a
chance
to
submit
this
assignment
for
up
to
full
credit
based
on
effort
at
a
later
date.
When
you
are
ready
to
submit
the
assignment,
please
email
me
requesting
I
clear
the
drop
box.
o You
may
only
have
one
missing
portfolio
assignment
at
a
time.
Once
you
reach
the
next
portfolio
assignment,
you
must
have
the
previous
one
turned
in
to
move
on.
Redoing
labs:
Labs
can
be
redone
and
resubmitted
for
a
higher
score
if
you
receive
below
70%.
o You
will
need
to
CONTACT
me
to
talk
about
your
lab
revision
via
phone.
o You
will
receive
up
to
70%
on
your
revision.
o When
redoing
a
lab
please
highlight
any
changes
to
the
lab.
Then
email
it
to
me
as
an
attachment.
IMPORTANT
NOTE:
Due
to
school
policyif
a
student
does
not
submit
any
of
the
course
labs
they
will
receive
an
automatic
fail
in
the
course.
Temporary
Zeros:
Assignments
are
scheduled
on
each
students
planner.
There
is
an
expected
pace
for
completing
assignments.
At
Connections
Academy
students
are
encouraged
to
be
flexible
in
their
schedules
and
take
the
extra
time
they
need
to
complete
assignments.
However,
you
do
need
to
maintain
a
steady
pace
when
completing
assignments.
If
you
start
after
the
beginning
of
the
semester,
please
contact
your
teacher
to
have
the
due
dates
adjusted
accordingly.
15
days
overdue:
Assignments
that
are
two
weeks
overdue
will
receive
temporary
zeros.
Temporary
zeros
will
disappear
as
soon
as
the
assignments
are
submitted.
They
have
a
0*
next
to
them
in
the
grade
book.
If
you
submitted
a
request
for
help
on
a
lab
it
will
not
show
up
with
the
*
next
to
the
zero.
This
zero
is
still
temporary.
Please
do
NOT
let
your
assignments
be
more
than
15
days
overdue.
**If
a
student
is
experiencing
personal
or
physical
issues
that
are
preventing
them
from
completing
work,
please
contact
Mrs.
Leung
ASAP.
Course
Message
boards:
This
is
your
go
to
place
for
all
your
course
help.
You
will
find:
LL
recordings,
Lab
resources,
Lab
fill-in
templates,
custom
rubrics,
classroom
policies,
past
weekly
announcements,
and
unit
study
guides.
Grading:
Based
on
an
accumulation
of
points
using
the
following
standard
scale:
A+
97-100
A
96-93%
A-
92-90%
IMPORTANT
NOTE:
Due
to
school
policyif
a
student
does
not
submit
any
of
the
course
labs
they
will
receive
an
automatic
fail
in
the
course.
Test
20%
Quiz
30%
Portfolio
Item
35%
Discussion
10%
Participation
5%
2
What
if
your
test
submitted
was
a
0?:
If
your
test
timed
out,
answers
were
not
saved,
there
were
no
screen
shots
taken
to
provide
to
Mrs.
Leung,
at
this
time,
you
will
need
to
contact
Mrs.
Leung
and
I
will
provide
you
with
an
alternative
assignment
to
complete.
Topic
Unit
#
Lesson
#
Assessment
Date*
Second
Semester:
February
8
~
June.
23
Air
Pollution
&
Smog
1.1.Feb.
8
Ozone
(2)
1.2.Feb.
9,
11
Acid
Deposition
(3)
1.3.Feb.
12,
16,
18
Indoor
Air
Pollution
(2)
1.4.Feb.
19,
22
Climate
Change
(3)
1.5.Feb.
23,
25-26
AP
Exam
&
Math
Prep
(3)
1.6.Feb.
29,
Mar
1,
3
Unit
1
Exam
March.
4
Soil
(2)
2.1.Mar.
7-8
Soil
Conservation
(3)
2.2.Mar.
10-11,
14
Agriculture
&
Food
(3)
2.3.Mar.
15,
17-18
Pests
&
Pest
Management
(3)
2.4.Mar.
21-22,
24
Land
Conservation
(2)
2.5.Mar.
25,
Apr.
4
Spring
Break
...March
28
~
April
3,
2016
AP
Exam
&
Math
Prep
(3)
2.6.Apr.
5,
7-8
Unit
2
Exam
April.
11
Water
Supply
(2)
3...1.Apr.
12,
14
Water
Quality
(3)
3...2.Apr.
15,
18-19
Water
Treatment
(2)
3...3.Apr.
21-22
AP
Exam
&
Math
Prep
(3)
3...4.Apr.
25-26,
28
Unit
3
Exam
April.
29
Risk
(3)
4...1..May
2-3,
5
Human
Health
(3)
4...2..May
2-3
Toxicology
(3)
4...3..May
12-13,
16
AP
Exam
&
Math
Prep
(3)
4...4..May
17,
19-20
Unit
4
Exam
May
23
Solid
Waste
(3)
5.1..May
24,
26-27
Hazardous
Waste
5.2..May
31
Recycling
5.3..June
2
Global
Change
&
Sustainability
(3)
5....4..June
3,
6-7
AP
Exam
&
Math
Prep
(2)
5.5..June
9-10
Unit
5
Exam
June
13
Semester
B
Final
Exam:
....June
14,
2016
4
Course Description
In
a
word,
this
course
is
interdisciplinary,
involving
the
fields
of
ecology,
biology,
ocean
and
atmospheric
sciences,
climatology,
chemistry,
geology,
physics,
toxicology,
geography,
economics,
politics,
and
ethics,
to
name
a
few.
Because
of
this
blend
of
academic
disciplines,
this
course
is
often
perceived
as
a
class
somewhat
different
from
what
many
students
have
encountered
in
their
previous
coursework.
This
course
is
designed
to
be
the
equivalent
of
a
college
introductory
environmental
science
course,
both
in
the
wide
range
of
topics
explored,
and
in
the
depth,
specificity
and
detail
of
course
material.
The
goals
of
the
AP
Environmental
Science
course
are
to
(1)
provide
students
with
the
scientific
principles,
concepts,
and
methodologies
required
to
understand
the
interrelationships
in
the
natural
world,
(2)
to
identify
and
analyze
environmental
problems
or
challenges
(both
natural
and
human-made),
(3)
to
evaluate
the
relative
risks
associated
with
these
problems,
and
(4)
to
examine
alternative
solutions
for
resolving
and/or
preventing
them.
While
this
course
explores
many
different
topic
areas,
the
following
themes
serve
as
a
foundation
for
the
course
and
a
recurring
interconnectedness
theme
[with
the
Earth
itself
as
one
(quite
large)
Interconnected
System]
.
1.
Human
Population
Growth:
1.
14%
annual
growth,
7.25
billion
as
of
8-22-14;
the
demographic
transition
model
and
affluence,
choices,
consumption,
numbers,
and
ones
ecological
footprint.
2.
People
and
Nature:
Human
beings
affect/alter
natural
systems;
Human
Systems
rely
on
Natural
Systems
3.
Sustainability:
the
environment
functioning
indefinitely
without
decline
due
to
overuse.
4.
A
Global
Perspective:
solutions
to
some
environmental
challenges
may
best
be
met
with
approaches
which
go
beyond
local,
regional,
and/or
national
spatial
scales.
5.
Urbanization:
the
trend
toward
city-dwelling
continues
6.
Science
and
Values:
science
can
provide
data
used
in
choosing
solutions;
choice
is
in
part
a
value
judgment.
--Additional
large
themes
in
the
course:
--Environmental
Challenges
(Problems):
these
often
have
a
Social
&
Cultural
context.
--Energy
Conversions:
they
underlie
all
Ecological
Processes.
--Environmental
Science
as
a
Process:
Experimental
Design,
Critical
Thinking
As
you
know,
the
prerequisites
for
this
course
are
successful
completion
of
one
year
of
biology
and
one
year
of
chemistry.
Given
these
prerequisites,
the
majority
of
students
are
juniors
and
seniors,
with
a
smaller
number
of
sophomores
enrolled.
Historically,
approximately
60%
of
the
students
in
this
course
have
been
seniors,
35%
juniors
and
about
5%
sophomores.
Perhaps
the
most
important
prerequisite
is
a
students
interest,
initiative,
and
motivation
in
the
class.
The degree to which a student becomes involved in AP Environmental Science is often indicative of the
For
some
students,
this
course
marks
the
tenth,
eleventh,
etc.,
AP
course
which
they
have
taken.
For
others,
APES
is
the
initial
AP
science
course
they
have
enrolled
in
and/or
the
first
AP
course
in
any
discipline
which
they
have
taken.
The
diversity
of
students
in
the
course
is
one
of
the
unique,
and
in
my
opinion,
truly
outstanding
aspects
of
APES.
This
diversity
very
frequently
contributes
to
an
outstanding
class
discussion
component
of
the
course.
I
encourage
you
to
ask
questions,
offer
comments,
and
to
share
your
ideas
and
perspectives
on
the
environmental
science
topics
that
we
explore.
Many
of
the
topics
&
issues
explored
in
the
course
do
not
necessarily
have
right
or
wrong
answers;
there
are
typically
many
shades
of
gray
and
a
spectrum
of
potential
options.
It
is
my
hope
that
you
will
feel
sufficiently
comfortable
in
this
class
to
actively
participate
on
a
regular
basis.
[as
constructed
by
the
College
Boards
(CB)
AP
Environmental
Science
Development
Committees]
Given
the
relatively
general
nature
of
the
following
CB/AP
outline,
you
may
soon
ask
yourself
why
give
this
information
to
students
at
this
early
point
in
the
course?
I
would
be
happy
to
discuss
this
if
there
is
interest.
Outline
of
Topics:
The
following
is
an
outline
of
major
topics
and
serves
to
define
the
scope
of
both
the
AP
Environmental
Science
Course
and
the
May
AP
Exam.
The
order
of
the
topics
in
the
outline
holds
no
special
significance,
since
there
are
many
different
sequences
in
which
the
topics
could
be
appropriately
addressed
in
the
course.
The
percentage
after
each
major
topic
heading
indicates
the
approximate
proportion
of
questions
on
your
Monday,
May
2nd,
2016
International
AP
Environmental
Science
examination
which
pertain
to
that
heading;
thus
the
percentage
also
indicates
the
relative
emphasis
that
will
be
placed
on
the
topics
in
the
course.
III.
Population:
(10-15%)
A. Population
Biology
Concepts
(Population
ecology;
carrying
capacity;
reproductive
strategies;
survivorship)
B. Human
Population
1. Human
population
dynamics
(Historical
population
sizes;
distribution;
fertility
rates;
growth
rates
and
doubling
times;
demographic
transition;
age-structure
diagrams)
2.
Population
size
(Strategies
for
sustainability;
case
studies;
national
policies)
3.
Impacts
of
population
growth
(Hunger;
disease;
economic
effects;
resource
use;
habitat
destruction)
IV:
Land
and
Water
Use:
(10-15%)
A. Agriculture
1. Feeding
a
growing
population
(Human
nutritional
requirements;
types
of
agriculture;
Green
Revolution;
genetic
engineering
and
crop
production;
deforestation;
irrigation;
sustainable
agriculture)
2. Controlling
Pests:
Pesticide
types,
costs
&
benefits
of
pesticide
use,
IPM,
and
relevant
laws.
B. Forestry
(Tree
plantations;
old
growth
forests;
forest
fires;
forest
management;
national
forests)
C. Rangelands
(Overgrazing;
deforestation;
desertification;
rangeland
management;
federal
rangelands)
D. Other
Land
Use
1. Urban
land
development
(Planned
development;
suburban
sprawl;
urbanization)
2. Transportation
infrastructure
(Federal
highway
system;
canals
and
channels;
road
less
areas;
ecosystem
impacts)
3. Public
and
federal
lands
(Management;
wilderness
areas;
national
parks;
wildlife
refuges;
forests;
wetlands)
4. Land
conservation
options
(Preservation;
remediation;
mitigation;
restoration)
5.
Sustainable
land-use
strategies
E. Mining
(Mineral
formation;
extraction;
global
reserves;
relevant
laws
and
treaties)
F. Fishing
(Fishing
techniques;
overfishing;
aquaculture;
relevant
laws
and
treaties)
G. Global
Economics
(Globalization;
World
Bank;
Tragedy
of
the
Commons;
relevant
laws
and
treaties)
V.
Energy
Resources
and
Consumption:
(10-15%)
A. Energy
Concepts
(Energy
forms;
power;
units;
conversions;
Laws
of
Thermodynamics)
B. Energy
Consumption
1.
History
(Industrial
Revolution;
exponential
growth;
energy
crisis)
7
Laboratory
experiments
and
field
investigations
are
designed
to
complement
the
indoor
classroom,
lecture-
discussion
portion
of
the
course.
Examples
of
lab
and
field
work
include
the
following:
-Ecosystem
Dynamics
-Soil
Analysis
-Ecological
Succession
-Air
Pollution
-Population
Studies
-Ozone
Testing
-Carrying
Capacity
-Solid
Waste
-Energy
Consumption
-Toxicity
Testing
-Water-Quality
-Water
Inventory
-Rainbow
Trout
Raising
-Urban
Planning
-UV
Light
Intensity
These
labs
and
others
are
intended
to
encourage
and
promote
students
to:
1.
Think
critically
about
environmental
systems
2.
Develop
and
conduct
well-designed
experiments
3.
Utilize
appropriate
techniques
and
instrumentation
4.
Analyze
and
interpret
data,
including
statistical
and
graphical
presentations
5.
Think
analytically
and
apply
concepts
to
the
solution
of
environmental
problems
6.
Form
conclusions
and
to
evaluate
their
quality
and
validity
7.
Propose
further
questions
for
study,
and
8.
Communicate
accurately
and
meaningfully
about
observations
and
conclusions.
Lab
and
field
investigations/experiments
will
typically
include
a
lab
write-up/summary
report
or
other
written/typed
deliverable
upon
completion
of
the
lab.
While
some
of
your
lab
reports
will
be
fully-developed
scientific
lab
reports,
others
will
be
comprised
of
a
more
moderate
amount
of
written
or
typed
work
and
will
require
specified
aspects
of
what
might
have
been
a
much
longer
lab
report
document.
Please
have
an
Environmental
Science
AP
course
3-ring
binder
for
Notes,
Labs,
Simulations,
Projects,
and
other
assignments.
Perhaps
this
goes
without
saying:
Taking
notes
is
highly
recommended.
As
will
be
the
case
in
many
of
the
science
(and
other)
courses
that
you
will
take
in
college,
homework
is
primarily
READING
(and
thinking
about
what
is
read)
in
AP
Environmental
Science.
A
typical
reading
assignment
for
a
given
day
is
what
is
presented
in
your
Connexus
lesson.
While
the
information
presented
is
quite
comprehensive
for
an
introductory,
college-level
Environmental
Science
course,
all
course
&
exam
content
of
significance
is
NOT
in
the
textbook.
You
will
see
information
on
exams
and
quizzes
which
is
NOT
from
the
text.
In
the
event
that
you
are
not
able
to
complete
your
lessons
due
to
illness,
an
appointment
or
other
reasons,
it
will
be
helpful
to
check
the
Message
Board
for
any
information,
and/or
contact
Mrs.
Leung.
Being
attentive,
listening,
contributing,
asking
questions,
sharing
your
perspective
and
opinion
on
topics
and
issues,
offering
comments,
observing,
thinking,
pondering,
weighing
and
taking
notes
is
definitely
recommended.
By
taking
notes
on
text
readings,
class
lectures
and
discussions,
videos,
and
other
sources,
you
will
be
creating
what
should
be
a
very
valuable
STUDY
GUIDE
to
prepare
for
all
exams
and
quizzes,
including
the
International
May
AP
Exam.
Taking
Notes
is
highly
recommended.
9
10
As
previously
stated,
students
enrolled
in
AP
Environmental
Science
are
expected
to
take
the
May
AP
Environmental
Science
Exam.
We
will
meet
as
a
class
twice
a
week
for
about
29
weeks
prior
to
the
May
AP
Exam.
Over
the
course
of
the
academic
year,
we
will
explore
every
major
Environmental
Science
topic
area.
Given
the
format
of
the
May
AP
Exam
(only
100
M/C
and
4
FRQs),
it
is
not
possible
for
this
exam
to
be
as
detailed
and
comprehensive
as
the
sum
or
product
of
the
class
meetings
which
we
will
share
this
year
prior
to
the
May
Exam.
You
will
have
3
hours
to
take
the
May
AP
Exam,
responding
to
questions
dealing
with
those
major
Environmental
Science
topic
areas
we
have
devoted
many
class-time
exploring,
plus
all
of
the
hours
devoted
to
text
readings,
note-taking,
and
preparation
for
exams,
quizzes
and
assignments
outside
of
class
throughout
the
year.
The
May
AP
Exam
is
One
part
of
this
course;
-
This
three-hour
exam
is
important
for
multiple
reasons,
but
it
is
not
necessarily
The
End
or
The
Summit.
-
Your
consistent
interest,
involvement,
focus,
and
effort
in
this
course
will
put
you
in
fine
position
for
doing
a
superb
job
on
the
May
Exam.
Our
class
meetings,
daily
readings
and
other
assignments/homework,
notes,
discussions,
labs,
fieldwork,
simulations,
video
segments,
and
other
class
work
will
prepare
you
for
our
chapter/topic
exams
and
quizzes.
This
effort,
work,
and
dedication
will
also
prepare
you
for
the
May
AP
Exam.
Further,
it
is
my
sincere
hope
that
you
will
carry
aspects
of
the
course
with
you
for
the
duration
of
your
productive,
full,
long,
and
wonderful
life!
The
Course
will
take
care
of
the
Exam.
The
journey
is
the
destination
Youll
do
great!
Both
in
the
Course
and
on
the
May
Exam!
Again,
thanks
for
choosing
to
be
a
part
of
AP
Environmental
Science.
I
am
very
glad
that
you
are
going
to
be
with
us
and
hope
that
this
course
proves
relevant,
meaningful,
practical,
and
applicable
this
year
and
for
the
rest
of
your
life.
Kindest
regards,
Rita
Leung
11
Learning Coach #: