Advanced Placement Environmental Science

2011 - 2012 Syllabus

Teacher: Ralph Gabriel

Email: gabrielrwg@hotmail.com

Room: 248

School Telephone: 615 333-5135 ext 1248

The Course: The class will meet every other day for a 90 minute period. There will be at least one lab period per week in addition to a required one hour study group meeting each week. There will be ten outside of class meetings. These will meet for two to four hours.

Text: Cunningham. Environment Science: A Global Concern. 10th edition.

Course Description: AP Environmental Science differs significantly from the usual high school course with respect to the kind of textbook used, range and depth of topics covered, the kind of laboratory work done, and the time and effort required of students. The course provides instruction in each of the following seven content areas outlined in the Course Description:

1. Earth Systems and Resources

A) Earth ScienceB) Atmosphere

C) Global Water Resources and Use

D) Soil and Soil Dynamics

2. The Living World

A) Ecosystem StructureB) Energy Flow

C) Ecosystem Diversity

D) Natural Ecosystem Change

E) Natural Biogeochemical Cycles

3. Population

A) Population Biology ConceptsB) Human Population

a. Human population dynamics

b. Population size

c. Impacts of population growth

4. Land and Water Use

A) Agriculturea. Feeding a growing population

b. Controlling pests

B) Forestry

C) Rangelands

D) Other Land Use

a. Urban land development

b. Transportation infrastructure

c. Public and federal lands

d. Land conservation option

e. Sustainable land-use strategies

E) Mining

F) Fishing

G) Global Economics

5. Energy Resources and Consumption

A) Energy ConceptsB) Energy Consumptions

a. history

b. present global energy use

c. future energy use

C) Fossil Fuel Resources and Use

D) Nuclear Energy

E) Hydroelectric Power

F) Energy Conservation

G) Renewable Energy

6. Pollution

A) Pollution Typesa. Air pollution

b. Noise pollution

c. Water pollution

d. Solid wastes

B) Impact on the Environment and Human Health

a. Hazards to human health

b. Hazardous chemicals in the environment

C) Economic Impacts

7. Global Change

A) Stratospheric OzoneB) Global Warming

C) Loss of Biodiversity

Six themes provide foundations for the structure of this AP Environmental Science class. They are:

science is a process, energy conservation underlies all ecological processes, the Earth can be thought of as one interconnected system, humans can alter natural systems, environmental problems have a social and cultural context, human survival depends upon developing practices that will result in sustainable systems.

Teacher’s Comment: The seven content areas suggested by the College Board have been included within the structure that follows. Based on my contact with others who have taught the class and with the objectives listed in the text, I have arranged the study of the major topics in slightly different units rather than in exactly the manner they are stated on the College Board’s website. All topics will be covered.

Graduation Requirements: AP Environmental Science meets the District physical science requirement for graduation. It also meets one year of the requirement for laboratory science.

Internet Information: Students and parents have access to assignments and communication online via my website www.rwgabscience.wikispaces.com In addition, the website www.mharris.com provides many helpful support materials for use with this class. Also, www.enviroliteracy.com is a valuable site for additional reading, useful links, and activities.

Class Materials: Each student is required to have two 1” three-ring binders, colored pencils, paper folder (for activities), a ruler, and one ream (500 sheets) of copier paper. In addition, it is recommended that students have a way to store and move computer files from different computers. Calculators are not allowed on the AP Exam in May; therefore, no calculators can be used on any assignments for this class.

Assignment Due Dates: All assignments are due on the date assigned. Assignments may be sent to the instructor electronically, In fact, students are encouraged to go digital. The student is responsible for printing their handouts before class starts. Late Assignments are accepted as follows: excused absence assignments – no points lost; non-excused absence assignments – accepted up to one week late with 25% deducted from the final grade. All assignments are stamped with the date turned in.

Daily Questions: There will be a daily question on most class days. Each day’s DQ will be worth 5 points. They will be turned in in groups of 10. Please see the assignment log sheet for due dates. Daily questions are posted on the website.

Chapter Assignments: For each unit, students will be required to read the textbook, complete a multiple choice test (30 points), and answer questions (Critical Thinking) from the textbook (usually 10 points – 1 question).

Chapter Vocabulary: Students will learn approximately 700 vocabulary words related to Environmental Science. There will be chapter vocabulary quizzes.

Unit Exams: Each unit will end with a multiple-choice test and a Free Response Question (an essay). The multiple-choice test is worth 100 points and the essay is worth 50 points.

Activities: There will be many activities for each unit. See the chapter assignments for an approximate listing of these assignments. Some activities will be relatively short, while others will last for many weeks. Some activities will require both the students and parents to work together to complete the assignment. Activity Books will be due once each six weeks, which is 3 times per semester. Students will receive an additional grade for their activity books being organized. Each activity has a different point value based on the length and complexity of the activity.

Saturday Workshops: Ten Saturdays (approximately) will be set-up to complete a variety of activities, field trips and test preparation. These days help satisfy the lab time requirement of the course. These days will last on average two to four hours. A separate calendar will be given to the student with the Saturday dates. These are mandatory sessions. Students will receive points for attending these workshops. Parents are welcome to come on the field trips. Drivers may be needed for these dates. If there is a major conflict, alternative assignments can be arranged. Advanced notice is required. Weddings, funeral and special family functions are acceptable reasons to miss these Saturday workshops. Students who work must make arrangements to get these mornings off; most workshops will end at noon except for the field trips.

Study Groups: Each student will be a member of a 3 – 5 student study group. The group will be required to meet every week for one hour. The group will turn in a form telling when and where the meeting was held, who was at the session and what was discussed. Each week will be worth 25 points. The forms are due Mondays.

Current Events: A Current Event is required for each unit. The Current Event must be related to the unit being covered, and it must be from the last year. Newspapers, magazines, and Internet must be cited. Each Current Event is 50 points.

Grading Methods: Three types of grading will be used in this class. They are teacher graded, student (self) graded and peer (other students) graded. Some assignments will be graded with a combination of teacher, student or peer grading. These methods have been developed to provide the best opportunity for student achievement. The use of relevant formulas and calculations and proper scientific methodology is expected.

Teacher/Aid Graded: Unit Current Events, Unit Multiple Choice Questions, and selected Activities

Student Graded: Multiple Choice Questions Chapter Peer Graded: Unit Free Response Questions (FRQ), selected Activities

Grade: Student grades are calculated using total points. Grades are posted online. The student will need access to the computer and a password to get access to the gradespeed website. Parents are encouraged to view the grades online using the same password.

AP EXAM: ____DAY MAY ___ , _______ SESSION

Class Schedule, Chapter Reading Assignments, and Critical Thinking Questions

Below is a unit by unit description of the topics to be covered, the chapters to read, the critical thinking questions that need to be answered, and the activities that will be worked on during that unit. These are not all of the assignments that are due.

Unit # Unit/Chapter Titles Questions Due Date

Unit 1: The Environmental Movement and Basics – 5 weeksIntroduction to environmental issues, causes, sustainability, environmental history, relevant scientific concepts, and geological processes

Start Monday, Aug. 11th Test Friday, Sept. 12th

Chapter 1 Environmental Problems #12 (p. 20) 08/15Chapter 2 Environmental History #5 (p. 37) 08/22Chapter 3 Systems, Matter and Energy #7 (p. 62) 08/29Chapter 10 Geological Processes #4 (p. 227) 09/05

Activity: 1) Environmental Issues, 2) Tragedy of the Commons, 3) Environmental History, 4) Ecosystem Columns (Saturday Start-up), 5) An Ecological Footprint (Parent/Student Activity)

Unit 2: The Nature of Ecology – 5 weeksEcology basics such as types of ecosystems, niches, speciation, extinction, energy and matter, and biodiversity

Start Monday, Sept. 15th Test Friday, Oct. 17th

Chapter 4 Ecosystems #6 (p. 94) 09/19Chapter 5 Evolution and Biodiversity #7 (p. 107) 09/26Chapter 6 Terrestrial Biodiversity #1 (p. 142) 10/03Chapter 7 Aquatic Biodiversity #6 (p. 164) 10/09

Activity: 6) Biogeochemical Cycle Project, 7) Stream study field trip (Saturday),

8) Biome Project

Unit 3: Populations – 4 weeksSpecies’ interactions with each other and with the ecosystem, population interactions, management, and dynamics

Start Monday, Oct. 20th Test Friday, Nov. 14th

Chapter 8 Community Ecology #4 (p. 188) 10/24Chapter 9 Population Dynamics #4 & 6 (p. 202) 10/31Chapter 12 Human Populations #1 & 4 (p. 275) 11/07

Activity: 9) Sustainable Island, 10) Human Populations Studies, 11) Cemetery Data Study (Saturday), 12) Endangered Species Project

Unit 4: Human Resources – 5 weeksFood production and use, water management issues, energy options and strategies, and government polices effecting resource use

Start Monday, Nov. 17th Test Friday, Jan. 23rd

Chapter 13 Food Resources #1 (p. 310) 11/21Chapter 14 Water Resources #10 (p. 337) 12/05

*********************** semester exams ***************** 12/17 – 12/19

Chapter 15 Nonrenewable Energy #6 (p. 379) 01/09Chapter 16 Renewable Energy #3 (p. 415) 01/16

Activity: 13) Salinization, 14) Mining for Ore, 15) Home Energy Audit, 16) School Energy Audit (Saturday)

Unit 5: Changing Earth’s Quality – 4 weeksClassification, causes, effects, and prevention of pollution, climate study, changes, and potential effects.

Start Monday, Jan. 26th Test Friday, Feb. 20th

Chapter 17 Air and Air Pollution #7 (p. 445) 01/30Chapter 18 Climate Changes #10 (p. 481) 02/06Chapter 19 Water Pollution #8 (p. 511) 02/13

Activity: 17) Water Treatment Plant field trip 18) Monitoring Air Quality using petroleum jelly, 19) Containing that Oil Spill

Unit 6: Human Health Issues – 4 weeksToxicology, biological and chemical hazards, disease and risk, pesticides and pest control, alternative methods, various types of waste, waste production, management, and regulations

Start Monday, Feb.23rd Test Friday, March 27th

Chapter 11 Risk, Toxicology #7 (p. 251) 02/27Chapter 20 Pesticides and Pest Control #2 (p. 523) 03/06Chapter 21 Solid and Hazardous Waste #1 (p. 557) 03/12

Activity: 20) Mark and Recapture, 21) Herbicide Lab, 22) Invasive Species Project 23) Cane Toad Video

************************ Spring Break ****************** 03/13 – 03/22

Unit 7: Ecological Sustainability - 4 weeksHuman effect on The Earth, wildlife and plants, terrain, resources, and urban areas

Start Monday, March 30th Test Friday, May 1st Chapter 22 Sustaining Wild Species #4 (p. 592) 04/03Chapter 23 Sustaining Terrestrial Biodiversity #2 (p. 632) 04/09Chapter 24 Sustaining Aquatic Biodiversity #9 (p. 658) 04/17Chapter 25 Sustainable Cities #7 (p. 687) 04/24

Activity: 24) Biodiversity, 25) A to Z Project, 26) Sims Simulation

Unit 8: The Environmental Society – 4 weeksEconomics, government, regulation, and politics as it effects environmental issues

Start Monday, May 4th

Test Friday, May 15th

Chapter 26 Economics #7 (p. 714) 04/08Chapter 27 Politics #2 (p. 739) 04/13

Chapter 28 Environmental Worldviews #2 (p. 756) 04/15

Activity: 27) Inconvenient Truth Video and discussion, 28) Paper vs. Plastic Debate

APES Case Studies Purpose: During the year, you will be assigned various case studies that are provided in

Miller’s textbook. Those case studies are important for test preparation. Case studies have been used for multiple choice questions and are great when asked for exams on the

FRQ’s.

Procedure: Read the text and write a one or more paragraph review. Include in the review:

date (can be over time) – 1 point location – 1 point cause of the problem – 2 points environmental effect – 2 points human effect – 2 points remediation – 2 points (what they are doing to fix the problem)

Grade: You will receive a grade for the case studies, 10 points each as shown above. If there is no answer to a question, you must state that to earn the points.

Set #1 assigned Monday, August 11th due Monday, September 8th

Chapter 2: Near Extinction of the American Buffalo, page 21 Chapter 4: Effects of Deforestation on Nutrient Cycling, page 90 Chapter 7: Coral Partners May Enhance Reef Survival, page 155 Chapter 8: Why are Amphibians Vanishing, page 170 Chapter 8: Why Should We Care About Alligators, page 173

Set #2 assigned Monday, September 8th due Monday, September 22th

Chapter 8: Why are Sharks Important Species, page 176 Chapter 9: Wolf and Moose Interactions on Isle Royale, page 197 Chapter 9: Ecological Surprise, page 200 Chapter 10: The Dust Bowl, page 219 Chapter 10: Slowing Soil Erosion in the United States, page 223

Set #3 assigned Monday, September 22nd due Tuesday, October 14th

Chapter 12: Slowing Population Growth in Thailand, page 254 Chapter 12: How Have Fertility Rates Changed in the US, page 259 Chapter 12: Immigration in the US, page 268 Chapter 12: Slowing Population Growth in India & China, page 271 Chapter 13: Food Production in the US, page 281

Set #4 assigned Tuesday October 14th due Monday, November 3rd

Chapter 13: Can China’s Population Be Fed? 293 Chapter 13: Commercial Fishing & the Tragedy of the Commons 305 Chapter 14: Egypt’s Aswan High Dam 321 Chapter 14: Colorado River 322 Chapter 14: Aral Sea Water Transfer Disaster 324

Set #5 assigned Monday, November 3rd due Monday, December 01st

Chapter 14: Mining Ground Water, page 327 Chapter 15: Some Environmental Effects of Gold Mining, page 345 Chapter 15: How safe are radioactive Waste stored at Nuclear Power Plants?,

page 371 Chapter 15: Underground storage of High Level Radioactive Waste, page 374 Chapter 19: Hurricanes, Hog Farms, and Water Pollution, page 487

Set #6, assigned Tuesday, January 6th due Monday, January 26th

Chapter 19: The Baltic Sea, page 499 Chapter 11: The Global Tuberculosis Epidemic, page 241 Chapter 21: Mining and Smelting Waste in Montana, page 527 Chapter 21: A Black Day in Bhopal, page 529 Chapter 21: Recycling, Reuse, and Waste Reduction in Germany, page 540

Set #7 assigned Monday, January 26th due Tuesday, February 17th

Chapter 21: Recycling Wastepaper and Plastics page 540 Chapter 21: Lead, Mercury, Chlorine, and Dioxins page 548 Chapter 22: Bats are getting a bad rap page 567 Chapter 22: The Plight of Migrating Birds page 575 Chapter 22: The termite from Hell page 579

Set #8 assigned Tuesday, February 17th due Monday, March 09th

Chapter 23: The US National Wilderness Preservation System page 628 Chapter 24: Near extinction of the Blue Whale page 643 Chapter 24: Protecting Lake Baikal page 654 Chapter 25: Mass transit in the US page 677 Chapter 25: Tapiola, Finland page 683

Set #9 assigned Monday, March 09th due Monday, April 6th

Chapter 26: How is Germany Investing in the Future page 712 Chapter 27: Environmental Policy in the US page 719 Chapter 27: The Regulatory Takings Controversy page 725 Chapter 27: Environmental Justice for All (guest essay) page 728 Chapter 28: Envisioning a Sustainable Society (guest essay) page 748

APES Activities

(Brief descriptions)

Environmental Issues:

Purpose: To familiarize you with current issues and to encourage you to develop a position this can be stated and proposed to an authority.

Materials:Student generated List of Environmental Issues

Procedure:1) Day 1

a. Homework: students are to identify important issues and bring in a list of 3 – 4 issues.2) Day 2

a. Students get into small groups, discuss the issues they have from their home work and decide as a group on the groups top 10 list.

b. Each group shares one idea at a time and a class list is made.c. Each student is to pick one idea and draft a letter, in addition, the student should look up an address for the

person the letter will be addressed to.3) Day 3

a. Students bring in a draft copy of the letter.b. Other students read the letter and make corrections.c. Addresses are added to the letter.d. Homework: students are to correct their letters.

4) Day 4a. Students bring in their letter and the instructor mails the letter.b. Students should bring in a stamp or money for a stamp.

Tragedy of the Commons:

Purpose: To illustrate the concepts of sustainability and carrying capacity.

Materials:Goldfish, straw, 2 trays (plates), timer, paper (paper towels)

Procedure:5) You are going fishing. The straw will be your fishing pole. Aspirate through the straw, to catch the fish. Place the caught

fish on your paper. Aspirate: scientific word to suck.6) Make sure to follow all oral instructions.7) Divide into groups of 4 students (or other size depending on the class size).8) Get a tray of goldfish, one straw and one piece of paper per person.9) Count 30 goldfish onto the second tray.10) You have 30 seconds to catch your fish, you are feeding your nation with your catch, and you must catch at least one fish.11) Go.12) Count your fish and record in the table. Add the data for all members of your group. Determine the number remaining.

Environmental History:

Purpose: students will gain an understanding on how environmental concerns have changed over the years.

Procedure:1) Obtain one or two of the topics from the list.2) Research the topic and write a 1 – 2 page handout on the topic. The handout is due 2 days before the presentations, the

teacher will provide copies for the class.a. What Happenedb. Why it Happened

c. The result3) Also develop a 3 minute speech for the topic. Complete for each topic.4) Present the speech in class in order each topic occurred by date. Complete for each topic.

Ecosystem Columns:

Purpose: This lab will provide an opportunity to explore several types of ecosystems, the components within each ecosystem, the conditions required for the sustainability, and the interconnections between the various chambers composing the column.

Materials (per lab group): 5 – 6 two liter plastic soft drink bottles (empty, clean, the labels neatly removed) 3 caps to go with bottles, follow the diagram to drill the appropriate holes. rocks for aquatic chamber 1 straw clear mailing tape soil, leaves, grass clippings, fruit pieces, 4-6 seeds, filter paper or cotton 1 aquatic plant fauna for aquatic chamber (small fish, snails) water seeds utility knives, exacto-knives, razor blade and/or scissors.

Procedure: 1) See diagram on reverse side of this page.2) Go to each station to complete the column. Each station will have additional instructions.

a. Bottle Stationi. Clean bottles, remove labels, cut bottles as shown in diagram, drill holes

b. Aquatic Stationi. Add aquarium rock, water, aquatic plant and fish

c. Decomposition Stationi. Add filter paper to the cap, add additional segments to the column, mix soil and waste, place in the

column and add worms. Tape column together.d. Terrestrial Station

i. Add additional segments to the column, add soil and place in the column and add seeds. Tape column together.

e. Data Collection Stationi. Check the handout to determine what test you need to conduct. Conduct test on a regular basis.

Monitoring:Over the next 10-12 weeks, you will monitor all possible abiotic and biotic factors pertaining to your ecosystem column. Data is to be

recorded regularly and is to be included in the final lab report.

An Ecological Footprint:

Part 1: What is Your Ecological Footprint?

Purpose: For students and parents to see how their choices in life affect the world environment.

Materials: Access to the internet, textbook, and this handout.

Special Note: The handout is in two parts. You have the first part now; when you have completed the first part, show your instructor and receive a copy of the second part.

Procedure:

1) Read section 1-3 (Resources, Miller 13th, page 9 – 10) in your textbook; have your parents read the text or translate for them.

2) Complete the attached survey. It will take some time to complete and you may have to do a little digging to get your answers. There are 20 questions.

3) Take one of the Ecological Footprints on the websites listed below. a. Calculate Your Ecological Footprint

i. http://www.lead.org/leadnet/footprint/intro.htmb. Best Foot Forward

i. http://www.bestfootforward.com/footprintlife.htmc. Redefining Progress: My Footprint

i. http://www.myfootprint.org/ii. click on the United States to begin this “quiz”

4) Try to print the final page if possible.a. If you can’t print the last page, make sure you record how many hectares you use and how many planet Earths

would be used if everyone was like you.5) You can take more than one survey if you would like. This is a good way to compare your answers.6) Complete the result section. Then complete the conclusion section.7) Finally, show the completed Part 1 and obtain a copy of Part 2.

Part 2: Can You Change Your Ecological Footprint?

The Question: Can you reduce your Ecological Footprint by 5%, 10%, 25% or more? What steps can you take to reduce your ecological Footprint? Let’s look at several things that you can do that might change your Ecological Footprint. Complete the following survey and then retake the same Ecological Footprint. You may have to refer to your original survey.

Purpose: For students and parents to see if they can make changes in their lives and change their Ecological Footprint.

Materials: Access to the internet and the second part of the handout.

Procedure: 1) Complete the attached survey (Part 2). 2) Retake the Ecological Footprint you used in Part 1 using the Part 2 survey. The sites are listed below.

a. Calculate Your Ecological Footprinti. http://www.lead.org/leadnet/footprint/intro.htm

b. Best Foot Forwardi. http://www.bestfootforward.com/footprintlife.htm

c. Redefining Progress: My Footprinti. http://www.myfootprint.org/

ii. click on the United States to begin this “quiz”3) Try to print the final page if possible.

a. If you can’t print the last page, make sure you record how many hectares you use and how many planet Earth’s would be used if everyone was like you.

4) Complete the result section. Then complete the conclusion section.

Biogeochemical Cycle Project:

Purpose: Students will understand how the various biogeochemical cycles.

Materials: Textbooks, Internet, Power Point

Procedure:1) Students will get into groups so the class is divided into eight nearly equal groups.2) The groups will be assigned one of the biogeochemical cycles or other global cyclic activities. Namely: Carbon, Nitrogen,

Oxygen, Phosphorus, Rock, Soil, Sulfur, or Water.3) The group will conduct research on their cycle using textbooks, internet and other resources.4) The group will develop a power point presentation with a 1 – 2 page handout.5) The students should use the peer assessment score sheet as their guide to develop their power point and handout.6) The group will present the project to the class and be graded by both the teacher and other students in the class using a

form in a peer assessment format.7) Students will receive a grade for their power point and the handout.

Stream Study Field Trip:

This is an activity sponsored by the Edwin Warner Park Nature Center. Students will participate in an ongoing project concerning stream bed erosion in the park as well as getting a survey of the stream habitat.

Biome Project:Purpose:

1) Students will understand how the different components of the biomes.2) Students will learn how to develop a power point that can run on its own.

Materials: Textbooks, Internet, Power Point

Procedure:8) Students will be assigned a biome randomly. Each group will have 3 – 4 students.9) Using the peer assessment score sheet as a guide and the information below, each group will develop a power point that the

instructor can open and start and have it run on its own as well as a handout.10) The groups will be assigned one of the biomes. Namely: 1) Boreal, 2) Chaparral, 3) Desert (cover the 3 types), 4) Fresh

Water, 5) Ice, 6) Marine Water, 7) Mountains, 8) Semi-desert, 9) Temperate Deciduous Forest, 10) Temperate Grasslands, 11) Temperate Rainforest, 12) Tropical Deciduous Forest, 13) Tropical Rain Forest, 14) Tropical Savanna, 15) Tropical Scrub Forest, and 16) Tundra (cover both types)

11) The group will conduct research on their biome using textbooks, internet and other resources.12) The group will develop a power point presentation with a 2 – 3 page handout.

a. The Biome section must include: Location, Precipitation, Temperature, Common Species (vegetation), Common Species (animal), Endangered Species (vegetation), Endangered Species (animal)

b. The power point must include causes and effects of man’s influence on the biome.c. The power point must include diagrams and/or graphs and pictures.d. Be sure to include all your resources in your bibliography slide.

13) The students should use the peer assessment score sheet as their guide to develop their handout.14) The power point will be graded by both the instructor and other students in the class using the peer assessment format.15) Students will complete the Biome Cycle Information Sheet individually for points.16) Students will receive a grade for their power point, handout, the presentation and the information sheet.

Sustainable Island:

Topics Covered: sustainability, population expansion, soil, water, and energy resources

Objective: You are to create an island environment that is sustainable for a minimum of 8 generations. If you exceed the number of beans (for any category) than what you are allotted you have NOT created an environment that was sustained for that time period.

Time: The initial activity should take approximately two class periods. The bonus may take an additional hour or two, but will not be completed during class time.

Materials: navy beans (white beans), kidney beans (red beans), black beans, black-eyed peas, dice, 6 plastic cups

Procedure:1) Use the table below or set up a data table having the following 16 row (columns)

a. Generation #b. # People at the start of Generationc. Type(s) of employment & #people it supportsd. Type(s) of energy used & #people it supports

e. Available water (navy) beansf. Available land (kidney) beansg. Available energy (black) beansh. # Used water (navy) beans i. # Used land (kidney) beansj. # Used energy (black) beansk. Discarded water (navy) beans l. Discarded land (kidney) beans m. Discarded energy (black) beansn. Population increase (births & immigration)o. Population decrease (death & emigration)p. # People at the end of Generation

2) Label the 6 cups as follows: Population, Water, Land, Energy, Used, Discard3) Count out the following beans for your group & place them in the appropriate cups. Remember to also record the

appropriate numbers in the correct columns on your data table: 4 black-eyed peas to represent the people (population) originally on the island 70 navy (white) beans that represent the water supply drawn from the lake that is on the island 40 kidney (red) beans that represent the land acreage that is farmed/cultivated on the island 40 black beans that represent the energy supply used by the people of the island

Human Populations Studies:

Purpose: Using the internet site www.k12science.org/curriculum/popgrowthproj learn to create and interpret different types of population graphs. Use the information gained to make inferences regarding population changes over time and between groups.

Cemetery Data Study:

Using Local Cemeteries to Study Life Tables and DemographicsIn this student-centered activity, students first examine the life table of a large mammal to introduce them to the concepts of life tables and survivorship curves. The students then collect and compare age-specific mortality data from gravestones in two cemeteries, one representing a historical population, and the other, a modern one. Students construct life tables and graphicallyillustrate survivorship and mortality rates. Comparisons of the two populations will allow students to understand the changes that occur as a human population undergoes a demographic transition.ObjectivesAt the end of this lab you should be able to:• Interpret a life table for a large mammal (Dall mountain sheep)• Construct a life table for two human populations (historical and modern)• Produce and analyze graphs using survivorship and mortality data• Make inferences about past and present human populations based on survivorship curvesand life tables

Endangered Species Project:

Concepts: endangered species, threaten species, habitat, taxonomy, laws and regulations, human impact

Due Date: The project is due Friday, Dec. 9, 2005. No late assignments will be accepted on this project.

Purpose: To identify threatened or endangered species in the United States and throughout the world.

Procedure: Students are to identify 10 threatened or endangered species from the United States and 10 from the world. Two from each group must be plants. Students need to obtain a picture of the species, its scientific and common names, its range, habitat, “why it is threatened or endangered?” and “what is being done?”

Salinization:

IntroductionSalt buildup is an existing or potential hazard on almost all of the 42 million acres of irrigated farmland in the Untied States. Much of the world’s unused land is in arid and semiarid regions where irrigation will be necessary. Excessive salinity is presently costing the U.S. billions of dollars in lost food crops. Lab LengthFive to Ten Days: one day to design and setup and five to ten minutes on other days to check seed germination and measure growth.Materials/EquipmentPaper Towels, Balances, Ziploc Bags, Salts (NaCl And Others If Desired), Graduated Cylinders, Flasks and Beakers for mixing solutionsSteps for this Activity

1) Develop a hypothesis based on the information in this write-up.2) Write your own procedure.3) Develop a process to make your solutions.

a. Solutions: 0% NaCl to 4.0% NaCl in 0.5% increments.b. Control: 0% NaClc. Experiment: increasing salt concentrations.d. Hint: 1% NaCl: 1 g NaCl added to 100 mL H2O

4) Develop how and when you will make your observations and record your observations.5) Complete the analysis (table, graph, conclusion questions).

Data Graphing and AnalysisConstruct a graph on which you compare the percentage of salt concentration compared to the number of seeds that germinated. Be sure and give your graph a title and label axis.

Surface Mining Simulation:

Topics Covered: mine management, mineral resources, economics

You and your partners will operate a simulated mine and make day to day decisions on how to operate it, control costs, make a profit and protect the environment. You will be given starting capital and some basic mining equipment. From there you must purchase additional equipment as needed. Remember: this is not a contest. Your objective is to acquire "wealth" as represented by the nuts, not to defeat any other team. Good luck, good mining, and take good care of the earth.

Procedure

Each company should choose a name and job functions as noted below. In teams of 4. The field geologist is also the accountant. Every person has a job --field geologist (looks for the ore); accountant (bookkeeper); miner (digger); process engineer (prepares ore for sale); environmental engineer (cleans up).  In teams of 6. add a utility worker who helps out.

1. Each day will last 60 seconds and work must come to a halt at the end of 30 seconds. During the working hours (we operate in daylight hours only) the company can explore, mine, process, dump waste, etc. During the overnight hours (30 seconds), the company will prepare for the next day, while the accountant brings records up to date and the environmental engineer cleans the site. We will play for about 15 days. You may be fined for breaking labor laws.

2. All removal of overburden, trees, houses, minerals, etc must be done using tools provided --no fingers. Animals can be moved with fingers.

3. Before you start, you should spend about 5 minutes sketching your site so that you remember what it looked like. The site must be restored when you are done.

4. At the end of the game, calculate your profits and losses. Return equipment as directed.

Home Energy Audit:

In this laboratory activity, you will investigate the amount of electricity you use in your home and design a plan to reduce your consumption. You will investigate the links between electricity use and the effects on the environment.Objectives: Conduct an energy audit of the appliances in your home, in terms of energy used and costs.

* Determine the amount of electricity used by different appliances.* Interpret a monthly electric bill.* Make calculations and conversions relating to energy use.* Increase your understanding of energy units such as watts, volts, amps, and kilowatt-hours.* Evaluate the relationship of energy generation and use to environmental consequences.* Design and implement a specific strategy or plan that will lead not only to reduction in the amount of electricity you use but also lowers your monthly costs.

School Energy Audit (proposed):

Same as the home energy audit with modifications based in the information either available or obtainable at the school site.

Water Treatment Plant Field Trip:

Students will participate in a tour of the Nashville water treatment plant. A written report summarizing the information gathered at the plant as well as a completed questionnaire will be required from each student.

Monitoring Air Quality using petroleum jelly:

Skills: Observing, gathering information, critical thinking and communication.Objective: students will discover that some changes people cause in habitats are unhealthy to plants, animals, and themselves. The students survey for physical and biological indicators of urban pollution. Procedure: coat one side of a glass slide with petroleum jelly. Leave it exposed outdoors for 24 hours. Examine particles with magnifying glass. Repeat in several different locations and weather conditions.

Containing that Oil Spill:

Purpose: To develop an understanding of the techniques used to clean up an oil spill to minimize damage to the environment.

Materials:Pie Trays (1 per group), Straws (1 per person), Oil (Cooking - used)Material to help clean-up the oil

String (yarn) Plastic Stir Sticks NewspaperCotton Balls Cloth Pad Spoon

Procedure:Note: Not all items need to be used to “clean-up” the oil, modify as needed. 1) Complete your purpose.2) Obtain the materials.3) Develop an organized data table.4) Fill the trays about 2/3 to 3/4 full with water.5) Pour the oil into the center.

a. Pour about a quarter size amount.b. Write down your observation to what happens to the oil in the water.

6) Using the straw to blow the oil around the tray.a. What does the wind represent in a real life situation?b. What happens to the oil at the edge of the pie tray?c. What does the edge of the pie tray represent in a real life situation?

7) Now use the string to coral the oil together in the center of the tray to help make removal easier.a. Repeat step 7 with the plastic stir stick.

8) Try to remove the oil by absorbing (and leaving most of the water behind) it with the newspaper, cotton balls, cotton pads or any other item you have decided to use. Briefly describe your attempt and your success.

a. Try using a spoon, how effective was the spoon.9) Make sure you write all of your observations.

Mark and Recapture Simulation:

Objectives

After completing this exercise, students will be able to use the mathematical constructs of ratio and proportion to estimate the size of a population, and be able to describe the effects of randomness and variability on sampling methods such as this one. They will also be able to demonstrate the following abilities and understandings necessary to do scientific inquiry as outlined in the NSES Content standard A (Science as Inquiry) for levels 5-8: Use appropriate tools and techniques to gather, analyze, and interpret data, develop predictions and models using evidence, use and understand the importance of mathematics in scientific inquiry, and recognize that there are multiple outcomes to scientific investigations. Different types of beans will be used to simulate various populations.

Herbicide Activity:

Each student will create an experimental design to determine the effects of various herbicides on the development of a household plant. Students will determine the independent and dependent variables, control conditions, and timeframe for their experiment. They will be required to present to the class for review their findings and their design. All projects must include quantitative data and appropriate calculations as well as suggested extensions for further study based on their findings.

Invasive Species Project:

Abstract: In this student-centered experience, students will work in teams to investigate the impact of an invasive species on native species, using the six classic steps for solving environmental problems. Teams will research a local invasive species problem, complete an experimental design plan, write clear procedures for experimentation, state expected results and conclusions, and work together to determine the course of action to be taken and future monitoring needs. Teams will present their Action Plan to a simulated Board of Review through a PowerPoint or Poster Board presentation.Objectives:* understand the concept of invasive species and their potential harm to natural ecosystems;* apply the steps involved in solving an environmental problem to a local invasive species;* learn to create a workable experimental design;* learn to create clear experimental procedures;* practice peer review.

Cane Toads Video:

View the documentary on Cane Toads and their introduction into Australia. Evaluate the reasons for introducing them and assess the repercussions of the decision. Relate this example to others around the world.

A to Z Project:

The Project: For each letter in the alphabet, you will obtain a picture that is related to Environmental Science. For each picture, you must write a one paragraph describing how the picture is related to our class. You cannot draw any pictures. Pictures, graphs, tables and maps are great ideas to be used for the letter. Thirteen of the pictures must be pictures you have taken with a camera (regular or digital) within the Nashville area, this is a great part of the activity to involve your family. Briefly describe when and where the picture was taken. The purpose of these pictures is to relate what we have studied this year to our community.

Inconvenient Truth Video and discussion:

View Al Gore’s documentary and evaluate the science both methods and analysis. Create debate teams on opposing sides of the greenhouse gas topic. Each group should produce documents to support their point of view.

Paper vs. PlasticStudents will be divided into groups with the purpose to hold a mock town meeting to debate the best solution to the question “paper vs. plastic. Students will create a survey method and poll people in the community as well as collect appropriate research to support their argument. The groups will present their position to the class for a vote.