A.P. Environnemental Science Syllabus 2014-2015

Mrs. M. Langley Atkins High School

Room 321

General scope and sequence for the course

Unit Topic Relevant Text Chapters

1 Sound Science, Stewardship and Sustainability, Environmental Laws, and Economics

1, 2, 26, 27

2 Human Population, Demographics, and Wealth Gaps 9, 103 Systems Thinking: Global Warming and Ozone Deletion 3, 214 Ecosystems, Biodiversity, Biomes, and Biogeochemical Cycles 4, 5, 6, 7, 85 Sustaining Biodiversity and Natural Capital 11, 12, 136 Land: Soil, Food and Pest Control 14, 237 Water Resources and Water Pollution 15, 228 Nonrenewable Resources (including Geology) 169 Energy Resources 17, 18

10 Human Health and Air Pollution 19, 20, 21, 2211 Solid and Hazardous Waste 24

AP Environmental Science Course Overview AP Environmental Science is a college level course with the ability to transfer college credits if you pass the AP Exam in May. The goal of AP Environmental Science is to provide students 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 the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. The curriculum draws upon various scientific disciplines including:

Earth Systems and Resources The Living World Human Population Dynamics (and Policies) Land and Water Use Energy Resources and Consumption Pollution Global Change

In addition the course will provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world including:

Analyzing and interpreting information and experimental data, including mathematical calculations.

How to identify and analyze environmental problems, to evaluate the ecological and human health risks associated with these problems, and to critically examine various solutions for resolving or preventing them.

A laboratory and/or field investigation component. A minimum of one class period per week will be spent engaged in laboratory and/or field work.

The following themes provide the foundation for the AP Environmental Science course: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 Structure and Prerequisites Students enrolling in AP Environmental Science must have completed 2 years of science course work.

Summer Assignment: Please refer to the Summer Assignment Packet given to you before the end of the school year; can also be accessed on my website. Due dates are June 30, July 30, and first day of class in August.

Class: The class meets 90 minutes for 2-3 times a week, depending on the A/B day schedule. Class time will be used to investigate environmental topics in depth using a variety of methodologies including lecture, lab and field activities, video with pre- and post-viewing activities, primary source readings with seminar style discussion, simulations and case studies.

Homework and Quizzes (20%): As you are taking a college level course, you will be required to do all reading of the textbook outside of class time and will often need to finish class assignments at home. You will be expected to be prepared for a quiz every week and a test at the end of each of the unit.Homework may include, but not limited to: reading the current unit content and answering study guide questions/vocabulary notecards per the calendar, reviewing lecture notes, reading case studies, writing essays, project work, and lab reports.

Tests (50%): Each unit test will include multiple choice and free response questions and will require you to read and understand the text along with whatever I have covered in class. The first test will be multiple choice only. Essays will be given as homework assignments as to get you familiar with the requirements and expectations of free response questions. All portions of the test will be timed in order to make the test environment as similar to the AP Exam as possible.

You will be given 100 multiple choice questions (90 minutes) and four free response (essay) questions on the AP Exam. To be effective, you’ll need to organize your thoughts and construct an essay in 22 minutes (four questions in 90 minutes). In this class all portions of the test will be timed in order to make the test environment as similar to the AP Exam as possible.

Labs (30%): Students are expected to keep a lab notebook with graph paper that includes all of the steps and analysis of each investigation in a scientific experiment. Students will also complete pre-lab assessment questions and/or a data table during the actual experiment. A fully typed lab report will be due following certain labs (at least one per quarter following a long term lab). All labs will be conducted in a group setting, therefore some labs may also require a group lab report. *Results, Analysis, and Conclusion must include mathematical and graphical support in all applicable situations.*

LAB SAFETY During lab activities, you may be learning the use of new equipment and substances and working with different energy sources. It is important that you approach your work seriously, following all guidelines and safety rules as indicated on safety contract you were provided.

Current Issues (scrAPES notebook): Environmental science is a rapidly changing field; there are daily news reports and scientific findings adding to our collective knowledge. In environmental science, it is important to know about current issues in the news. One of my goals for this course is to familiarize you with environmental issues that are important to our community, our country, and our world. We will be reading and discussing a variety of current events throughout the school year as well. This is a great opportunity for you to start thinking about the environment and how it affects you. Over the course of the summer, find three recent articles related to Environmental Science. Over the course of each quarter you will complete 10, (20 per semester) which will be part of your final grade.

Environmental Law

Ecosystems Climate Evolution Preserving our

Health Risks

Water Pollution Population Cities and Waste Geology and Energy Resources

Food/Agriculture Air Pollution

All articles should be current (during the past 2 years) and taken from a reliable source. The sources may be scientific publications, popular magazines, newspapers or the like. Try the NY Times (especially Tuesday), Washington Post, National Geographic, Discover Magazine, Natural History Magazine, Scientific American, Science, Nature, Treehugger.com, etc. The articles should be long enough (more than 4 paragraphs) for you to write a substantial summary and well thought-out response. Try to find a variety of articles at the local, state, national, and global level (i.e. not all articles should be about the BP Oil Spill in Louisiana) and that cover three different topics from the list above (for the summer assignment), and ALL of the topics above by the end of each semester. You are encouraged to use local sources. For the summer assignment you must have one of the three articles focus on North Carolina.Journal Format: Each student will be responsible for purchasing a composition notebook, to serve as your scrAPES notebook. It will be organized in the following way:1. Title Page2. Directions (yes, the page you are reading)3. Table of Contents (must list title, source, date, and page number in journal)4. Each written summary/analysis followed by the article itself—article must be pasted in your notebook (follow format)*All pages in the journal must be numbered in the lower right hand corner.**All writing must be legible and either written in black or blue ink—all article analysis must be handwritten.Article Analysis: Include all of the following components and clearly identify each component – Following the title, label as (b) Summary, (c) Analysis, etc.a) Title : use the complete APA format for each article you use and follow punctuation rulesb) Summary : Give a brief summary of the article (in your own words); be sure to include:

1. What is the problem? When did it begin?2. Who are the responsible parties, if they are known?3. How severe is the environmental impact?

c) Analysis : (include and clearly label each of the following points of your analysis)1. Points of View: Does the article give two different points of view? Yes or No. If yes, what are they?2. Bias: The order in which information is presented and the amount of text devoted to influencing a reader’s opinion is called bias. Is this article biased, and if so, which way is the article biased (slanted)? In your opinion does the author give a positive, negative or neutral view of the environmental science topic? Explain.3. Controversy: Is there any controversy surrounding this article? If so, briefly state it.4. Your Perspective: State your perspective on this news article based on your personal

knowledge of the topic and your reading of this article. In other words, what are your thoughts on the issue(s) presented in this article?5. Effect on You: How does this topic affect you, or how does it relate to your life?

The primary textbook used for APES is Living in the Environment by G. Tyler Miller, 14th edition. Also, I will draw from a variety of original articles and peer reviewed research papers from magazines or other internet sources. Lecture, demonstrations, lab exercises and activities, and discussion will cover much of the course. All information, unless specifically noted, may be subject to assessment.

Grades 90% to 100% A80% to 89% B70% to 79% C60% to 69% D< 60% F

Student Expectations Students are expected to strive for personal growth and academic achievement. Students will demonstrate their desire for personal growth and academic achievement, in part, by doing the following:

Excellent attendance is required. Be on time for class. Be respectful of fellow students and the teacher as well as instructional time in class. Bringing a binder in which all science handouts, notes, and assignments are organized You ARE expected to take notes. Bringing adequate supplies including pens, pencils, notebook paper, and your lab notebook every

day. Completing all assignments in a timely manner, this includes assigned chapter readings. Participating in all classroom discussions and activities is required. You will have a

participation grade every quarter. You will be expected to check your Haiku learning account daily/weekly for assignments

and updates. We will be using Google Documents as part of completing group assignments as well

as for essay/reaction papers. You are expected to understand how to cite per APA guidelines on all papers, projects, and

lab reports. You should be reasonably proficient in Word, Excel, and PowerPoint (or the MAC equivalents).

Student Tips

Study Tips: An Advanced Placement Environmental Science textbook cannot be read the way you would read a novel! Begin by pre-reading the chapter; glance at the section heading, charts and tables in order to organize the material in your mind and stimulate your curiosity. This will make it easier to read the chapter and extract more information.

Reading: Be an active, not passive reader, by stopping frequently (at least every paragraph) and consider what you have just read. What is the concept being discussed? Put it in your own words (out loud or by writing it down); by doing so you are reprocessing and using the information presented in the text. Place a few keynotes in your notebook make sure these notes include all new terms and illustrative examples.

Taking Notes: Become a note taker and not a note copier! Simply writing down what is written on the board is passive learning (it's a start, but it is not as effective as it could be). To get the most out of taking lecture notes, do it in a systematic manner. Before class read the textbook material to be

covered in lecture. You will then use class time more efficiently because you will learn more from the lecture, and you will be able to take better notes having been introduced to many of the concepts in the text. During lecture do not attempt to write down every word that is said; that approach is futile and unnecessary. Instead, focus on the major ideas. Summarizing information which will allow you to rehearse and test yourself on the material.

ATTENDANCETo make the most of this course, it is imperative that you attend every single class meeting and always be on time. You are considered late if you are not IN the class by the end of the bell. All students must turn in notes to reasons of their absence to the front office. Credit for the course may be denied if attendance is less than 80%. Please review the student handbook, which is located on the School of Computer Technology website, for more information and specific sanctions.

DEADLINESAlso essential to making the most of this course is submission of all assignments on time. Late work will not be accepted. If you are absent, it is your responsibility to get the assignment and any missed notes from a classmate. You must see me within two days after your return so that I can give you an appropriate date for the missed material.

If you miss a quiz or test, it is your responsibility to make sure that you make up that quiz or test, not your teacher’s. You will receive a zero if the work is not made up in a reasonable amount of time. Please review your student handbook which is located on the school website.

If there are extenuating circumstances, make sure that I am aware and bring a written note from a parent, guardian, or advisor. I am always willing to work with you if you have a problem.

CONFERENCES/ASSISTANCEEven the most intelligent and eager students have questions and frustration. Please don’t hesitate to come in for help. My schedule is posted on my door. If you need help, stop after class and arrange a time for us to meet. I cannot emphasize enough how imperative it is coming to see your teacher when you have a question can clear things up and make the class easier and more enjoyable. It may be for 5 minutes or for 70 minutes, but taking that initiative will serve you will in life. You may also contact me by e-mail: mwlangley@wsfcs.k12.nc.us

AP Exam

The AP Environmental Science Exam created by The College Board and The Educational Testing Service will be administered in early May. The exam is 3.5 hours long and divided equally in time between multiple-choice questions and free-response questions. The multiple-choice portion of the test consists of 100 questions and constitutes 60% of the final grade. These questions are designed to cover the breadth of the student's knowledge and understanding of environmental science. Thought-provoking problems and questions based on fundamental ideas from environmental science are included along with questions based on the recall of basic facts and major concepts. The number of multiple-choice questions taken from each major topic area is reflected in the percentage of the course as designated in the outline of topics. There are four free-response essay questions that constitute 40% of the final grade, emphasize the application of principles in greater depth. In this section, students must organize answers to broad questions, thereby demonstrating reasoning and analytical skills, as well as the ability to synthesize material from several sources into cogent and coherent essays. Three types of questions are included in this section: data-analysis questions, document-based questions, and synthesis and evaluation questions.

MATERIALS 3 Ring binder w/loose leaf paper and dividers with pockets Bound Composition Book with Graph Paper

Bound Composition Book for scrAPES current event notebook Black/Blue Pens Pencils, Color Pencils Various supplies needed for projects (will be discussed on a per project basis)

INTEGRITYI expected complete honesty and integrity from each student. There will be occasions when you will be allowed to share information, and I will tell you this clearly. Homework may be done with another student so that you may help each other, but you are not allowed to just copy another student’s work. Please see your student handbook for a more complete discussion of the honor code of our school.

Environnemental Science OutlineUnit 1: Ecological Principles and Sound Science, Economics, and Laws (2 weeks)Topic: Environmental Issues and Sustainability

A. Introduction and major themes in environmental scienceB. Developed versus developing countriesC. Tragedy of the commonsD. Human population

growth Sample Activity: Ecological footprint: students measure how many Earths it would take to sustain each of them.

Other resource: “The Boiling Frog” book excerpt from The Story of B by Daniel Quinn: Students read a

speech about the story of human population growth. Radio broadcasts from the National Public Radio program “Living on Earth”

regarding environmental racism and sustainable living. Video – “30 Days: Off The Grid” – Follows two high-consuming individuals as they attempt to live

for 30 days on a ranch that is completely sustainable and “off the grid”.

Topic: Environmental HistoryA. History of human adaptation to the environmentB. History of environmental science to present dayC. Current issuesD. Environmental

legislation Sample Projects: Environmental legislation presentation History of Environmental Science Time Line

Unit 2: Human Population, Demographics, and Wealth Gaps Topic: Population Ecology and the Human Population

A. Populations: exponential and logistical growth, r versus K strategists and survivorship curvesB. Human population: zero population growth, fertility and death rates, age structure histograms

and factors affecting population sizeC. What is the current human population? Is the growth of our population logistic or exponential?

What has caused this massive population explosion?D. What is demography? What statistics are involved in the study of demography (total fertility rate,

infant mortality rate, etc.)?E. What is a population pyramid? What can we use a population pyramid to determine about a

society? What plans can be made using the information from a population pyramid?F. What is meant by demographic transition? What stage is the U.S. in? What is a

survivorship curve?

G. What can we do about the population explosion? How do growth rates differ between developed and developing countries and why?

H. What food resources are available for use? What should be done to reduce hunger worldwide? What role does poverty play in societies globally?

Sample Labs and Activities: Age structure histograms: Students construct age/sex histograms and compare developed

versus developing countries. Population Pyramids: students predict and explain population changes. Simulation on the spread of disease Doubling time calculations Calculating Land Area: Students record their typical meal choices over the period of a week. They

then calculate the amount of calories they eat and convert that over to the number of acres of land that is needed to produce that food. Students then calculate the total land area that is needed to support their daily, monthly, and yearly diet. They analyze these numbers and research ways to reduce their total land use.

Population Pyramid Study: Students create population pyramids for 6 different countries based on census bureau information. The countries represent all levels of development throughout the world. After creating the pyramids, students analyze each pyramid to determine the potential of each to grow, what may happen as time goes forward, and what measures could be taken to curb growth in those countries.

“Population Distribution and Survivorship”: Students gather data from area cemeteries to construct survivorship curves for the surrounding area and make conclusions based on the data they’ve collected.

Population Debate: The teacher reads statements regarding population change and control and students have to choose a side: agree or disagree. Students are then given the opportunity to defend their point of view.

Video: World Population: graphic simulation that allows the students to see the growth of

Human Population Video: “The People Bomb”

Unit 3: Systems Thinking: Global Warming and Ozone Deletion Topic: Science Systems, Matter, and Energy; Atmosphere part A

A. Scientific methodB. Chemistry and physicsC. Nuclear chemistry and half-lifeD. Matter and energy relationships (laws of thermodynamics)E. 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)

F. Global WarmingG. (Greenhouse gases and the greenhouse effect; impacts and consequences of global warming;

reducing climate change; relevant laws and treaties); the Greenhouse Effect: What is it? What causes it? What would an intensification of the greenhouse effect mean for global temperatures? Climate Change: What is climate? How can it be affected or changed? What may be the human role in this? What are the implications of global warming? Why is there controversy over global warming?

H. Loss of Biodiversityo Habitat loss; overuse; pollution; introduced species; endangered and extinct specieso Maintenance through conservationo Relevant laws and

treaties Sample Lab and Activities:

What happens to matter if appearance change: students will create their own procedure based on the materials, record observations and analysis results defining Law of Conservation of Energy

Temperature/Carbon Dioxide Study: students graphed data for both temperature and carbon dioxide from the past 420,000 years in order to see if there is any correlation between rising carbon dioxide levels and rising temperatures. Students extrapolated the graphs with current carbon dioxide data in order to predict future temperature change.

The Greenhouse Effect Simulation: students manipulate various variables that affect the production of a greenhouse gas to see the effect it has on temperature.

Unit 4: Ecosystems, Biodiversity, Biomes, and Biogeochemical Cycles Topic: Ecosystems and all contained within

A. What is a biome? Where are the major biomes of the world? What is a climatogram?B. How does climate affect biomes? How does climate change affect the location and structure of

biomes?C. What is an ecosystem? How are ecosystems structured? What factors affect ecosystems?D. How does energy flow through an ecosystem? What is trophic structure? How much energy

is passed between trophic levels? Why are there only a few trophic levels?E. How is energy cycled through an ecosystem? What are the major biogeochemical cycles?F. How do human activities impact them?G. How do organisms in ecosystems interact? How does this affect the ecosystem? What

happens when an alien species is introduced into an ecosystem?H. How are populations in ecosystems interrelated? What are reproductive strategies? What

is carrying capacity and what affects it?I. What is succession and how does it occur? Why is fire important to ecosystems?J. Water resourcesK. Marine and freshwater aquatic biomesL. EutrophicationM. Ocean currents and El Nino

Sample Lab and Activities: “Eating at a Lower Trophic Level”: students determine how their footprints would change if they

only ate things from certain trophic levels. Biomes maps: Students study maps of annual rainfall and precipitation and compare them to

the locations of the world’s biomes in order to determine the relationship between all three. Predator-Prey Interactions: Students simulate an ecosystem by releasing “mice” into a small area

then dropping “coyotes” into the area. The mice that are eaten are removed and new coyotes are added, simulating how populations change in response to other organisms in the environment.

Mark/Recapture: students model estimating animal populations through the mark recapture method using dry bean to represent animals.

Aquatic Ecosystem lab: Students will identify the invertebrates collected from outdoor lab, use class data and develop a food web and explore the relative abundance of the organisms found in this ecological community, which will determine if the ecosystem is healthy or not.

River Health and Indicator Species: Students analysis data on fish sampling conducted by research scientist Noel Alfonso to see how scientist determines what is affecting the health of the river.

Other Resources Video: “Trials of Life: Predators and Prey” – video explores adaptations of predators to hunt and

their prey to evade. Article: Detroit News: “Foreign Species Crowd Out Local Fish” – explores the impact of

introduced species on the native aquatic organisms of the Great Lakes. Article: “The Call of the Wild”. Explores current rates of extinction around the world.

Unit 5: Sustaining Biodiversity and Natural Capital Topic: Sustaining Biodiversity

A. Endangered speciesB. ExtinctionC. Preservation

Lab: Tree transect: Students identify the number of different tree species by using the

transect method.Project:

Endangered species project Video:

PBS, Evolution Series: The Extinction!

Other Resource: Science, American Association for the Advancement of Science Article: Avian Extinction

and Mammalian Introducers on Oceanic Islands

Unit 6: Land, Soil, and Pest Control Topic: Food and Soil Resources and Pest Management

A. Food: crop production and meat production and harvesting fishB. SoilC. Pest control: types, alternatives, pesticide treadmill, integrated pest management and

Rachel Carson: Silent Spring

Sample Labs and Activities: Environmental factors and seed germination: Students analyze the effects of different levels

of acidity and salinity on seed germination. Soil texture and soil density lab: Students use soil triangle to determine soil texture.

Other Resource: National Geographic article: “Environmental Movement at 40: Is Earth Healthier?”; April 2002

Unit 7: Water Resources and Water Pollution Topic: WaterA. The water cycle and our role in it: how can we as human beings change the viability of the

water cycle and deplete our water supplies?B. Surface water: what are rivers and watersheds? How does everything we do affect our watershed?

Why are they important? Oceans: what vital roles do the oceans play? How do we use the oceans as a resource?

C. How are the oceans view as a “commons” and why is that leading to the decimation of the life in it?D. Pollution: How do the things we put in the water affect both aquatic organisms and humans?E. Treatment: How do we clean the water we have used?

Sample Lab Activities Water Use Audit: Students study the water use in their home in order to determine how much

water they use, the impact of that on the environment, and how they can reduce their water use. How much water do you use?: Students determine their daily, monthly, and yearly water use.

Tap water testing: students collected a sample of their tap water at home and then proceeded to

test the pH of the water, the copper, chlorine, and iron levels, and the hardness of the water. Students then had to analyze the results to determine the impact of these readings on their home and health.

Watershed map studies: Students studied the map of a watershed in order to determine the point and non-point sources of pollution that may be affected the river.

Field Trip:

Water quality testing: Students use kits to test for nitrates, phosphates, dissolved oxygen, and pH of a lake.

Project: Create an Aquatic Ecosystem: students will create their own aquatic ecosystem, observe the

ecosystem for a month, collecting data by using water quality kits to test for nitrates, phosphates, dissolved oxygen and pH. Compare results with other students and data collected from Field Trip.

Computer Simulations: Pollution and stream ecology: Students manipulate various types of pollution and determine

their effects on a stream.

Unit 8: Geology (introduction to nonrenewable resources) Topic: Geology (Tectonics, Geologic Time) and Nonrenewable Resources

A. Geologic processeso What is the structure of the Earth? How do we know? How does this impact the

movement of plates around the earth? What are the consequences of these movements?

B. Natural disasterso What impacts do earthquakes, tsunamis, and the eruption of volcanoes have on the

environment and human societies?o

C. Rocks, rock cycle, and mineralsD. Non-renewable resources: mining, oil, coal, natural gas and nuclear energy

Sample Labs and Activities: Hot spots and plumes activity Rock and mineral identification lab Energy calculations: coal power plant, fuel efficiency, and personal energy consumption Plate Tectonics: students research the 25 most recent earthquakes and plot them on a map

along with a number of volcanoes and mountain ranges to discover why each occurs where it does. Students research the effects of these tectonically active areas and why they have formed. Finally, they deduce what may happen in the future in these areas

Other Resources: Video: PBS, Planet Forward: Fossil Fuels and Beyond Video: Nova “The Next Wave” – studies the forces behind the Sumatra tsunami of 2004 as well

as the threat of a similar event in the future. Video: National Geographic “Naked Science: Supervolcano” – studies the past eruptions of the

Yellowstone volcano as well as the possibilities of future eruptions and what that means for society and the environment.

Software: “Seismic/Eruption” – shows where volcanoes and earthquakes occur around the globe, allowing for speculation as to what may be causing the patterns that are seen. Also shows the events that can occur before and after a volcanic eruption, allowing for an understanding of the possibility of predicting eruptions.

Unit 9: Energy Resources Topic: Energy Efficiency and Renewable Energy (continuation of relating nonrenewable to renewable)

A. Renewable energy and resources: solar, hydroelectricity, wind power, biomass, hydrogen and geothermal

B. What is meant by renewable and nonrenewable?

C. What are fossil fuels? How do we get them? How do we use them as fuel sources and in what forms? What are the advantages and disadvantages of using fossil fuels? What are the environmental effects of using fossil fuels?

D. What is nuclear fission? How does it work? How is this used as a fuel source? What are the advantages and disadvantages of using nuclear power? What are the dangers of nuclear power? What are the environmental impacts of nuclear power?

E. What are alternative sources of energy? How do we obtain power from the water, the wind, the sun, the Earth, and biomass? How do we use them as fuel sources? What are the advantages and disadvantages of using these power sources? What are the environmental impacts of using these fuel sources?

F. What are the implications of our fuel choices on future climates? Societies?

Labs and Activities: Energy conversions and problems Group presentations: Each group of students will create and present one of the renewable

energy resources. Personal Energy Use Audit: Students record where and how electricity and other forms of energy

are used around their homes and then discuss ways to reduce their usage. Energy Use/Climate Correlation: Students create graphs, which follow the changing uses of

fossil fuels since the industrial revolution as well as the changing amounts of carbon dioxide in the atmosphere in order to deduce the impact of fossil fuels on the atmosphere and the world’s climates.

Other Resources Video: “People’s Century: Fallout” – Studies the implementation of nuclear weapons as well

as the promise and perils of nuclear energy. Article: “Plutonium Peril” – looks at the issue of what to do with nuclear waste.

Unit 10: Human Health and Air Pollution Topic: Human Health, Pollution

Risk Toxicology: bioaccumulation and bio magnifications Human health: epidemiology and disease Air pollution: Clean Air Act, greenhouse effect review and ozone depletion review

Labs and Activities: Risk perception and risk reality: Students conduct a survey of risks that they perceive as

major and minor. LD50 calculations

o “Bioassay Experiment”: students test the toxicity of salt on lettuce seeds to determine the LD50 of the salt on the seeds.

Automobile emissions and particulates testing: Demonstration of auto emissions testing.

Unit 11: Solid and Hazardous Waste Unit 15 Topic: Solid and Hazardous Waste

A. Hazardous wasteB. LandfillsC. Superfund sites

Sample Lab and Activity: How much waste do you generate?

o “Solid Waste Collection”: students record the total volume of waste generated in their home for one week in order to determine the amount of waste they produce and then study ways to reduce that waste.

Investigating Toxic Sites: students use scorecard.org to find the areas in their hometown that are most polluted as well as the companies that are the culprits.

Other Resources Video: “People’s Century: Endangered Planet” – studies the threat to the planet of human

activities over the past 50 years by examining major pollution disasters (Love Canal, Chernobyl, etc). Also chronicles the rise of the environmental movement worldwide.