Grade
Assessment:
Tests
and Quizzes: 33 %
Homework:
33 %
Class
work and Labs: 33 %
89-100
% = A 79-88 % = B 69-78 % = C 55-68 % = D 54% or below = F
Classroom
Policies:
-Please,
keep all food and drinks, except for water, outside the classroom.
-You
will need a lab folder for this class. In this folder, the class
syllabus will be stored, as well as all lecture notes, homework assignments and
laboratory activities.
-Please
remain in your seats unless given permission to move out of them. We will be
working in lab stations, and movement causes accidents.
-Bathroom breaks will be
permitted. However, ask to go during appropriate times, such as during break or
when you are done with your activity. Inappropriate times would be during
lecture or when lab instruction is occurring. You only receive 2 bathroom
breaks per semester. If you have breaks left at the end of the semester, you
will receive extra credit.
-Try
to attend as many classes as possible. The more you attend and participate, the
more you will succeed in AP Environmental Science.
-If
you miss a class, the assignment or make up work will be due the following day
you return. You can always find out what you missed by asking a friend in the
class, asking me before or after class, or checking the class website. Please,
try to refrain from asking me during class. Late work is not accepted.
-Any
cheating in the class will be reported to the dean as well as receiving a zero
on the assignment.
-Last
but not least, be respectful to all members of the class, including myself.
Class
Website and Tutoring:
-Our
class website is www.oocities.org/hotspur311
. At this website you can access:
- Homework assignments
- Lecture notes
- Class Activities
- Grades (updated
bi-monthly)
- Absences/Tardies
- Class Syllabus
- State Standards
-Please, take advantage of
this website. If you are sick, finding out what you missed is a click away! If
you need to contact me, my email is asb9616@lausd.net.
-Tutoring
is available! I am free anytime during lunch or nutrition in A9. To ensure that
I will be there, tell me before you are coming.
Outline
of The Course:
Concept
|
Week Number
|
Chapter(s) |
|
Introductions,
Scientific Method, Lab Standards |
1 |
|
|
Unit
1: Earth, Ecology and Ecosystems: Food Chains, flow of energy, symbioses,
earth science |
2-6 |
2-9 |
|
Unit
2: Population Dynamics: Age structures, predator/prey, overpopulation |
7-9 |
10-11 |
|
Unit
3: Water Resources: Sources and Pollution, watersheds, ecosystems |
10-13 |
13,
17, 20 |
|
Unit
4: Air Resources: Indoor and Outdoor Air Pollution, Climate, Storms |
14-17 |
7,
18 |
|
Unit
5: Global Concerns: Ozone Hole, Mercury in Water and Global Warming |
18-19 |
19 |
|
Unit
6: Land Resources; Soil, erosion, deforestation, agriculture, conservation,
wilderness, food production, pesticides, toxic and solid waste |
21-25 |
5,
12, 14, 21, 22 |
|
Unit
7: Biodiversity Extinction: Endangered vs Threatened Species, ESA,
conservation |
26-29 |
23,24,25 |
|
Unit
8: Energy: Renewable vs Non Renewable |
30-33 |
3,15,16 |
|
Unit
9: Environmental Law and Economics |
34-37 |
27,28 |
|
AP
Test in Early May |
38 |
All |
|
Unit
10: Human Habitats: Encroachment and Urbanization |
39-40 |
26,29 |
**Note**
This is a rough overview of the
course. The concepts we are covering will not vary. However, the week number
may differ if I feel we need to spend more or less time on a subject. Also, a
week is given at the end of the semester for intense review and the final.
Lab Experiments:
1)
Grass
Decomposition Lab: Students
compare anaerobic versus aerobic breakdown with grass and varying moisture
levels.
2)
Population
Density Lab: Students plant
seeds in soil and test varying seed densities on growth rates of the plants.
3)
Tag
and Recapture Lab: Students
tag and recapture sow bugs in order to determine population size.
4)
Water
Pollution Lab: Students obtain
a freshwater sample from a nearby source to test nitrate, phosphate, pH,
dissolved oxygen, temperature, and bacteria levels of the water.
5)
Biodegradable
Waste and Dissolved Oxygen Lab:
Students use yeast and milk to observe a decrease in dissolved oxygen in the
water when food is present.
6)
Air
Quality Lab: Students set up
traps to capture particulate matter in the air. Students use microscopes to
observe the different types of particulate matter.
7)
Biodiversity
Lab: Students set up traps
using Tanglefoot Tree Barrier and sugar water to capture insects. Students
count up insect numbers and use the Shannon-Weiner index to calculate
biodiversity.
8)
Soil
Test Lab: Students obtain soil
samples from their neighborhoods, and test the soils for pH, nitrates, and
phosphates.
9)
Cookie
Mining Lab: Students use
cookies to imitate mining operations on the land.
Field Trips:
1)
2)
Lab
Write-Up Information
-Labs will be given on a
regular basis in APES. Before a lab is given in class, I require you to write
up a pre-lab. The pre-lab should include the following items: (1 point for each
item)
- Title Section-includes your name, the title of the lab, the date, and your
class period.
- Background:
Summary of the Background.
- Purpose:
A written statement of what the purpose is (copy from the lab)
- Materials:
Re-list the materials to be used in the lab.
- Hypothesis:
Write down what you think will happen in the lab. (Ex: if I do this,
then I believe this will happen).
- Procedure:
Outlines the procedure for each step of the experiment. Should be detailed
enough for you to use during the experiment, without looking at the
original lab handout.
Note: If you don’t have the pre-lab done before you
come to class, you will not be permitted to join in the lab. Also, you will
lose 2 points from your overall score (No Stamp N/S)
-After I check that you have
done the pre-lab, you may begin on the experiment. During this time, you will
add sections to your pre-lab. Those sections that you will add are:
- Data:
All of the data and observations from each step of the experiment.
Data tables and graphs should be included in this section. (1 point)
- Conclusion:
Discuss your data and results in this section. What conclusions can be
drawn from the experiment? What can you say about what happened in the
lab? This is your chance to briefly summarize the results of the lab in
YOUR OWN WORDS, and discuss any implications of your results. (2 points)
- Analysis/Extension: Often, in a lab, I add a couple questions to
see if you can go beyond what was asked. Answer these questions in
complete sentences. You do no need to write down the question. (1 point)
-The completed lab will be turned in to me at the end
of the experiment. The lab will be graded on a 10-point lab rubric attached to
this handbook.
Conclusion Prompt
1st Paragraph:
Analyze your data.
Some questions to answer:
-Restate briefly what you did.
-What did you observe?
-What does your observations and data mean?
-Are you observations valid? Any errors?
2nd Paragraph:
Comparison.
Some questions to answer:
-How did your data compare within your group?
-How
did your data compare within the class? (This might require asking a
neighboring group what they observed.)
3rd Paragraph:
Knowledge Learned.
-What
did you learn from this lab? Please, make sure to tie in the knowledge gained
in the lab to previous knowledge acquired in the classroom lecture setting.
Dear Parents:
Welcome to Advanced Placement
Environmental Science! My name is Amber Willis and I am your son/daughter’s
APES teacher. I received my Bachelor’s Degree in Environmental Science at the
This is a rigorous year-long class that
will fulfill one-semester of an introductory college level environmental
science or laboratory science course. An AP exam will be given at the end of
the second semester. We will be investigating a variety of topics from water
pollution to air toxicity. And, we will perform many laboratory experiments to
help master the topics. Your son/daughter will be performing much work on their
way to accomplishing these tasks.
.
The grade breakdown for the class is as
follows: 89-100 % = A, 79-88 % = B, 69-78 % = C, 55-68 % = D, and 55 % and
lower = F. Students will be graded on tests, labs, homework, and class work.
Homework will be given every night.
As an aid for parents, I have created a
class website: www.oocities.org/hotspur311.
This website can be accessed to check for homework assignments as well as class
activities and lectures. Grades and attendance will also be posted on a
bi-monthly basis. Please, feel free to use the website with your son/daughter
as much as possible.
If you have any questions or comments
about the class, please email me at asb9616@lausd.net. My conference
period is during period. Also, if
you would like to volunteer in the classroom or in the school, contact me for
the arrangements. I look forward to hearing from you.
Sincerely,
Amber Willis
(213) 481-0371 ext 5172
----------------------------------------------------------------------------------------------------------
___ I have read Mrs. Willis'
class information letter and understand that there is a website with which I
can monitor my child's progress in class.
_______________________
_________ ______________________________
Signature of Parent Date Name
of Student
Note Taking Rules
1) Write down the ID word
and then highlight it
(or underline if you do not have a highlighter).
2) Write only the
important information about the ID.
3) DO NOT COPY DIRECTLY
FROM THE BOOK! Every piece of information from the book should be in YOUR OWN
WORDS. You will receive a zero if you do any copying from the book!
4) Leave a space on your
paper between each ID word!
5) When the ID says, for
example, Figure 3-5, look for Figure 3-5. Then, describe everything that is
going on in that figure.
6) If you ever have any
questions or are confused about an ID, please come see ME for help! I am more
than willing to help during lunch, nutrition, or before school!!! 