COURSE EXPECTATIONS

Mr. Reynolds’ Classroom Expectations

1. In order to effectively and successfully conduct class lectures and labs, classroom behaviors and attitudes need to be of a very good nature. Disruptions of any kind will not be tolerated and will be dealt with as quickly and fairly as possible.

2. Grading: All course work assigned in class {tests, homework, labs, AP Classroom, Cengage Now, etc.} is assigned a specific point value, and the grade achieved at the end of the quarter will be based on the point total. Unless group activities are specifically assigned, all homework assignments are to be completed individually by the student. Failure to do so will result in a zero for that particular assignment. At the conclusion of the quarter, total points earned by the student will be divided by the total points possible and multiplied by 100 to achieve a percentage. The system-wide board adopted grade/percentage scale will be used in order to determine specific letter grades which is 80% Tests & Labs, 20% Homework.

3. Given the nature of a lab course, multiple assessment methods will be used. One such method of grading that will be utilized is teacher evaluation of student performance during lab activities. Students not participating in laboratory activities whether in a group, partner or individual setting will not be tolerated, and grades for those choosing not to participate will be addressed accordingly.

4. Interim grade printouts will be sent home periodically with the student throughout the year. These grade printouts are only given out to students whose grade is at a C level or below, and the requirement and expectation of a student who receives one is that it is returned signed by a parent/guardian the next day. All parents have access to the school’s grade viewer program which should be utilized on a frequent basis to monitor your child’s progress in the course. This program is in real-time, as grades are updated in our grade books online.

5. MISSED ASSIGNMENTS ARE THE SOLE RESPONSIBILITY OF THE STUDENT. All missed work must be completed in accordance with the board adopted plan for specific absences. As such, a student will receive one day of make-up time for each day of excused absence. After this time no credit will be given for any assignment, unless previous arrangements have been made with the teacher. If a test or assignment had been assigned prior to the absence, the student will make up the test or turn in the assignment upon their first day back in the classroom.

6. Cheating will not be tolerated on any assignments and will be dealt with accordingly. Refer to the guidelines set forth in the student handbook for more information.

7. Textbooks will be issued on the first day of class. The books must be covered by an acceptable cover. Textbooks are NOT to remain the cabinet storage areas of the classroom, as the teacher will not be responsible for lost or stolen texts once they have been distributed to the students. The storage areas are only to be utilized for workbooks. If you do leave your text in the storage area and it is stolen or missing, YOU ARE RESPONSIBLE FOR IT. Students in the following courses will receive the following materials:

i. AP Environmental: Textbook, lab materials, Cengage Now and AP Classroom logins

ii. Academic Biology: Online Book access code and Classroom Code

8. Student work (tests, papers, etc.) will be kept by the classroom teacher in order for parental viewing in case there are any questions. Tests will remain in the building and any student is welcome to see me during a free period to go over missed material.

9. THE STUDENT is responsible for placing homework assignments in their appropriate place PRIOR TO the start of class. Assignments that are being worked on as the bell rings to begin class will not be accepted. Many assignments will be submitted through Google Classroom, AP Classroom and the Cengage Now App. Assignments missed due to excused absence must be given directly to the teacher upon return to the classroom.

10. Clear and concise notebooks must be kept by each student for applicable coursework. All students will need a notebook and access to Google Classroom.

11. In order to receive proper credit for the course, all labs must be undertaken by the student. These labs are an integral part of the learning process and can not be left uncompleted.

12. All work turned in for credit should have the following:

· Name and Date at the top as well as the title/page number of the assignment.

· No frayed edges on the paper – cut or tear them off before you hand it in.

13. You are encouraged and will be required at times to access my personal website for information pertinent to the course. All assignments and relevant state standards are posted there as well as an occasional extra-credit assignment. The website will be updated periodically throughout the year and is an excellent tool to find out missed assignments due to absence from class.

https://sites.google.com/a/bbhcsd.org/reynoldsd1/home

14. CELL PHONES: I have a STRICT policy on cell phone use in the classroom and will not tolerate any use of any kind during class. As an overall rule, my policy is:

a. 1st offense: Phone is confiscated, and given back to the student at the end of the day.

b. 2nd offense: Phone is confiscated and given to the office for return to student.

c. 3rd offense: Phone is confiscated, given to office, parent must pick up phone.

Please review this information with your parent/guardian. Sign one copy and have your parents sign as well and return to school by the due date.

Mr. Daniel C. Reynolds, M.Ed., State of Ohio Master Teacher

Voice mail: 440-740-4881

Email: reynoldsd@bbhcsd.org


AP Environmental Science

The AP Environmental Science course is designed to be the equivalent of a one semester, introductory college course in environmental science. The AP Environmental Science course is intended to enable students to undertake, as first-year college students, a more advanced study of topics in environmental science or, alternatively, to fulfill a basic requirement for a laboratory science and thus free time for taking other courses. In both breadth and level of detail, the content of the course reflects what is found in many introductory college courses in environmental science. The exam is representative of such a course and therefore is considered appropriate for the measurement of skills and knowledge in the field of environmental science.

The goal of the AP Environmental Science course 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 or preventing them.

Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study. Yet there are several major unifying constructs, or themes, that cut across the many topics included in the study of environmental science. The following themes provide a foundation for the structure of the AP Environmental Science course.

The big ideas serve as the foundation of the course and allow students to create meaningful connections among concepts. They are often overarching concepts or themes that become threads that run throughout the course. Revisiting the big ideas and applying them in a variety of contexts allows students to develop deeper conceptual understanding. Below are the big ideas of the course and a brief description of each.

BIG IDEA 1: ENERGY TRANSFER (ENG)

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.

BIG IDEA 2: INTERACTIONS BETWEEN EARTH SYSTEMS (ERT)

The Earth is one interconnected system. Natural systems change over time and space. Biogeochemical systems vary in ability to recover from disturbances.

BIG IDEA 3: INTERACTIONS BETWEEN DIFFERENT SPECIES AND THE ENVIRONMENT (EIN)

Humans alter natural systems and 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.

BIG IDEA 4: SUSTAINABILITY (STB)

Human survival depends on developing practices that will achieve sustainable systems. A suitable combination of conservation and development is required. The management of resources is essential. Understanding the role of cultural, social, and economic factors is vital to the development of solutions.


Course Overview

The course meets for 65 minutes each day, five days a week. Laboratory activities will be a large component of this course and you are expected to complete all activities as directed as several of them will be included in the 80% portion of your grade. Roughly one to two weeks will be spent on each chapter covered in the course including classroom notes, lab activities/projects and exams. You will also be required to work online with the Cengage Now and AP Classroom programs, which I will go over with you during the first week of class. You will be participating in roughly three field trip activities throughout the year. The anticipated trips will be:

· Mohican State Forest - Overnight Camping Trip

· Watershed Center - West Creek Metroparks

· Wastewater treatment and purification plant.

We will cover the following chapters below in the order as they are listed (Subject to Change):

Chapter 1 - The Environment and Sustainability

Chapter 2 - Science, Matter, Energy and Systems

Chapter 14 - Nonrenewable Energy

Chapter 15 - Energy Efficiency and Renewable Energy

Chapter 5 - Climate and Terrestrial Biodiversity

Chapter 13 - Water Resources

Chapter 11 - Geology, Soil and Mineral Resources

Chapter 3 - Ecosystems: What Are They and How Do They Work

Chapter 6 - Aquatic Biodiversity

Chapter 4 - Biodiversity and Evolution

Chapter 9 - Sustaining Biodiversity: Saving Species and Ecosystem Services

Chapter 10 - Sustaining Terrestrial Biodiversity: Forests, Public Lands, Grasslands, Wetlands and Cities

Chapter 12 - Food Production and the Environment

Chapter 7 - Species Interactions, Ecological Succession, and Population Control

Chapter 8 - The Human Population

Chapter 20 - Climate Change

Chapter 16 - Environmental Hazards and Human Health

Chapter 19 - Air Pollution and Ozone Depletion

Chapter 17 - Water Pollution

Chapter 18 - Solid and Hazardous Waste


AP Exam – Tuesday, May 3rd at 8:00 AM


Tests will be in a format similar to the AP exam containing multiple choice, short answer and essay questions. Please keep in mind that the high school grading system has changed to an 80/20 format as discussed on page 1. The segments covered above are detailed in the Topic Outline section listed below.

Topic Outline

The following outline of major topics serves to describe the scope of the AP Environmental Science course and exam. The percentage after each major topic heading shows the approximate proportion of questions on the exam that pertain to that heading; thus, the percentage also indicates the relative emphasis that will be placed on the topics in the course.

Unit 1: The Living World: Ecosystems 6–8%

  • 1.1 - Introduction to Ecosystems

  • 1.2 - Terrestrial Biomes

  • 1.3 - Aquatic Biomes

  • 1.4 - The carbon Cycle

  • 1.5 - The Nitrogen Cycle

  • 1.6 - The Phosphorous Cycle

  • 1.7 - The Water Cycle

  • 1.8 - Primary Productivity

  • 1.9 - Trophic Levels

  • 1.10 - Energy Flow and the 10% Rule

  • 1.11 - Food Chains and Food Webs

Unit 2: The Living World: Biodiversity 6–8%

  • 2.1 - Introduction to Biodiversity

  • 2.2 - Ecosystem Services

  • 2.3 - Island Biogeography

  • 2.4 - Ecological Tolerance

  • 2.5 - Natural Disruptions to Ecosystems

  • 2.6 - Adaptations

  • 2.7 - Ecological Succession

Unit 3: Populations 10–15%

  • 3.1 - Generalist and Specialist Species

  • 3.2 - K Selected and r Selected Species

  • 3.3 - Survivorship Curves

  • 3.4 - Carrying Capacity

  • 3.5 - Population Growth and Resource Availability

  • 3.6 - Age Structure Diagrams

  • 3.7 - Total Fertility Rate

  • 3.8 - Human Population Dynamics

  • 3.9 - Demographic Transition

Unit 4: Earth Systems and Resources 10–15%

  • 4.1 - Plate Tectonics

  • 4.2 - Soil Formation and Erosion

  • 4.3 - Soil Composition and Properties

  • 4.4 - Earth's Atmosphere

  • 4.5 - Global Wind Patterns

  • 4.6 - Watersheds

  • 4.7 - Solar Radiation and Earth's Seasons

  • 4.8 - Earth's Geography and Climate

  • 4.9 - El Nino and La Nina

Unit 5: Land and Water Use 10–15%

  • 5.1 - The Tragedy of the Commons

  • 5.2 - Clearcutting

  • 5.3 - The Green Revolution

  • 5.4 - Impacts of Agricultural Practices

  • 5.5 - Irrigation Methods

  • 5.6 - Pest Control Methods

  • 5.7 - Meat production methods

  • 5.8 - Impacts of Overfishing

  • 5.9 - Impacts of Mining

  • 5.10 - Impacts of Urbanization

  • 5.11 - Ecological Footprints

  • 5.12 - Introduction to Sustainability

  • 5.13 - Methods to Reduce Urban Runoff

  • 5.14 - Integrated Pest management

  • 5.15 - Sustainable Agriculture

  • 5.16 - Aquaculture

  • 5.17 - Sustainable Forestry

Unit 6: Energy Resources and Consumption 10–15%

  • 6.1 - Renewable and nonrenewable Resources

  • 6.2 - Global Energy Consumption

  • 6.3 - Fuel Types and Uses

  • 6.4 - Distribution of Natural Energy Resources

  • 6.5 - Fossil Fuels

  • 6.6 - Nuclear power

  • 6.7 - Energy from biomass

  • 6.8 - Solar Energy

  • 6.9 - Hydroelectric Power

  • 6.10 - Geothermal Energy

  • 6.11 - Hydrogen Fuel Cell

  • 6.12 - Wind Energy

  • 6.13 - Energy Conservation

Unit 7: Atmospheric Pollution 7–10%

  • 7.1 - Introduction to Air Pollution

  • 7.2 - Photochemical Smog

  • 7.3 - Thermal Inversion

  • 7.4 - Atmospheric CO2 and Pollutants

  • 7.5 - Indoor Air Pollutants

  • 7.6 - Reduction of Air Pollutants

  • 7.7 - Acid Rain

  • 7.8 - Noise Pollution

Unit 8: Aquatic and Terrestrial Pollution 7–10%

  • 8.1 - Sources of Pollution

  • 8.2 - Human Impacts on Ecosystems

  • 8.3 - Endocrine Disruptors

  • 8.4 - Human Impacts on Wetlands and Mangroves

  • 8.5 - Eutrophication

  • 8.6 - Thermal pollution

  • 8.7 - Persistent Organic Pollutants (POP)

  • 8.8 - Bioaccumulation and Biomagnification

  • 8.9 - Solid Waste Disposal

  • 8.10 - Waste Reduction Methods

  • 8.11 - Sewage Treatment

  • 8.12 - Lethal Dose 50

  • 8.13 - Dose Response Curve

  • 8.14 - Pollution and Human Health

  • 8.15 - Pathogens and Infectious Diseases

Unit 9: Global Change 15–20%

  • 9.1 - Stratospheric Ozone Depletion

  • 9.2 - Reducing Ozone Depletion

  • 9.3 - The Greenhouse Effect

  • 9.4 - Increases in the Greenhouse Gases

  • 9.5 - Global Climate Change

  • 9.6 - Ocean Warming

  • 9.7 - Ocean Acidification

  • 9.8 - Invasive Species

  • 9.9 - Endangered Species

  • 9.10 - Human Impacts on Biodiversity

Required Environmental Legislation

  • CLEAN AIR ACT

  • CLEAN WATER ACT

  • CONVENTION ON INTERNATIONAL TRADE IN ENDANGERED SPECIES OF WILD FAUNA AND FLORA (CITES)

  • COMPREHENSIVE ENVIRONMENTAL RESPONSE, COMPENSATION, AND LIABILITY ACT (CERCLA)

  • MONTREAL PROTOCOL

  • KYOTO PROTOCOL

  • ENDANGERED SPECIES ACT

  • SAFE DRINKING WATER ACT (SWDA)

  • DELANEY CLAUSE OF FOOD, DRUG, AND COSMETIC ACT

  • RESOURCE CONSERVATION AND RECOVERY ACT (RCRA)