APES+MAIN+PAGE+2017-2018


 * APES MAIN PAGE 2017-2018 **


 * CLASS CALENDAR **
 * ASSIGNMENTS AND DEADLINES **
 * CHAPTER 5 RESEARCH AND PRESENTATION **

__**CHAPTER / TOPIC COMPLETE DATE**__ Ch. 17 - Atmospheric Science and air pollution - FEB 16 Ch. 18 - Global Climate Change - FEB 23
 * FEB 12 - MAY 10 (3 months until exam) **

Ch. 15 - Freshwater Systems - MAR 2 Ch. 16 - Marine and Coastal Systems - MAR 10

Ch. 19 - Fossil Fuels and Ch. 23 - Minerals and Mining - MAR 16 (Field trip March 16) Ch. 20 - Conventional Energy resources - MAR 24 Ch. 21 - New Renewable Energy Sources - SPRING BREAK ASSIGNMENT

AFTER SPRING BREAK - REVIEW Math practice FRQ practice Online practice

In the interest of completing the topics and using the time after spring break for review, the two current assignments below will be shown in class, but not all at once. We can look at them, one or two at a time over the next month. Please complete both assignments by the due date. TWO SUSTAINABLE CITIES SLIDESHOW OR PHYSICAL DISPLAY SOLID WASTE MANAGEMENT FACEBOOK PAGE

AFTER EXAM Video production for Earth and Sky sign Other ideas? Putting our knowledge and beliefs into practice


 * 2017-18 APES STUDENTS: SUMMER ASSIGNMENT (items 1-6 below) **

Take a business card and use the blank side. Create your own card. Along with your name, create a title for yourself that reflects your interests or values as they pertain to the earth and environment. Perhaps highlight the issue or issues you care about the most. Design the card and make it eye-catching. I will use it in a variety of ways for class activities.
 * 1 - DESIGN A “BUSINESS CARD” **

CREATE A FLASHCARD FOR EACH OF THE ENVIRONMENTAL LAWS BELOW. PROBABLY BEST TO USE LARGER SIZED FLASHCARDS UNLESS YOUR WRITING IS FAIRLY SMALL. FASTEN TOGETHER AND BRING ON FIRST DAY OF CLASS. For this assignment, I recommend you use search engines such as Google or Mozilla for your research. If you use Wikipedia, be sure to double-check any information you get from there!! Wikipedia is susceptible to errors. Besides, you will learn more if you use search engines for your research
 * 2 - ENVIRONMENTAL LAWS FLASHCARDS **

Name of Law or Treaty – Year Enacted; Year Amended if applicable; is law International or American; Describe the function or intent of the law. (briefly, describe what the law is intended to do); State what environmental issues are affected; Name the Agency or Group responsible for regulation and enforcement – (i.e. U.N., Department of Interior, EPA, etc.)

1. Convention on International Trade in Endangered Species (CITES) 2. Kyoto Protocol - aka Convention of Climate Change 3. Law of the Sea Convention (LOSC) 4. Madrid Protocol - aka Antarctic Treaty 5. Montreal Protocol - aka Convention of Ozone Depletion 6. Ocean Dumping Act (ODA) 7. Rio Earth Summit 8. Stockholm Declaration - aka Declaration of the Conference on the Human Environment 9. Clean Air Acts (U.S.) 10. Clean Water Acts (U.S.) 11. Comprehensive Environmental Response, Compensation Liability Act (CERCLA) 12. Emergency Planning & Community Right-To-Know Act (EPCRA) 13. Endangered Species Act 14. Energy Policy Act 15. Federal Food, Drug, and Cosmetic Act (FFDCA) 16. Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA) 17. Federal Water Pollution Control Act 18. Food Quality Protection Act 19. Hardrock Mining and Reclamation Act 20. Lacey Act 21. Migratory Bird Hunting Stamp Act 22. National Appliance Energy Act 23. National Environmental Policy Act (NEPA) 24. National Park Act 25. National Wildlife Refuge System Act 26. Nuclear Waste Policy Act 27. Occupational Safety and Health Act (OSHA) 28. Oil Pollution Act 29. Resource Conservation and Recovery Act (RCRA) 30. Safe Drinking Water Act (SDWA) 31. Superfund Amendments and Reauthorization Act (SARA) 32. Surface Mining Control and Reclamation Act (SMCRA) 33. Taylor Grazing Act 34. Toxic Substances Control Act 35. Wild and Scenic Rivers Act 36. Wilderness Act
 * List of Laws and Treaties applicable to APES **

HAND-WRITTEN ASSIGNMENT IS DUE FIRST DAY OF CLASS Read the essay “Tragedy of the Commons” by Garrett Hardin. Here is a link: []. When you have completed the reading, please respond to the following in complete sentences (must be handwritten):
 * 3 - TRAGEDY OF THE COMMONS **

a. What is Garrett Hardin’s central idea in this essay? b. Do you personally agree with Hardin’s central idea? c. Is the “Tragedy of the Commons” unavoidable? d. Identify one “commons” in your own life (at school, home, work) and explain how it is (or is not) being managed wisely to avoid the situation described in the essay.

HAND-WRITTEN ASSIGNMENT IS DUE FIRST DAY OF CLASS Fruits and Vegetables on the Move! At some point over the summer, look around your house and identify a piece of fruit or vegetable that has travelled to be a part of your diet. Usually there is a sticker on the item telling you its country of origin – or you could go to a food store and browse. (hint: do not use the tomato you picked out of the garden that morning) For the item you select:
 * 4 - FRUITS AND VEGETABLES ON THE MOVE **

· Record date, item, and its country of origin

· Use WEB resources or other sources to estimate the distance from where the item was grown to your home. Do the best estimate you can – obviously it is difficult/impossible to tell where in Mexico that cantaloupe came from

· List the most likely modes of transportation (hint: there are probably more than one of them) used to move that item from the field where it was growing to your kitchen.

· Respond to the following in a paragraph or two (handwritten in ink):

What are the environmental impacts of shipping fresh produce over long distances? What are the health benefits/health costs of having a wide variety of fresh produce available at all times? Is it “worth it”?

YOU WILL NEED TO BE COMFORTABLE WITH A VARIETY OF MATHEMATICAL PROCEDURES IN APES. THESE PROBLEM SETS FOCUS ONLY ON THE MATH THAT IS USED IN THE APES COURSE. PLEASE SHOW ALL OF YOUR WORK AND USE THE CORRECT UNITS IN YOUR ANSWERS. EACH PROBLEM HAS MULTIPLE PARTS. PLEASE KEEP THE MATH PROBLEM SHEETS TOGETHER IN ORDER AND PUT IN YOUR APES NOTEBOOK. WE WILL GO OVER THESE PROBLEMS AS THEY APPLY TO THE TOPICS WE COVER.
 * 5 - MATH FOR APES **


 * APES MATH REVIEW - PRINT THIS OUT **
 * [|Details]
 * [[file:rgreenbergscience/Mastering the Math student sheets.pdf|Download]]
 * 111 KB

**ANSWERS TO PROBLEMS** (go here to check your answers after you've attempted/completed the work

We will be using the following textbook: Environment: The Science Behind the Stories (4th edition) ISBN # 978-0-321-71534-0 I will keep a set of these textbooks in the classroom for school use only. You may choose to purchase a used or new copy of this book to keep at home as the book will be the epicenter of the class and reading will be assigned for each topic. Supporting your local bookstore is always a good option. You may want to check out a site called abebooks.com
 * 6 - PLEASE OBTAIN THE ** ** A.P. ENVIRONMENTAL SCIENCE TEXTBOOK **



Preparing for the AP Environmental Science Examination David Hong and Karen Lionberger ISBN-13: 978-1-285-75094-1
 * RECOMMENDED STUDY GUIDE **

This is the most important resource for this course. Please look it over and become familiar with it. []
 * AP ENVIRONMENTAL SCIENCE COURSE HOME PAGE (COLLEGE BOARD SITE) **


 * College Board course description **


 * [|Details]
 * [[file:rgreenbergscience/APES course description_College Board.pdf|Download]]
 * 360 KB

__ ** PREPARING FOR THE EXAM ** __ The AP Environmental Science Exam is 3 hours long and has two parts — multiple choice questions and free response questions. The multiple choice section contains 100 questions and is 1 hour and 30 minutes long. This section is worth 60% of the exam grade. The free response section contains 4 questions and is also 1 hour and 30 minutes long. This section is worth 40% of the exam grade. Questions included in this section will address multiple topics across the Environmental Science topic outline. The four questions will include: 1 data-set question, 1 document-based question, and 2 synthesis and evaluation questions.

[]
 * EXAM - DATE? **

[]
 * POWERPOINT OVERVIEW OF APES TOPICS **

[|http://apcentral.collegeboard.com/apc/public/exam/exam_information/2003.html#2011] []
 * FREE RESPONSE QUESTIONS - FROM RELEASED 2003-2014 APES EXAMS **


 * MASTERING THE MATH - PROBLEMS AND SOLUTIONS **


 * [|Details]
 * [[file:rgreenbergscience/APESMasteringtheMathTEACHER.pdf|Download]]
 * 251 KB

[]
 * ONLINE PRACTICE TESTS **


 * BARRON'S ONLINE EXAM **

[]

[]
 * STUDENT PAGE - PRACTICE EXAM **

[]
 * ONLINE LEARNING CENTER FOR A.P.E.S. **

[]
 * TEXTBOOK ONLINE PRACTICE QUIZZES **

[]
 * QUIZLETS FOR ALL TEXTBOOK CHAPTERS **

[]
 * EXAM REVIEW SITE WITH ASSORTED TOPICS **

[]
 * FINAL EXAM STUDY MATERIALS **

[]
 * BOZEMAN SCIENCE **


 * APES THEMES AND TOPICS **

[]

[] [] [] [] []
 * FOCUS ON APES MATH PROBLEMS **


 * QUIZLET ONLINE FLASHCARDS **

[]
 * ENVIRONMENTAL SCIENCE LIST **

[]
 * EVENTS **

[]
 * ENVIRONMENTAL HISTORY **

[]
 * ALL UNITS **

[]
 * LAWS & REGULATIONS **

[]
 * IMPORTANT LAWS **

[]
 * LAWS **

[]
 * LAWS YOU SHOULD KNOW **

[]
 * APES EXAM REVIEW 1 **

[]
 * APES EXAM REVIEW 2 **

[]
 * APES EXAM REVIEW 3 **

Parents: Field trips are an important part of the APES experience. In order for this type of enrichment to come to fruition, parent volunteers are essential. We will need drivers/chaperones for each one on the list below. Please email me if you are interested in providing this type of support. Let me know how many passengers you can transport, what days of the week work best for you, how many you can transport (besides yourself) and if you are available for overnight trips.
 * FIELD TRIPS FOR APES STUDENTS **

__ ** LIST OF FIELD TRIPS WITH PROPOSED DATES: ** __ FRI SEPT 22 FRI FEB 2 FRI MARCH 16

[] // DATES? // LOCATION: SITE ON WHITNEY RD. (a few miles from Hawbridge)
 * HAW RIVER LEARNING CELEBRATION **

I will schedule a Monday evening in the fall (most likely) when APES students and their families will be invited to have dinner (a suggested donation T.B.D.) and hear a presentation on “Triple Bottom Line” by Vimala, herself.
 * VIMALAS CURRYBLOSSOM CAFE **

The goal of AP Environmental Science course is to provide students with the scientific principles and methodologies required for understanding the interrelationships of the natural world. The course is intended to promote the development of citizens who can make informed decisions concerning environmental issues. The AP Environmental Science course is designed to be the equivalent of a one-semester college course in environmental sciences. Students are expected to be self-motivated and willing to consistently follow the course reading and engage in classroom discussion.
 * __ SYLLABUS AND THE TEXTBOOK __ **

Our textbook, Environment: The Science Behind the Stories (4th edition), is THE MOST IMPORTANT RESOURCE in this course. Please be mindful that there will be a copious amount of reading. Having a new or used copy of the textbook at home is highly recommended. The syllabus (directly below) is directly tied in to chapters in the textbook. ISBN # 978-0-321-71534-0

[]
 * You can view the lecture notes (powerpoints) for each of the chapters in the book - and download (if you want) by going to this link: **

Students will set up an account and invite parents. Many throughout the year will be done electronically using this assignments will be electronic and uploaded to Google Classroom. You will be sent an email invite. The code for joining Google Classroom for A.P. Environmental Science is **qeltng **
 * GOOGLE CLASSROOM **

To get occasional short text reminders about deadlines, etc. enter this number: 81010 text this message: @apesha
 * REMIND 101 **

__ ** SYLLABUS ** __ Science and Sustainability; an introduction to Environmental Science (Ch.1) Sustainable Solutions (Ch.24) Freshwater Systems and Resources (Ch.15) //(Interdisciplinary Unit focus)// Earth's Physical Systems: Matter, Energy and Ecology (Ch.2) Evolution, Biodiversity and Population Ecology (Ch.3) Species Interactions and Community Ecology (Ch. 4) Environmental Systems and Ecosystem Ecology (Ch.5) Biodiversity and Conservation Biology (Ch.11)
 * First Quarter **

Environmental Ethics and Economics: Values and Choices (Ch.6) Environmental Policy: Decision Making and Problem Solving (Ch.7) Human Population Dynamics (Ch.8) Soil and Agriculture (Ch.9) Agriculture, Biotechnology and the Future of Food (Ch.10) Forests, Forest Management, and Protected Areas (Ch.12) Minerals and Mining (Ch.23)
 * Second Quarter **

The Urban Environment: Creating Livable and Sustainable Cities (Ch.13) Environmental Health and Toxicology (Ch.14) Managing our Waste (Ch.22) Marine and Coastal Systems and Resources (Ch.16) Atmospheric Science and Air Pollution (Ch.17) Global Climate Change (Ch.18)
 * Third Quarter **

Fossil Fuels, Their Impacts, and Energy Conservation (Ch.19) Conventional Energy Alternatives (Ch.20) New Renewable Energy Alternatives (Ch.21)
 * Fourth Quarter **

The College Board weights topics on the exam as follows:

· Earth Systems and Resources (10%–15%) · The Living World (10–15%) · Population (10%–15%) · Land and Water Use (10%–15%) · Energy Resources and Consumption (10%–15%) · Pollution (25%–30%) · Global Change (10%–15%)

Your assignments will be weighted as follows

· Homework 20% Critical in understanding and reinforcing vocabulary and underlying concepts · Quizzes 20% Short assessments of knowledge, intended to identify areas of improvement · Labs 20% Hands-on, inquiry-based labs. Formal lab reports are often required. · Tests and projects 40% Summative gauges of student learning. Based on labs, classroom activities, readings, etc

Class Activities and Policies

Be aware that this course involves regular readings. Assignments will be made from your textbook, the internet, and supplementary texts provided by your teacher. Please keep up with the reading as it will help your participation in class
 * Reading **

Environment: The Science Behind the Stories by Jay Withgott and Scott Brennan
 * Textbook **

Students are responsible for two book reports - one in the fall semester and the next in the spring. The first one is due before winter break; the second one is due by April 1st. Please refer to the "Reading List for Book Reports" in the file below. Let me know in advance what book you wish to report on. The same book cannot be done by more than one student.
 * Long Term assignments **


 * [|Details]
 * [[file:rgreenbergscience/APES BOOK LIST FOR BOOK REPORTS.docx|Download]]
 * 120 KB

There will be quizzes (announced and unannounced) on the reading and homework assignments. Each chapter will have its own study guide, which must be handed in on the day of the test.
 * Grading **

Since there will be open-ended essay prompts on the A.P. exam, students will get plenty of practice - in both writing essays as well as using the rubric to grade essays. There is a certain way that essays should be written for the exam. A page will be create specifically addressing essays.
 * Essays **

The web site for the course includes a Class Calendar and a section for Assignments and Deadlines Files will be uploaded to the site in the Class Calendar. These include: schedules, study guides, fill in notes, handouts, assignments, and links to additional readings. It is very important that you check the website regularly, especially if you are absent. If you do not have regular Internet access, please see me.
 * Web site **

The web address is: rgreenbergscience.wikispaces.com

Each student must have a composition notebook (or spiral notebook) for in class writing assignments and work. It is recommended that students also keep a three ring binder with tabs to keep their notes, study guides and activities. Each unit should be separated with a divider. The composition book will be handed in every few weeks.
 * Classroom materials **

Tutoring is available after school by appointment. In the weeks leading up to the final exam, academies will be scheduled. These will be announced via e-mail and in class.
 * Tutoring **

The Hawbridge School Honor code will be strictly enforced. Please make sure that you have read and understand the Honor Code.
 * Academic Integrity **

Please feel free to contact me. The best way is through email. We can also arrange to meet in person or talk on the phone - whatever works best for us. Email: rgreenberg@hawbridgeschool.org
 * Contact Information **

Active participation is necessary for success in this class. You are expected to work independently. All school policies as specified in the student handbook will be followed.

All students are expected to take the AP exam administered on __ ?
 * A.P. Exam **

Each assignment: lab, activity, quiz, test, etc. will be assigned total possible points as per the teacher's judgment. Students earn points out of the total. On occasion, students may earn a point or more beyond the total possible points. Categories will not be weighted.
 * EVALUATION AND GRADING **

Retakes may be taken by appointment after school only. Your original score will be averaged with the retake score for your final grade. Tests will always be announced and a study guide will be handed out. Arrange a time to make up a test or quiz. The best times are bridge period and after school. Please make up tests within ONE WEEK of the date assigned.
 * ACADEMICS - TESTS AND QUIZZES **
 * Grading Scale **
 * Grading Scale **


 * 90-100= A = 4.0
 * 80-89 = B = 3.0
 * 70-79 = C = 2.0
 * 60-69 = D = 1.0
 * < 59 = F = 0.0

// For more information on grading and GPA please referrer to the Student Handbook //

__ ** CLASSROOM PROCEDURES ** __ You will be occasionally using your smart phone for looking up information during class activities or taking photos or videos. Do NOT, I repeat, DO NOT use your phone for social media, texting, etc. Do NOT, I repeat, DO NOT use your phone for games of any kind. Your phone will be taken away from you. 1st offense: You will get your phone back at the end of class 2nd offense: You will get your phone back after school 3rd offense: You will not get your phone back until
 * 1. Use of electronics **

A hall pass is not needed for a trip to the bathroom. Please ONLY USE the bathroom in the hallway closest to the classroom.
 * 2. Leaving class for restroom **

The student must obtain permission to leave during class. Once permission has been granted student will: Get a hall pass, fill it out neatly and accurately Get my signature Leave the room quietly and walk quietly through the hallways (do not disturb other classes) and head straight to the desired location. If going to the main office or another teacher's room, please get the signature of that teacher. Hand me the hall pass when you return
 * 3. Leaving class for another purpose **

Enter class quietly and without fanfare. Check board on the way in (what do I need for class today?) Sign the Tardy Log neatly and accurately
 * 4. Tardy For Class **

Please email me on the day you are absent with your understanding of what you are missing (see web site) and any questions you might have. When sending an email to me, use the heading: ABSENT (followed by) YOUR NAME Do not ask me “What did I miss?" It is your responsibility to look at the class calendar. Please DO ASK ahead of time if you need clarification. Consider contacting a classmate who will likely provide clear and accurate information to you.
 * 5. Absent **

Always double check answers If finished, follow procedure for turning in assignment or assessment You may do the following: - Complete other homework - Study - Read - Organize your notebook
 * 6. Finished Early **

- Disturb others - Give others answers (if given permission you may help guide them) - Use Electronics- including cell phones
 * __ You may not: __ **


 * 7. Lab Procedures **
 * •NO Horseplay
 * •DO NOT TOUCH ANY MATERIALS IN THE BASKET OR ON TABLE
 * •ABSOLUTELY NO FOOD
 * •Follow all safety rules
 * •Work closely with your group
 * •Keep voice at a low level
 * •Work in a timely manner
 * •Report **__ALL__** accidents **__ASAP__**
 * •Follow **__ALL__** directions
 * •Make sure to return all materials to their proper location
 * •Be safe and use equipment properly

The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.
 * Lab Roles **
 * || ** Materials Manager (MM) **

Roles and responsibilities: The technical manager is in charge of recording all data.
 * Picks up needed materials
 * Organizes materials and/or equipment in the work space
 * Facilitates the use of materials during the investigation
 * Assists with conducting lab procedures
 * Returns all materials at the end of the lab to the designated area ||
 * ** Technical Manager (TM) **
 * ** Technical Manager (TM) **

Roles and responsibilities: Responsible for the group
 * Records data in tables and/or graphs
 * Completes conclusions and final summaries
 * Assists with conducting the lab procedures
 * Assists with the cleanup || ** Project Director **

Roles and Responsibilities: The safety director is responsible for enforcing all safety rules and conducting the lab.
 * Read directions to group
 * Keeps group on task
 * Is the only group member allowed to talk to teacher
 * assists with conducting lab procedures
 * Shares summary of group work and results with class || ** Safety Director (SD) **

Roles and responsibilities:
 * Assists the PD with keeping the group on-task
 * Conducts lab procedures
 * Reports any accident to the teacher
 * Keeps track of time
 * Assists the MM as needed.