Co Registered Ball State University

AP Environmental Science SCI 4328(L) Co registered Ball State University NREM 101 Michael R. Mayfield Office: WA147 Phone: 765 285-7407 Email: [email protected] Lecture: MWF 9-10 11-12 Lab: Tues 2-4 Tues 4-6 Room B211 BlackBoard 1.5 Credits Spring TEXTS 1. Environmental Science a Global Concern: Cunningham and Cunningham 2. Environmental Science. Friedland and Relyea 3. Living in the Environment. Miller & Spoolman LAB Laboratory Investigations for Environmental Science ADDITIONAL The Cartoon Guide to the Environment: Gonick & Outwater American Environmentalism, 3rd Edition Additional Readings ______Course Description: This course will systematically cover the study of the environment and our proper place in it. Environmental science is highly interdisciplinary integrating the natural sciences, social sciences, and humanities in a holistic study of our world. The course will help prepare the student to take the AP Environmental Science test in May. This course is a continuation of Introduction to Ecology. The course is intended to be a “field course” in environmental testing and management. The course can be taken without Introduction to Ecology as a natural resources course. The student will be instructed in various current field techniques for the study of organisms and the environment. The quantification and interpretation of data will be emphasized. Students will be expected to undertake an independent project and participate in several group projects that relate to different aspects of environmental science. These will include environmental monitoring environmental advocacy, environmental education and environmental planning. Course material will encompass a variety of disciplines including geology, biogeography, soils, forestry, wildlife biology, aquatic biology and resource management. This is an Advanced Placement course that will cover AP topical areas in roughly the following distribution: Earth Systems and Resources 10-15%, The Living World 10-15%, Population Demographics 10-15%, Land and Water Use 10-15%, Energy Resources and Consumption 10-15%, Pollution of various types 25-30%, and Issues of Global Environmental Change 10-15%. Course material will be supplemented with interactive computer programs and handouts. This is a course that is extensively “hands on” and will require a commitment of both time and interest. We will spend as much time in lab, as possible, learning by doing science. This course is co-registered with the University as Natural Resources Department NREM 101. Students are encouraged to register for university credit earned concurrently.

Attendance and Late Work:

You are expected to be in class every day. You are expected to be on time and ready to learn when the bell sounds. Students who arrive more than five minutes may be marked as tardy for attendance purposes at the discretion of the instructor.. The lecture and lab will be held in B211 (with a few announced exceptions). I am making every effort to provide a cohesive course that integrates laboratory and lecture experiences. Laboratory participation is mandatory. Because of the preparation and set up time you may not be able to make up a missed laboratory experience. A portion of your grade in the course is determined by participation. Failure to turn in more than three laboratory reports may result in a failing grade in the class. If you should miss a lecture or laboratory period IT IS YOUR RESPONSIBILITY to get notes and any other information from your fellow students or me. I will be glad to provide you with any handouts. I expect to be notified by phone, e-mail, or by note attached to my office door of any possible absences PRIOR TO THEIR OCCURRENCE if possible.

All work is expected on the due date, however, in the case of an emergency or other significant event, work may be turned in late only with the permission of the instructor. Prior notice and approval of the instructor is required. Otherwise, late work will be discounted significantly or not counted at all. Make-up work for unexcused absences may be permitted in some exceptional circumstances at the discretion of the instructor.

Grading:

There will be three lecture/lab exams given during the course of the term. The approximate dates are given in the lecture/lab schedule. Each exam will be of equal weight (100 points). There will be no official “mid-term” exam. During finals, students may choose to take a comprehensive test worth fifty points in addition to the fourth exam. Students are expected to take the national Advanced Placement Exam if possible. There will be quizzes and your lab book worth approximately 100 points during the term. There will be reports, both oral and written, worth approximately 100 points. Lecture and laboratory participation is expected and will help you throughout the semester. Formal lab write-ups will constitute 100 points towards the grade. I will attempt to provide a variety of educational experiences and different types of assessments for this course. I will be glad to provide or assist in developing extra work/experiences for anyone wishing to go beyond the limits of our introductory course. I do not accord points towards the grade for extra work.

3 lecture exams @ 100 points 300 points 1 comprehensive exam @# 150 points(pending) 150 points Quizzes/lab notebook/workbook 100 points Reports and presentations 100 points Lab write-ups 100 points Environmental advocacy 50 points TOTAL 800 points

Your grade will be determined as a percentage of total possible points on the following scale:

A 90-100% B 80-89 C 70-79 D* <70%

I reserve the right to “curve” individual examinations and grades based on my professional judgment of the material covered. The final grades will not be curved. Your scores will be recorded in the PowerSchool grade book. A copy of your current standing in the course is available to you at any time during the course at your request. It is your responsibility to make sure that all entries in the electronic grade book are correct. It is your “right” to challenge a grade that you feel is undeserved. If you wish to officially challenge a grade, come and see me and I will assist you in instituting the proper procedures. If you have circumstances that require adjustment of the above procedures, please let me know and accommodations will be provided. Any student wishing additional help is encouraged to contact me, visit during office hours and contact peer tutoring for help. I will be glad to find someone who can be helpful.

Assessment of the Course:

Every member of the class will have the opportunity to evaluate the course lecture, laboratory, material and instructor. The evaluation will be administered towards the end of the term and will be anonymous. The results of the evaluation will not be made available to the instructor until after the end of the term. Course evaluations are used to strengthen the quality of the course and to make merit and retention decisions regarding the instructor.

Academic Integrity:

Students will be expected to cite sources and references for all materials used to develop course projects and homework. Plagiarism and other forms of academic dishonesty will not be tolerated. If you are unsure of what constitutes academic dishonesty, please refer to the student handbook for clarification or ask me.

Computer use:

Laptop computers are an enhancement to our learning environment. The can be useful in class for note taking and looking up information during lecture. They should not be used for I.M. or other personal entertainment purposes during class time. If you are found to using your computer inappropriately I will ask you to leave it at the front desk when you enter the class. Persistent problems will result in my request that you withdraw from the course.

Office Hours:

I will be posting office hours the first week of the term. I will be available to assist you with any course or non-course related matters at those times. When I am in, my office door is always open; please make use of it. I can usually be found either in my office (WA147) or lab (B211). My phone is 765-285-7407; my email is [email protected] If you need help, it is your responsibility to contact me. Please share this syllabus with your parent(s). It is important that we all work together to insure your success and satisfaction with the course. It will also save paper. Diversity:

The Indiana Academy aspires to be a School that attracts and retains a diverse faculty, staff, and student body. We are committed to ensuring that all members of the community are welcome, through valuing the various experiences and worldviews represented at the Academy and among those we serve. We promote a culture of respect and civil discourse as expressed in the Ball State Beneficence Pledge and through resources found at http://cms.bsu.edu/campuslife/multiculturalcenter.

This syllabus is a tentative schedule/outline and may be subject to change.

Students requiring additional assistance:

Any student requiring accommodations or any student wishing additional assistance in this course should contact the instructor for tutoring. Additional assistance is available from the counseling center, peer tutoring program and through the special education program. Accommodations are available as needed. Contact the instructor to request or discuss accommodations on tests, assignments and in class.

TENTATIVE SCHEDULE

WEEK TOPIC LAB READING

1 Scope of Environ. Science Maps/Geography Ch 1, 2 & 3 Environ. Problem-Solving History of Conservation

2 Martin Luther King Day Biomes/Ecosystems Ch 4 & 5 Ecology Basics Biogeochemical Cycles

3 Plate Tectonics Soils/Geologic Ch 11 Soils/Geomorphology Handouts

4 Soils Soils II Ch 16 Soils/Agriculture GMO’s Examination I

5 Populations I Evergreens & Populations Ch 6 & 7 Populations II PopulationsIII

6 Population Issues Climatology Ch 17 & 8 Atmospheric Processes Weather I

7 Weather II Atmospheric Testing Ch 18 & 9 Air Resources Clean Air Act

8 Air Resources II Air Activities Ch 23 Global Air Issues Handouts Indoor Air/Global Issues

9 World Air Issues Ch 13 & 15 Global Warming Exam II 10 Spring Break

11 Solid Waste I Radon Testing Ch 12 & 14 Solid Waste II Open

12 Land Use Planning Water Quality Ch 21 & 22 Environ. Problems IPM

13 Energy Generation Energy Activity Ch 24 Sustainable Energy Energy

14 Energy Problems I Site Analysis Ch 19 Energy Problems II Urban Ecology

15 Hydrologic Resources Water Quality I Ch 20 Ground Water Open

16 Rivers Water Quality II Ch 25 Lakes I Lakes II

17 Water Issues I Water Quality III Handouts Water Issues II Exam III

18 Forestry I Wildflowers Handouts Forest Resource Issues

Final Examinations and AP Examination This schedule is subject to change due to weather and the judgment of the instructor

Laboratory Exercises:

Lab Exercise I Maps and Geography This exercise involves the reading and analysis of Topographic Maps, Thematic Maps and Atlases in order to answer questions about land use, watershed delineation and to develop an Informational brochure on a small third world town. ( Topic Outline I)

Lab Exercise II Biomes and Ecosystems This exercise Involves student directed study and presentation (powerpoint) on the major Biomes and selected Ecosystems. Students provide a 1 page written summary and a 8 minute powerpoint presentation.(Topic Outline II)

Lab Exercise III Soils/Geological Resources This exercise covers the use of a county soil survey and a particle size analysis of soils done with different soils and a variety of methods ( texture by feel, Bouycous Hydrometer, Nested Sieves). During the wait time in lab we view a video on plate tectonics. Students produce a written lab report comparing the different techniques of textural analysis and the textural triangle names they arrive at. They have a worksheet on the County Soil Survey book.(Topic Outline I)

Lab Exercise IV Soils II This exercise covers nutritional analysis of soils and is a continuation of the previous lab. Students test known samples and then their soil from the previous week for NKP, Humus and pH. The write up is a consultants letter on how to manage this soil ( including lime)for the production of corn at the level of 100Bu./ Acre. Sustainable farming and erosion control are considered in the write up. (Topic Outline I,II & IV)

Lab Exercise V Evergreens and Populations This exercise covers Forestry, Identification, Ht, Quadrat sampling, DBH, Density, BA and determines the amount of Board Feet of merchantable timber. The students design a timber sale and determine a Wisconsin Importance Value for the tree species which is compared to other sites (given) in a write up. (Topic Outline II, III & IV)

Lab Exercise VI Climatology This exercise involves the analysis and graphing of climate data on selected stations throughout the world and the development of a climatograph and the classification of sites in the Koppen, Geiger, Tewarta classification system. (Topic Outline I & II)

Lab Exercise VII Atmospheric Testing This exercise involves using the air sampling equipment to sample ambient air for Sox, NOx, CO and Ozone and a locality on the school yard and near the downtown. In addition the students test for particulates over a 24 hour period. The student teams produce a write up comparing the air quality at the two locations and evaluate their results in light of the (computer access) state’s reported values. (Topic Outline VI)

Lab Exercise VIII Water Activities I Field Trip to the Municipal Wastewater Treatment Facility. Students have a worksheet to go with the tour (tertiary treatment facility). (Topic Outline I, IV & VI)

Lab Exercise IX Radon Testing In this exercise the students go home over spring break with charcoal Radon canisters and return with them. We take them to the Physics Department where they have a Radon Testing lab for a presentation ,the reading of their canisters, discussion of radiation and statistics. The students them prepare ( with the help of the EPA Website) a consultants letter to the homeowner with the highest reading. (Topic Outline VI)

Lab Exercise X Water Activities II Field Trip to a Solar Aquatic Wastewater Treatment Facility. An opportunity to investigate a “Green “ technology and sustainable business practice. Students write up a report on this technology might be incorporated into our general practice. (Topic Outline IV & VI)

Lab Exercise XI Energy Activity The students investigate the insulating (R-value) capacity of various substances and design a house (box) that requires the least amount of energy to heat. This is a performance with an in class test. In addition, the students get worksheets to calculate energy use of various appliances and the comparison of different light bulbs. (Topic Outline V & VI)

Lab Exercise XII Site Analysis In this exercise the students go to an old oxbow owned by the university and are asked to used the knowledge they have accumulated of maps, soils, vegetation analysis, zoning and recreation to provide a land use plan for the parcel. (Topic Outline IV & VII)

Lab Exercise XIII Water Quality I In this exercise the students ( in the lab room) run a series of chemical tests on three different types of water from our area ( Ground Water, Lake Water and River Water). They will test for DO, BOD, Fecal Coliforms, pH, Nitrates, Ammonia, Phosphates and Hardness. The student groups then produce a chart and write up a comparison of the three bodies of water and speculate on why the similarities and why the diffrerences. (Topic Outline I & VI)

Lab Exercise XIV Water Quality II With the skills learned in the last lab the students go to our local river and perform the tests in the field. Following the protocols of our state volunteer water monitoring organization. Additionally, they do an habitat analysis and determine the stream discharge. This will be used to determine a Water Quality Index that is reported to a statewide computerized database. (Topic Outline VI)

Lab Exercise XV Water Quality III In this exercise the students learn to identify Benthic macroinvertebrates and complete the anlaysis in the previous lab. The student will determine a Pollution Tolerance Index based on “Indicator Species” and a diversity index. Topic Outline II, III & VI)

Lab Exercise XVI Wildflowers In this exercise student learn to identify many of our spring wildflowers and to evaluate the site recreationally. A worksheet on forest ecosystem processes accompanies this trip. (Topic Outline II & IV)

Class laboratory Activities that are not associated with a particular lab period.

1. Population growth with duckweed. a. This is a long term (six weeks) experiment using duckweed grown in differing nutrient solutions and with differing initial populations. The students do a formal laboratory report (IMRAD format) analyzing the effect of initial population size and the effect of cary-capacity on the rate of population growth. (Topic Outline III) 2. Cemetery Demography Students collect demographic data from our local cemetery and graph survivorship curves and calculate life expectancy for two cohorts of people. The write up requires them to analyze, compare the graphs and calculated life expectancy’s and speculate on the historical factors that would effect these.(Topic Outline III) 3. Mark-Recapture a. The student do a Mark-Recapture exercise in class and calculate population size using Lincoln-Peterson method. They then compare two different sampling intensities and determine the Standard Error and the 95% confidence intervals for both. Thgis is done with a handout sheet. (Topic Outline III)

4. Population Demography with the IDB a. The students use the US Census Bureau’s International Data Base to compare population dynamics of G7 Vs Third World countries and answer questions concerning the future of resource pressures on each country and population growth factors. (Topic Outline III)

5. Model Sanitary Landfill a. The student create and load a model sanitary landfill ( with accompanying article on Landfill Archeology) and write up a report on the state of decomposition of the differing items they put in their Landfills. (Topic Outline VI)

6. IPM a. The students develop and must present to a “mock” City Council an IPM plan for either their home communities or for the school system locally. (Topic Outline VI) 7. Environmental Advocacy Project a. During the course of the term the students are challenged to develop a portfolio in order to establish that they have been an effective environmental advocate for a cause of their own choice. (Topic Outline VI)

8. Sustainability Project a. Students have to develop a sustainability/ resource reduction/energy reduction plan for the school and present it to class and eventually to the administration of the school in concordance with our “Green School” project. ( Topic Outline v & VI)

9. Chapter Outlines a. Student groups prepare ( 1-page + and present ( Powerpoint) chapter outlines for our text.

10. Stewardship Ethic a. Students read essays and prepare a written comparison of the landuse ethics of Black Elk, Thoreau and Olmstead. This is followed up with Muir and Leopold.