AP ES at Liceo Campoverde, Quito 2017-2018

e-mail: josborne@liceocampoverde.edu.ec Blogsite: www.2bguapeslcv.wordpress.com

ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE (AP ES) WITH JOHN OSBORNE

1. Course: Advanced Placement Environmental Science (AP ES)

The AP Environmental Science course is designed to be equivalent to a semester introductory college course in
environmental science. Unlike most other science courses, environmental science unites concepts from other branches of
science such as, geology, biology, environmental studies, chemistry, physics, and geography.

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.

Other goals include converting the AP ES students into environmentalists (if they are not already!), obligatorily
spreading the word - campaigning, being successful in the exams and enjoying the work.

2. AP ES Course Themes
Although Environmental Science is interdisciplinary, there are several major unifying constructs, or themes, that are
covered in the course. The following themes provide a foundation for the structure of the AP Environmental Science
course.

1. Science is a process.
o Science is a method of learning more about the world.
o Science constantly changes the way we understand the world.

2. Energy conversions underlie all ecological processes.

o Energy cannot be created; it must come from somewhere.
o As energy flows through systems, at each step more of it becomes unusable.

3. The Earth itself is one interconnected system.

o Natural systems change over time and space. Biogeochemical systems vary in ability to recover from
disturbances.

4. Humans alter natural systems.

o Humans have had an impact on the environment for millions of years.
o 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.

o 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.
o A suitable combination of conservation and development is required.
o Management of common resources is essential.

3. AP ES Course Topics
The course objectives and topics (see Course Outline and Scope and Sequence) will be completed prior to the first part of
April in order for students to prepare for the Advanced Placement Exam in May.

The course covers the following topics:

1. Earth Systems and Resources (10%15%)

A. Earth Science Concepts (Geologic time scale; plate tectonics, earthquakes, volcanism; seasons; solar intensity
and latitude)
B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the Coriolis effect;
atmosphere-ocean interactions; ENSO)
C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation; agricultural, industrial, and domestic
use; surface and groundwater issues; global problems; conservation)
D. Soil and Soil Dynamics (Rock cycle; formation; composition; physical and chemical properties; main soil types;
erosion and other soil problems; soil conservation)
AP ES at Liceo Campoverde, Quito 2017-2018
e-mail: josborne@liceocampoverde.edu.ec Blogsite: www.2bguapeslcv.wordpress.com

2. The Living World (10%15%)

A. Ecosystem Structure (Biological populations and communities; ecological niches; interactions among species;
keystone species; species diversity and edge effects; major terrestrial and aquatic biomes)
B. Energy Flow (Photosynthesis and cellular respiration; food webs and trophic levels; ecological pyramids)
C. Ecosystem Diversity (Biodiversity; natural selection; evolution; ecosystem services)
D. Natural Ecosystem Change (Climate shifts; species movement; ecological succession)
E. Natural Biogeochemical Cycles (Carbon, nitrogen, phosphorus, sulfur, water, conservation of matter)

3. Population (10%15%)
A. Population Biology Concepts (Population ecology; carrying capacity; reproductive strategies; survivorship)
B. Human Population

4. Land and Water Use (10%15%)

A. Agriculture
B. Forestry (Tree plantations; old growth forests; forest fires; forest management; national forests)
C. Rangelands(Overgrazing; deforestation; desertification; rangeland management; federal rangelands)
D. Other Land Use
E. Mining (Mineral formation; extraction; global reserves; relevant laws and treaties)
F. Fishing (Fishing techniques; overfishing; aquaculture; relevant laws and treaties)
G. Global Economics (Globalization; World Bank; Tragedy of the Commons; relevant laws and treaties)

5. Energy Resources and Consumption (10%15%)

A. Energy Concepts (Energy forms; power; units; conversions; Laws of Thermodynamics)
B. Energy Consumption
C. Fossil Fuel Resources and Use (Formation of coal, oil, and natural gas; extraction/purification methods; world
reserves and global demand; synfuels; environmental advantages/disadvantages of sources)
D. Nuclear Energy (Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types;
environmental advantages/disadvantages; safety issues; radiation and human health; radioactive wastes; nuclear
fusion)
E. Hydroelectric Power (Dams; flood control; salmon; silting; other impacts)
F. Energy Conservation (Energy efficiency; CAFE standards; hybrid electric vehicles; mass transit)
G. Renewable Energy (Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale
hydroelectric; ocean waves and tidal energy; geothermal; environmental advantages/disadvantages)

6. Pollution (25%30%)
A. Pollution Types
B. Impacts on the Environment and Human Health
C. Economic Impacts (Cost-benefit analysis; externalities; marginal costs; sustainability)

7. Global Change (10%15%)

A. 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)
B. Global Warming (Greenhouse gases and the greenhouse effect; impacts and consequences of global warming;
reducing climate change; relevant laws and treaties)
C. Loss of Biodiversity

4. Pre-requisites:
Previous studies in Biology, Chemistry and Math, and a good command of English. Motivation! Energy! A smile! And
above all else, a great commitment. In Spanish - COMPROMISO!

5. Grading Procedures and Learning Objectives:

Grading: Grades are posted on the usual scale of 0 - 10, where:
0 is given for work not completed
7 is a passing grade
10 ... is perfection! And very difficult to obtain!
0 will be posted for any assignment which is not delivered and for which no extension has been granted. This work may
be recuperated within the next 7 days for a maximum grade of 7.
AP ES at Liceo Campoverde, Quito 2017-2018
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Grades will be collected from many different assignments, including (but not limited to): quizzes and tests; FRQ's; case
studies; math problems; graphing; data analysis; AP ES journal; research, presentations and communication of science in
various forms of media; lab participation and reports; field work; note-taking and filing; participation in discussion,
debates, etc; ... and more!

Block tests will always be summative assessments.

The Quimester I exam will be in the form of a 'mock' AP Environmental Science exam, containing multiple choice, FRQ,
math and analysis questions.

Students who present the AP exam in May will be exonerated from the Quimester II exam.

Grading equivalents

Learning Objectives
All work will be graded in one or more learning objectives:
A. Knowledge and Understanding (summative assessments, incl. weekly reading tests and Block tests)
B. Application of Knowledge and Understanding, and Problem Solving
C. Research and Communication
D. Experimental Investigation
E. Data Analysis and Making Conclusions

6. AP Environmental Science Scoring Components (SC on the Scope & Sequence)

SC1 The course provides instruction in Earth Systems.
SC2 The course provides instruction in Earth Resources.
SC3 The course provides instruction in the Living World.
SC4 The course provides instruction in Population.
SC5 The course provides instruction in Land Use.
SC6 The course provides instruction in Water Use.
SC7 The course provides instruction in Energy Resources.
SC8 The course provides instruction in Energy Consumption.
SC9 The course provides instruction in Pollution.
SC10 The course provides instruction in Global Change.
SC11 The course provides students with the scientific principles required to understand the interrelationships of the
natural world and draws upon various scientific disciplines.
SC12 The course includes methods for analyzing and interpreting information.
SC13 The course includes methods for analyzing and interpreting experimental data.
SC14 The course includes methods for analyzing and interpreting mathematical calculations.
SC15 The course teaches students how to identify and analyze environmental problems.
SC16 The course teaches students how to critically examine various solutions for resolving or preventing
environmental problems by evaluating the associated ecological risks and human health risks.
SC17 The course includes a laboratory and/or field investigation component. A minimum of one class period, or its
equivalent, per week is spent engaged in laboratory and/or fieldwork.
AP ES at Liceo Campoverde, Quito 2017-2018
e-mail: josborne@liceocampoverde.edu.ec Blogsite: www.2bguapeslcv.wordpress.com

7. Course Proficiencies (CP on the Scope & Sequence)

CP1. Be competent in lab safety and procedures.
CP2. Apply the scientific method in the laboratory, in research and in field investigations.
CP3. Be proficient in the transfer of information from one form to another, most especially in the manner in which
notes and learning from books, internet, research and class are collected into a coherent form in a file.
CP4. Have sufficient skills in maths in order to follow the course.
CP5. Be able to visualise and present a timeline of the history of the planet Earth, and life on Earth.
CP6. Explain the relationships between plate tectonics, earthquakes, and volcanoes, and relate these to the
formation of the planet Earth.
CP7. Differentiate between strata of the Earth's atmosphere, and the significance of each.
CP8. Investigate some of the biological and physical properties of water.
CP9. Relate some of the world's more important ocean currents to their impact on climate.
CP10. Understand the relationships between the cycling of rocks and the formation of soil.
CP11. Investigate the formation and characteristics of different, local soils.
CP12. Be aware that energy flows and matter cycles within natural systems, and adhere to physical laws.
CP13. Show by means of a diagram, the relationship between climate and biomes.
CP14. Investigate and describe different global and local ecosystems.
CP15. Construct food webs and chains from given data, and show intra-specific and inter-specific relationships among
organisms in different ecological communities.
CP16. Define biodiversity and be able to undertake field work to calculate indices of biodiversity.
CP17. Undertake field work to compare primary and secondary successions.
CP18. Construct models of the adaptive radiation of the finch species on the islands of Galpagos and the
development of the human skull, to understand the process of evolution by natural selection.
CP19. Investigate and draw visual presentations of natural biogeochemical cycles.
CP20. Analyse and describe the characteristics of natural populations, including growth models, and undertake field
studies to collect population data for invertebrates (capture-mark-release) and vegetation (transects and
quadrats).
CP21. Apply previous knowledge about natural populations to the dynamics and characteristics of human
populations.
CP22. Research, make graphs, analyse and present demographic data from different human populations.
CP23. Understand the impact on the natural resources of the planet Earth, as a result of the exponential growth of the
human population.
CP24. Calculate carbon and ecological footprints.
CP25. Visit and research different agricultural enterprises, including intensive and organic farms, and research centres
to understand how agriculture can feed a growing population.
CP26. Debate the use of GMO's in agriculture.
CP27. Undertake a virtual lab to understand how pests are controlled in agriculture.
CP28. Make a comparison between industrial forestry and the exploitation of natural forests by means of visits to an
intensive forestry project and the Amazonian forest.
CP29. Understand the implications of the Tragedy of the Commons, by completing a lab.
CP30. Know the principal rangelands of the world, and the different ways in which they are managed and exploited.
CP31. Know the different ways in which minerals and resources are mined, and for what purposes, and research local
mining activities and their impact.
CP32. Collect data to describe the global water crisis, with particular focus on the water supply for Quito.
CP33. By means of a visit to a water treatment plant, understand how water can be recycled
CP34. Investigate the catastrophic decline in global fish stocks, and understand how fish stocks are estimated,
including a role-playing activity to understand the fishing crisis around the islands of Galpagos.
CP35. Assess global methods of transportation, including costs and environmental impact, and analyse the efficiency
and effectiveness of hybrid and petrol cars.
CP36. Collect and analyse global and local data, demonstrating the process of urbanisation. Understand the reasons
for, and the impacts of urbanisation. Design an environmentally friendly city and show how land must be used
to support the city population.
CP37. Understand the distinction between private, public and federal land and make an investigation into the
management strategies for Cotopaxi National Park.
CP38. Understand the basic concepts of energy provision and use, and know the types of energy.
CP39. Collect data and graph the historical use of energy in the world, and complete an energy audit for the home.
CP40. Know the laws of energy conservation and of thermodynamics.
CP41. Research and plot graphs showing how different forms of energy are generated and utilised in the world,
including, fossil fuel energy, nuclear energy, HEP and renewables. Specifically know the energy generation and
consumption data for Ecuador.
CP42. Through a visit to and analysis of the Toachi-Pilatn HEP project, understand the processes involved in a large
scale energy project, including the politics, economics and impacts.
CP43. Design, build and test a solar model house or a solar water heating system or a solar oven.
AP ES at Liceo Campoverde, Quito 2017-2018
e-mail: josborne@liceocampoverde.edu.ec Blogsite: www.2bguapeslcv.wordpress.com

CP44. By means of a series of labs, understand different forms and consequences of pollution: air, soil and water
(acid rain lab); oil spills (oil on feathers lab); air pollution (particulate pollution from cars); eutrophication
(BOD lab); indicator species (La Hespera); soil pollution (salinisation and seeds lab); air pollution (ozone lab);
solid and liquid waste management.
CP45. Produce a newspaper to research and understand different relationships between pollution, human health,
disease and hunger.
CP46. Understand different economic management systems and the impacts they have on the environment, and
investigate how environmentalism is now forcing economies and consumption to take notice.
CP47. Complete a bioremediation lab to understand how water resources can be made sustainable.
CP48. Examine some environmental problems resulting from different uses of land and soil, and suggest strategies
and alternatives which might make land use more sustainable.
CP49. CAMPAIGN 1: U/V radiation, ozone and skin cancer. Research and campaign in the school community, to
change attitudes towards exposure to solar radiation.
CP50. By means of monitoring the retreat of the Cotopaxi glacier, and critically analysing global, greenhouse gas
production and concentrations, understand the science and impacts of climate change and global warming.
CP51. Collect statistics of the global and local losses of biodiversity and present this information to the school
community, stressing the role of the growth and the needs of consumption of the human population.
CP52. Research a Galpagos invasive species and prepare an informative powerpoint.
CP53. Use global mapping software to research the loss of habitat, and present this information to the school
community, focussing especially on Ecuador.
CP54. Use mathematical modelling to investigate the biology of minimum viable populations for different species.
CP55. Undertake an EIA for a proposed mining project in South Ecuador, and analyse the EIA's for Toachi-
Pilatn, to understand the need for proper environmental project preparation.
CP56. Research one piece of environmental legislation, preparing a presentation.
CP57. Understand different world views of environmental management and make an analysis of a personal
viewpoint, using interviews and questionnaires.
CP58. Understand how the environmental movement has developed in the last 70 years, and for what reasons,
including an understanding of the GAIA hypothesis, Rachel Carson's writings and other leading
environmentalists and groups such as Friends of the Earth and Greenpeace. What is the Ecuadorian
environmental 'scene'?
CP59. Examine, analyse and debate different, global, ethical points of view.
CP60. Dissect the school curriculum and decide where environmental content could be introduced and emphasised.
CP61. (Post-exam) CAMPAIGN 2: Use of plastics and the environmental impact of plastic waste.

8. Teaching, learning and testing routines and timetable

The AP ES week consists of 5 classes (only!)
Monday 11:10-11:50 am Always a reading test, summative, multiple choice + FRQ's
Wednesday 10:00-11-50 am Projects and assignments - many of them on-going
Friday 10:00-11:50 am Experimental investigations and simulations

There will be a reading assignment each week, using the textbook and other resources, tested on Mondays.

Each Block will be completed with a formal, summative test.

A week-long field trip will be intensively used to complete several field investigations.

9. AP Exam: All students should be able to take the exam Thursday 10th May, 2018
The AP exam will consist of two parts, each lasting 90 minutes, separated by a short break:
PART 1: 100 multiple choice questions --> 60% of exam
PART 2: 4 Free Response Questions (FRQs] --> 40% of exam
- experimental design & data analysis
- document based
- synthesis & evaluation {usually 2}
AP ES at Liceo Campoverde, Quito 2017-2018
e-mail: josborne@liceocampoverde.edu.ec Blogsite: www.2bguapeslcv.wordpress.com

10. Course text book:

Environmental Science Fifteenth Edition, 2016, G. Tyler Miller & Scott E. Spoolman, electronic version published by
Cengage Electronic Learning, Canada. A direct media download of the text book is on the Blog: 340692679-
Environmental-Science-15th-Edition Also on the Blog is a link for the text book through Google drive:
https://drive.google.com/a/liceocampoverde.edu.ec/file/d/0B5YQIzQke99KRWdIVWVqQnRaaEU/view?usp=sharing

You will read this book! And you will need to take and file your own notes (Cornell template) on the reading! And
there will be weekly quizzes on the reading, as well as grades given for your notes! Class time is not for reading; reading
is usually done at home.

Two other text books can be recommended for additional support, though neither is freely downloadable:
1. AP Edition of Living in the Environment, Eighteenth Edition, 2015, G. Tyler Miller & Scott E. Spoolman,
electronic version published by Cengage Electronic Learning, Canada
2. Environmental Science for AP, Second edition, 2015, Andrew Friedland and Rick Relyea, W.H. Freeman and
Company, New York

Supplemental Text: Cracking the AP Environmental Science Exam, current edition (College Test Preparation,
Princeton Review, available on Amazon.com) you will need to purchase this in September when it is released for
reviewing for the AP ES test, and for use in the classroom. This is an excellent test prep resource!

11. Classroom Rules: Work Hard! Be Nice! Be a listener!

1. Cooperation: So much of what we do in class will be collaborative, in groups. We are amazingly arrogant if we
think we can achieve everything alone! Be prepared to work with anyone else.
2. Trust: Many activities will be self-directed and therefore a degree of trust amongst all of us is required.
3. Respect: Everyone has the right to be listened to and to have an opinion. I honour all opinions and everyone
will be listened to, no one will have a right or wrong opinion.
4. Be able to justify all that you do and say!

12. Class Materials - necessary in all classes, unless specified otherwise

1. Small laptop or tablet (perhaps a smartphone with a decent screen)
2. Pencils and pens - have colours available
3. Your work file
4. Calculator
5. Scissors, glue, ruler and the usual other things

13. Expectations & Commentary:

In an effective college-preparatory AP Environmental Science class, you develop skills and knowledge you will need in
order to be successful in entry-level college science courses. The manner in which you work with the content is as
important as the content itself, because it directs how you develop higher-level reasoning and a grasp of science skills.

AP Environmental Science emphasizes problem solving, critical thinking and decision making - informed application of
your knowledge. AP ES topics are organized in a meaningful, coherent way that encourages you to continually build
understanding. Content presentation is interactive and is carried out using questioning and inquiry examples from
everyday life. This course is definitely enquiry based learning. AP ES has many applications in everyday life and
exploring their relevance in your life, solidifies understanding.

You also learn content through laboratory investigations that allow you to experience and experiment with the topic
being taught. Labs often require mathematical calculations, thus encouraging you to apply your math skills. You will
constantly apply and refine your math skills as you collect and analyze data, and determine trends in sets of data and how
to determine whether relationships exist between two variables.

Applying and refining science process skills, such as data analysis and interpretation and error analysis, are vital for
college success. Collecting data during a lab helps you understand the link between measurement and data. You will
develop an understanding of the different ways data can be presented.

You will be required to state clear, complete research problems, describe the design of the experiment, present results,
and write thorough, articulate conclusions. You are responsible for representing your data in a format (tables & line
graphs) that will best illustrate the conclusions. You are asked to write extended answers to challenging open-ended
questions and are routinely expected to take detailed notes during reading.
AP ES at Liceo Campoverde, Quito 2017-2018
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14. Academic Honesty

An enquiry based science, such as Environmental Science, which requires research and investigation, is totally dependent
upon other investigators', previous work. All our present and new understandings, and everything we ourselves find out,
is adding to what has gone before. Of course we must use other people's finding but we must absolutely respect and
acknowledge their ownership, and in no way suggest that it is our work.

Plagiarism: Plagiarism is a form of cheating whereby an attempt is made to pass off someone elses written work as the
one's own. Plagiarism includes, but is not limited to, copying directly from a source when writing a report, without
providing credit to the source's author.. It is unnecessary to copy an entire article for the copying to be plagiarism. Peer
editing that may be assigned or allowed by the teacher is not plagiarism. Collaborating on individual assignments, which
may be handled in a cooperative manner, should be expressly designated as such by the teacher. Other than peer editing,
only cooperative assignments are to be shared with other students before they are turned in for credit.
AP ES at Liceo Campoverde, Quito 2017-2018
e-mail: josborne@liceocampoverde.edu.ec Blogsite: www.2bguapeslcv.wordpress.com
AP Environmental Science

SCOPE AND SEQUENCE

Text book & APES

APES curriculum Teaching Labs, Research and Projects and Scoring Course Pro-
UNIT Unit section Unit content Resources Skills
connections hours Investigation, Visits assignments Component ficiencies
www.2bguapeslcv.edu.ec s
DIAGNOSTIC
Week 1
EVALUATION
I Earth Systems and
1 THE PLANET EARTH SC 11
Resources
1A Earth's systems and
Week 2 1. Infographic presentation Obj 3 SC 1 & 2 CP 3
resources
1. Earth history time scale Obj 2 CP 4
SC 12
1Ai Earth science concepts 1A Earth Science Concepts 2. Plate tectonics calculations - Obj 3 CP 5
SC 14
Hawaii Obj 5 CP 6
1Aii The atmosphere 1B The Atmosphere CP 7
SC 12 CP 3
1C Global Water Resources 1 Thermal expansion of water Obj 4
1Aiii Global water resources 1. Ocean's currents visual SC 13 CP 8
and Use lab Obj 3
SC 17 CP 9
1. Soil types & texture - inv
2. Soil testing 1. Soil types - dichotomous Obj 2 SC 12 CP 10
1Aiv Soil and soil dynamics 1D Soil and Soil Dynamics
3. Soil permeability key (La Hespera?) Obj 4 SC 13 CP 11
4. Acid rain and erosion inv
1B The living world II The Living World Week 3 SC 3 CP 12
SC 12
1. Biome research Obj 3 CP 13
1Bi Ecosystem structure IIA Ecosystem structure 1 Eco-columns - run 8 weeks SC 13
2. Research ecological niche Obj 4 CP 14
SC 17

1. Seashore food webs and CP 3

SC 12
1Bii Energy flow IIB Energy Flow chains from data Obj 2 CP 4
SC 14
2. Pyramids from data CP 15

1. Shannon Index - Trail Mix SC 12

CP 3
2. Simpson's index - spider lab 1 Defining biodiversity Obj 2 SC 13
1Biii Ecosystem diversity IIC Ecosystem Diversity Week 4 CP 4
3 Biodiversity indices - La 2 Virtual biodiversity lab Obj 3 SC 14
CP 16
Hespera SC 17
1. Human evolution skull inv SC 12 CP 4
1Biv Natural ecosystem 1. Mapping succession Obj 2
IID Natural Ecosystem Change 2. Galpagos adaptive SC 14 CP 17
change Cotopaxi Obj 5
radiation SC 17 CP 18
1Bv Natural biogeochemical IIE Natural Biogeochemical
Biogeochemical newspaper Obj 3 CP 19
cycles Cycles
THE HUMAN SC 4
2 POPULATION III Population SC 11
EXPLOSION SC 15
1. Capture/mark/release SC 12
CP 3
Lincoln index invertebrates SC 13
CP 4
2A Population biology IIIA Population Biology 2. Quadrats and vegetation Obj 2 SC 14
Week 5 1. Plotting S curves from data CP 20
concepts Concepts density Obj 4 SC 17
3 Duckweed population SC 13
CP 3
growth - 4 weeks SC 14
2B Growth of the human
IIIB Human Population Week 6 SC 4 CP 21
population
1. Population structure
graphing
CP 3
2Bi Human population IIIB1 Human population 2. Plotting J curves and human Obj 2 SC 12
CP 4
dynamics dynamics population increases over Obj 5 SC 14
CP 22
years
3. Demographic analysis
SC 12
1. World population research CP3
2Bii Human population SC 13
IIIB2 Population Size lab Obj 4 CP 4
dynamics SC 14
2. Bread mould lab CP 23
SC 17
IIIB3 Impacts of Population
2Biii Consequences 1. Calculating Carbon footprint Obj 2 & 5 SC 12 CP 24
Growth
THE PLANET'S
3 RESOURCES AND THEIR IV Land and water use SC 11
USE
3A Land and water resources Week 7 SC 5 & 6
SC 12
1. Tragedy of the commons lab Obj 4 CP 29
SC 17
IVA Agriculture 1. Visit Potato Centre, INIAP,
SC 12 CP 25
IVA1 Feeding a Growing Quito 1. Debate GMOs Obj 4
3Ai Agriculture SC 13 CP 26
Population 2 Visit organic farm 2. Assessing intensive farming Obj 5
SC 16 CP 27
IVA2 Controlling Pests 3 Virtual Biol control lab
SC 12
1. PCQM for forestry carbon SC 13 CP 4
3Aii Forestry IVB Forestry Week 8 Obj 4 & 5
holding SC 14 CP 28
SC 17
3Aiii Rangelands IVC Rangelands CP 30
SC 12
3Aiv Mining IVE Mining 1. Cookie mining lab Obj 4 SC 13 CP 31
SC 17
SC 12
IC Global Water Resources 1. Water purification inv CP 32
3Av Water Week 9 Obj 4 SC 13
and Use 2. Visit water treatment plant? CP 33
SC 16
1. How to estimate fish Obj 2 SC 12 CP 4
3Avi Fishing IVF Fishing
stocks? Research inv Obj 5 SC 14 CP 34
1. Conventional v hybrid car
IVD2 Transportation SC 12
3Aviii Transportation research, analysis and Obj 3 & 5 CP 35
Infrastructure SC 16
conclusiona
IVD1 Urban Land
3Aviii Urban development CP 36
Development
IVD3 Public and Federal SC 12
3Aix Public land 1. Cotopaxi NP management Obj 3 & 5 CP 37
Lands SC 16
SC 12
1. Land use planning project Obj 3 CP 3
SC 16
V Energy Resources and
3B Energy resources Week 10 SC 7 & 8
Consumption
3Bi Energy concepts VA Energy Concepts CP 38
1. Graphing energy SC 12 CP 3
3Bii Energy consumption VB Energy Consumption consumption historically Obj 3 SC 14 CP 4
2.Home energy audit - inv SC 16 CP 39
3Biii Energy conservation VF Energy Conservation CP 40
3Biv Nuclear energy VD Nuclear Energy Week 11 CP 41
SC 12
CP 41
3Bv HEP VE Hydroelectric Power 1. Creating mini-HEP 1. Toachi- Pilatn visit Obj 4 SC 13
CP 42
SC 17
VC Fossil Fuel Resources and 2. Energy generation from
3Bvi Fossil fuels Week 12 Obj 4 SC 12 CP 41
Use different fuels
SC 12
1. Design and build a solar
1. Renewable proposal for Obj 3 SC 13 CP 41
3Bvii Renewable energy VG Renewable Energy house or solar oven or solar
Tumbaco Obj 4 SC 16 CP 43
water heating system
SC 17
SC 9
NEGATIVE IMPACT; VI Pollution SC 10
4 CP 44
POSITIVE RESPONSE VII Global change SC 11
SC 15
1. Acid rain lab
VI Pollution 2. Oil on feathers lab SC 12
4Ai Air pollution VIA Pollution Types 3. Assessing particulate SC 13 CP 3
4Aii Noise pollution VIA1 Air pollution
4A Pollution Weeks 13/14 pollution from cars lab Obj 4 SC 14 CP 4
4Aiii Water pollution VIA2 Noise Pollution 4. Biological oxygen demand SC 16 CP 44
4Aiv Solid Wastes VIA3 Water Pollution (BOD) SC 17
VIA4 Solid Wastes 5. Indicator species (La
Hespera?)
VIB Impacts on the
Environment and Human
Health NEWSPAPER PROJECT
VIB1 Hazards to Human 1. Research one epidemic
4B Human health, hunger CP 3
Health Weeks 15/16 disease, presentation Obj 3 SC 12
and disease CP 45
VIB2 Hazardous Chemicals in 2. Research one chemical
the Environment disaster, presentation
(IIIB3 Impacts of Population
Growth)
4C Global economics and IVG Global Economics
Week 17 CP 46
economic impact VIBC Economic Impacts
SC 12
(1C Global Water Resources
4D Sustainable water use SC 13
and Use) Week 18 1. Bioremediation lab Obj 4 CP 47
and conservation SC 16
(VIA3 Water Pollution)
SC 17
Quimester 1 Exam APES Mock) Obj 1 & 2
IVD4 Land Conservation
Options
4E Soil problems and SC 12 CP 3
IVD5 Sustainable Land-use Week 19 1. Analysis of land use data Obj 5
conservation SC 16 CP 48
Strategies
(1D Soil and Soil Dynamics)
CP 1
SC 12
CP 2
4F Ozone depletion VIIA Stratospheric Ozone Week 20 1. Ozone lab Obj 4 SC 13
CP 49
SC 17
SC 12
1. Glacier retreat monitoring 1. Greenhouse gas plotting and Obj 4 CP 3
4G Global warming VIIB Global Warming Week 21 SC 14
Cotopaxi critical analysis Obj 5 CP 50
SC 16
VIIC Loss of Biodiversity CP 3
1. Invasive species inv and SC 12
4H Biodiversity loss (IVD4 Land Conservation Week 22 Obj 3 CP 51
presentation Galpagos SC 16
Options) CP 52
VIIC1 Habitat Loss
(IVD4 Land Conservation
4I Habitat loss and 1. Minimum viable population SC 12 CP 4
Options) Obj 2
degradation, and Week 23 analysis SC 14 CP 53
(IVD5 Sustainable Land-use Obj 5
conservation of land 2. Mapping habitat loss SC 16 CP 54
Strategies)
(IVC Rangelands)

(IVE Mining)
(IVF Fishing)
(IVG Global Economics)
(VD Nuclear Energy)
1. EIA analysis - Toachi-
(VIA1 Air Pollution)
Pilatn HEP dam (La
4J Legislation and global (VIA2 Noise Pollution) 1. Toachi-Pilatn visit (La Obj 3 SC 12 CP 55
Weeks 24/25 Hespera?)
agreements (VIA3 Water Pollution) Hespera?) Obj 5 SC 16 CP 56
2. Research and present global
(VIB2 Hazardous Chemicals in
agreement
the Environment)
(VIIA Stratospheric Ozone)
(VIIB Global Warming)
(VIIC3 Loss of Biodiversity)

ENVIRONMENTAL
5 SC 11 CP 57
PERSPECTIVES
5A The GAIA hypothesis Week 26 CP 58
5B The environmental
CP 58
movement
5C Environmental ethics
CP 59
and human values
5D Environmental CP 58
Week 27
worldviews CP 59
5E Environmental education
CP 60
and activism
Weeks
APES EXAM PREPARATION
28/29/30
APES EXAM May
I) U/V radiation, ozone and
CP 49
CAMPAIGNS skin cancer
CP 61
ii) Plastics