Course title

Pre-requisite

Course description

Environmental Science 1 & 2 examine the relationships of living organisms to both living and non-living components of ecosystems. Human impact on natural systems will also be explored.

Topic 1: Science and the Environment
Big Ideas:
Culture; ethics; and religion all influence our views of the natural world and impact the environment.
Sustainable development is essential to meeting both current and future resource needs.
The scientific method allows us to obtain and evaluate data regarding human environmental impact.
Guiding Questions:
What influences our views of the natural world?
How should we use our natural resources?
How can we obtain unbaised information about human impact on the planet?
Content:
Define the term "environment" and describe several current environmental problems
Compare and contrast several ethical; religious and cultural traditions that influence our perception of the natural world.
Define the term "sustainable development" and explain several of its requirements.
Explain the steps of the scientific method and describe an experiment of your choice demonstrating the use of this scientific method.
Labs/Activities:
Tragedy of the Commons – management of a shared resource
Effects of Sodium Chloride on Water Temperature – Ice Crystal Formation (Experimental Design)

Topic 2: Matter & Energy
Big Ideas:
All organisms are composed of organic molecules and use or create organic molecules.
Environmental systems use matter and energy that form cycles.
Guiding Questions:
What types of chemical compounds are important to living things?
How do matter and energy move through natural systems?
Content:
Define; and summarize the roles of the four major kinds of organic compounds.
Summarize the principles of conservation of matter and energy; and explain the importance of these concepts to the study of environmental systems.
Describe the relationship between photosynthesis and respiration in terms of energy transfer through ecosystems.
Describe the cycling of energy through food chains; food webs; and the various trophic levels of communities.
Explain the concept of pyramids of energy; biomass and pyramids of individuals in ecosystem structure.
Summarize the cycling of carbon; nitrogen; sulfur and phosphorous within ecosystems.
Labs/Activities:
Conservation of Mass & Energy
Macromolecules - Iodine Test for Starch in Foods and Analysis; Enzyme Amylase Action on Starch and Analysis; DNA (Strawberry; Banana; Pea) Extraction Lab and Analysis

Topic 3: Populations & Communities
Big Ideas:
Limiting factors determine carrying capacity.
Humans impact their environment and influence their own population and limiting factors.
Species in a community interact in ways that can both positively and negatively impact each population.
Guiding Questions:
How are natural systems organized?
How do populations grow; and what factors influence population size?
How and why has the size of the human population changed throughout our history?
How do species in a community influence one another?
Content:
Define the terms species; populations; communities and ecosystems; and describe the ecological significance of each of these levels of biological organization.
Describe idealized J and S population growth patterns and explain how these patterns relate to the carrying capacity of the habitat.
Compare and contrast density-dependent and density-independent population events.
Describe the theory of island biogeography and the implications of those understandings in trying to preserve endangered species in fragmented habitats.
Describe the concepts of genetic drift; founder effects and population bottlenecks and how these events affect population dynamics.
Trace the history of human population growth.
Describe how changes in life expectancy; infant mortality; women's literacy; standards of living and democracy affect population changes.
Describe how species interact in predation; competition; symbiotic relationships; and coevolution.
Labs/Activities:
Island Biogeography and Evolution: Solving a Phylogenetic Puzzle Using Molecular Genetics;
Radiometric Dating and Maps – Multidisciplinary Paper Lab
Yeast Habitat Carrying Capacity Lab

Topic 4: Biomes & Biodiversity
Big Ideas:
Biotic and abiotic factors in the environment determine where species occur.
Each biome consists of different biological communities; whose location on the planet determined by physical factors such as climate.
Biodiversity is typically higher near the equator.
Diverse communities are typically more resilient when disturbed.
Biodiversity is an important resource to humans; but our actions often contribute to the extinction of species.
Guiding Questions:
What factors determine where species live?
What are the characteristics of the major biomes; and what factors determine where they occur?
What is biodiversity; which habitats are more diverse?
What impact do humans have on biodiversity?
Content:
Describe several environmental factors which influence where species live.
Describe the characteristics of the earth's major aquatic and terrestrial biomes.
Explain the most important factors that determine biome distribution.
Summarize several important ways humans disturb; disrupt and damage each of these ecosystem types.
Describe the relative distribution and total number of species on earth.
Discuss the influence of diversity and complexity on the stability of communities.
Describe the concept of ecological succession and tell what factors influence how one species may replace another in an ecosystem.
Summarize some of the ways humans benefit from sustained biodiversity.
With the aid of a specific example; describe the effects of the introduction of exotic species on established populations of indigenous species.
Describe several significant ways humans cause loss of biodiversity.
Describe several ways we are implementing long-range plans to save endangered species and preserve biodiversity.
Labs/Activities:
Using Microscopes to Analyze Pond Water Species
Campus Flora and Fauna Identification and Relationships - Field Logs

Topic 5: Earth's Resources; Climate; and Air Pollution
Big Ideas:
Resources are deposited as part of the rock cycle; and extracted via mining. Mining often causes physical and chemical damage to adjacent land.
Differential solar heating; along with wind patterns; proximity to water; and elevation; influence the climate of an area.
Human activities add several chemical pollutants to the atmosphere; leading to smog; acid rain; respiratory damage.
Greenhouse gases in the atmosphere retain heat from the sun; making the planet warmer. Human burning of fossil fuels has increased the amount of greenhouse gases in the atmosphere; which has enhanced this effect.
Guiding Questions:
What causes climate and weather patterns across the globe?
How do humans impact the atmosphere?
What is the greenhouse effect; and how do human activities impact this process?
Content:
Describe the formation and characteristics of the three major types of rocks.
Describe the environmental effects of mining and mineral processing.
Explain how ocean currents; jet streams; prevailing winds; and frontal systems determine local weather.
Describe how El Nino cycles change ocean surface temperatures and affect continental climate.
Describe the major categories and sources of air pollution.
Analyze the origins and dangers of some indoor air pollutants.
Describe how air pollution damages human health; vegetation; and building materials.
Analyze and discuss human contributions to global climate change.
Discuss the environmental effects and consequences to humans of earthquakes; volcanoes and tsunamis.
Labs/Activities:
Testing Greenhouse Heat Absorption
Weathering Analysis of Sedimentary Rocks

Topic 6: Water Use & Pollution
Big Ideas:
The water cycle describes how water on our planet moves from one reservoir to another.
We use water for agriculture; industry; and in our homes.
Water shortages are caused when local populations outgrow their water supply; which can have drastic consequences; particularly in developing nations.
Guiding Questions:
How does water move from one form/source to another?
What are the causes and consequences of water shortages?
Content:
Summarize the basic pathways of the hydrologic cycle.
Describe several important ways we use water.
Summarize the causes and consequences of water shortages around the world and tell how these events affect peoples' lives.
Analyze and evaluate several proposals to increase water supplies and manage human demand for water.
Define the term water pollution.
Describe several types of water pollution and tell about their source and effects on life.
Describe the differences in water treatment and quality in developed countries as opposed to developing countries.
Summarize the causes and consequences of ocean pollution.
Evaluate the advantages and disadvantages of several methods of human waste disposal techniques.
Describe the major features of the Clean Water Act.
Labs/Activities:
Creating a Watershed Model
Water Quality Measurement
Ground Water Pollution Lab – Modeling Contamination

Topic 7: Land Use; Pest Control; & Waste Management
Big Ideas:
Humans use land to build cities; for agriculture; and recreation; as well as setting land aside to remain in its natural state.
Mechanized agriculture requires the extensive use of fertilizers and other chemicals; and often leads to unsustainable soil management.
Pests can be controlled via chemical pesticides; or via Alternative Pest Management.
The vast majority of solid waste comes directly from industry. This waste is either buried in a landfill; or burned in an incinerator.
Guiding Questions:
How do humans use land resources?
What are some of the consequences of how we grow our food?
How do we control pests?
What are the major sources of solid waste; and where does this waste go?
Content:
Describe how humans have impacted the natural landscape.
Describe the problems facing national parks; wildlife refuges and wilderness areas around the world.
Discuss the factors that lead to the destruction of tropical forests.
Describe mechanized agriculture; and the potential for low-input; sustainable; regenerative agriculture.
Outline the extent; location; and state of grazing lands around the world.
Analyze some of the promises and perils of genetic engineering.
Describe several major types of pesticides and name the pests they are meant to control.
Describe some of the problems to human health caused by pesticide use.
Explain several alternative methods of pest control.
Identify the major kinds of materials that are considered to be waste.
Describe how these materials are being disposed of in different areas of the world.
Compare and contrast the use of a dump; sanitary landfill and modern secure landfill.
Summarize the benefits; problems and potential of recycling and reusing wastes.
Summarize some alternatives for reducing the waste and hazardous materials we generate.
Labs/Activities:
Garbology Lab – Collect; sort; and analyze solid waste produced in a week
Construct and Analyze Decomposition in a Model Landfill

Topic 8: Conventional & Sustainable Energy
Big Ideas:
Fossil fuels provide most of our energy; but these fuels are a non-renewable resources.
Per capita energy consumption is typically much higher in the United States than in other industrial nations; and much higher in industrial nations than in developing nations.
Several sources of alternative energy exist; but none of these sources (alone or in combination) are currently able to satisfy our demand for energy in the absence of fossil fuels.
Guiding Questions:
What are our major sources of energy; and how is this energy used?
How can energy be harnessed and used in a sustainable manner?
Content:
List and summarize our current energy sources and explain how energy use has changed through history.
Compare our energy consumption with that of other people in the world.
List the various ways we use energy.
Summarize the available reserves of fossil fuels throughout the world.
Discuss the environmental concerns relating to the use of nuclear power.
Describe some of the opportunities for energy conservation available to us.
Describe how active and passive systems capture solar energy and how photovoltaic collectors generate electricity.
Evaluate the potential and practical application of each of the following sources of energy: Dung; Crop residues; Energy crops; Wind; Hydropower; Geothermal; Tidal power/wave energy
Labs/Activities:
Comparing energy content and pollution from various fuel sources
Analyzing light bulb efficiency – light and heat production

Topic 9: Human Health
Big Ideas:
Infectious diseases were the primary health concern for most of human history; however; our exposure to toxic industrial chemicals has brought us a new suite of environmental health concerns.
Guiding Questions:
What are the most pressing concerns in human health; and how have these concerns changed throughout human history?
Content:
Describe how the global disease burden has changed in recent years.
Identify major infectious organisms and hazardous agents that cause environmental disease.
Describe emergent human and ecological diseases.
Distinguish between toxic and hazardous chemicals.
Describe toxin movement and persistence in the environment.
Evaluate major environmental risks and tell how those risks are determined.
Describe some of the major food and nutritional issues relating to the environment and human health.
Labs/Activities:
Brine shrimp LD50 – testing toxicity of household chemicals

Topic 10: Ecology; Economics; & the Environment
Big Ideas:
Economic interests often trump concern for the environment when making decisions about resource use.
Many important laws have been passed to protect environmental interests.
The environmental movement has had an important impact; both legally and culturally; throughout its history.
Knowledge of the impact of our actions on the environment can be used to make ethical decisions about our actions as consumers.
Guiding Questions:
How do economics drive our decisions about resource use?
What are some important pieces of environmental legislation?
How has the environmental movement evolved?
How then; should we live?
Content:
Understand how resource supply and demand affect price and technological progress.
Describe ways to measure values of resources other than GNP.
Discuss the role of business in achieving future sustainability.
Understand how a bill becomes law; and recognize some of the major U.S. environmental laws of the past 30 years.
Summarize at least five major events in the history of the environmental movement.
Compare and contrast traditional vs. radical environmental groups and analyze the tactics used by each to bring about environmental and social change.
Outline several positive steps that you could take to be a better green consumer.
Formulate your own philosophy and action plan for what you can and should do to create a better world and a more sustainable environment.
Labs/Activities:
none

Example Lab I:
Topic 3: Populations & Communities
Yeast Habitat Carrying Capacity Lab
Purpose: Students are to examine the activity of a yeast population over time to determine if the population reaches carrying capacity.
Scientific Question: How does time affect the growth of yeast a population?
Directions: In this lab you will be working in groups to create three different “habitats” for yeast and then measuring their population growth. To create your yeast habitat; you will be using 3 different solutions of corn syrup; 5% 25% and 50%. We will be c collecting a class data set with 3 subsets of diameter in centimeters for each balloon over time. We will average the data and then plot the population growth.
Step 1: Collect materials. You will need 3 test tubes with 5%; 25% and 50% corn syrup solution; a stirring rod; a 400 ml beaker as a warm water bath; a 100 ml graduated plastic beaker; every two tables will share a 400 ml beaker with 200 ml of warm water and 1 packet of yeast.
Step 2: Prepare the yeast solutions. With the group next to you; mix a packet of yeast into 200 ml of warm tap water. You will be using this same 200 ml yeast solution between two groups.
A- the yeast into the warm tap water until it is evenly suspended in the solution ( 400 ml beaker; 200 ml of water and 1 packet of yeast)
B-Add 25 ml of the yeast solution to your 5% molasses test tube; 25% molasses test tube; then add another 25 ml to your 50% molasses solution.
C-Immediately place a balloon over each test tube and secure each balloon with a rubber band. With your thumb over the top of the tube and balloon; shake each tube gently for 2 minutes.
D-Place each tube in the rack in the warm water bath. As the yeast eats the molasses; they will produce CO2 (just like you do when you breathe out). The yeast will also grow and reproduce. The amount of CO2 produced is an indirect way to measure the population growth of your yeast populations.
E-After 5; 10 ;15 and 20 minutes; measure the diameter of the balloon with a piece of dental floss; place it in a cm ruler and record the data.

Example Lab II:
Topic 6: Water Use & Pollution
Ground Water Pollution Lab – Modeling Contamination
OBJECTIVES
Develop hypothesis about what will happen when proposed materials are introduced into a model well.
Create a model and calculate the differential rate at which solid and liquid pollutants affect water supplies.
Explain how different pollutant sources affect water supplies.
MATERIALS
aquarium gravel; light-colored
beaker; 500 mL
food coloring; red
nylon stocking or cheesecloth
paper cup
rubber band; small
sand; light-colored
soda bottle (2 L); clear; bottom two-thirds
spray nozzle and tube from a spray bottle
water
watercolor paint in solid form; blue
PROCEDURE
PART I—BUILD A MODEL WELL
1. Fill the bottom two-thirds of a soda bottle about half full with aquarium gravel.
2. Fold the piece of nylon stocking several times; and place it across the open end of the sprayer tube. Secure the nylon stocking tightly to the tube with the rubber band. Insert the tube into the gravel along the side of the bottle. The end of the tube should be about 3 cm from the bottom.
3. Add water until it just covers the gravel. Then add sand to about 3 cm from the top of the bottle. Pump the spray nozzle a few times to get the flow of water started. Spray the water into the beaker.
4. Pump the nozzle and observe the water level in the soda bottle. What happens?
5. With your pencil; punch a few small holes in the bottom of the paper cup. To simulate precipitation; fill the cup with water and let the water drizzle out through the holes onto the sand. Try to avoid stirring up the sand; because this may cause the sand to seep down and clog the tube. While you pump the nozzle; practice adding precipitation until you can add and remove water at about the same rate.
PART II—ADD SOME POLLUTION
6. Place 10 drops of red food coloring on top of the sand. This represents pollution; such as pesticides or other chemicals; that is dissolved in surface runoff. Begin pumping the well and adding precipitation. As you proceed; be sure that the water level stays between the surface of the sand and the end of the tube. Watch for red coloration to appear in your discharge beaker. How many squeezes of the trigger does it take for the food coloring to pass through the well?
7. Is your well polluted permanently? Explain.
8. Place a few crumbled bits of blue paint on top of the sand. This represents waste or other solid pollutants that contaminate groundwater by dissolving in surface water that seeps into the ground. Repeat the process described in step 6. How many squeezes does it take for the color to appear this time?
9. Explain why the food coloring passed through the well at a different rate than the crumbled paint did.
10. Predict how a different rate of precipitation would affect the speed at which a pollutant shows up in the pumped water.

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• LINT
• Integrated science

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Online / Virtual