AP Environmental Science Class Update

Last week, the students of the AP Environmental Science class explored the riveting world of pathology and toxicology as it pertains to human health and risk assessment. Using a combination of old-school teaching styles and modern technology, the class learned about historically devastating infectious diseases such as Malaria, the Plague, and Tuberculosis, as well as emerging diseases to include but not limited to: Zika virus, Bovine Spongiform Encephalopathy- otherwise known as “Mad Cow Disease,”- Ebola Hemorrhagic Diseases, and Human Immunodeficiency Virus (HIV)/ Acquired Immune Deficiency Syndrome (AIDS). Students created graphic organizers, engaged in open discussions, and collaborated in note-taking via Google software on their Chromebooks in effort to truly understand the symptoms, causes, and possible treatments for these diseases. Through their learning, the students began to firmly grasp one of the many fundamental underlying concepts of this course, the idea that every action and step towards advancement has a consequence, either on human or animal populations or the environment, known as “trade-offs.” This idea extends itself to widespread pesticide (such as DDT) use on agricultural lands leading to increased cases of cancer in humans, extermination of beneficial terrestrial species, and bioaccumulation in aquatic organisms. 

In order to entwine the seemingly complex concepts of toxicology as well as responsible chemical usage into the lives of 11th grade teens, a simple at-home assessment of common household products revealed many chemicals that posed alarming characteristics. Students were tasked to list all active ingredients in their product, research the nature of the chemical for traces of toxins, state how often they or their family used the product, and pose an alternative product that promotes environmental and human safety. For example, in their assessment of Clorox Bleach, Raid, and Lysol products, students Edan Mayron, Macayla Gritz, and Jonah Bronfman uncovered the alarming fact that several of the active ingredients were known carcinogens and allergens (although not recognized as such by OSHA-Occupational Safety and Health Administration). A sample of these harmful chemicals include sodium polyacrylate, ammonium hydroxide, phenylphenol, cypermethrin, and dimethicone.

While it is important for the students to identify potential harmful ingredients, it is equally important to understand that the concentration of these chemicals plays a large role in their ability to serve as harmful to human populations and animals. Nonetheless, sustainable and environmentally friendly products are promoted as the safer alternative when available as per the Green Chemistry Program founded by Paul Anastas of the EPA. A fourth student, Mikaela Mesch, understands and practices this philosophy in her own home by selecting cleaning products with minimal toxic substances. Our exploration continues into the coming weeks as we prepare our students for exams and the world ahead.

I leave you with a link to the “12 Principles of Green Chemistry,” courtesy of Mrs. Lauren Jordan, Science Department Chair.

Mr. DeLandsheer, 

AP Environmental Studies Teacher