APES Semester 1 Review

Transcription

1 APES Semester 1 Review Name Date Per 1. What are the primary factors that determine an individual s ecological footprint? 2. Why is the average ecological footprint higher in the United States than in many other countries? 3. How can urban areas be planned to promote sustainability? 4. What are the major sources of noise pollution in urban areas? How can noise pollution be reduced? 5. Define the Tragedy of the Commons and give 2 examples. 6. Define and give 2 examples: Renewable resource Define Example Example Nonrenewable resource 7. During cultural revolutions (like the agricultural and industrial revolutions).the food supply (increased / decreased / remained the same).life expectancy (increased / decreased / remained the same).living standards (increased / decreased / remained the same).death rates (increased / decreased / remained the same) 8. Energy use during the Industrial Revolution shifted from dependence on to dependence on 9. Write the equation for doubling time. 10. If the growth rate of a country is 2%, how long would it take the population to double? (show work) 11. Growth rate = ( Births + ) ( - ) 12. What 2 countries have the largest populations? and

2 13. Compare and contrast developed and developing countries: Circle your choice Higher percentage of the world s population Developed Countries Developing Countries Higher percent of the world s resource use Developed Countries Developing Countries Pyramid-shaped histogram Developed Countries Developing Countries Higher percent of the world s pollution waste Developed Countries Developing Countries Higher rate of population growth Developed Countries Developing Countries Higher percent of the world s wealth & income Developed Countries Developing Countries India and Kenya Developed Countries Developing Countries Higher percentage of elderly people Developed Countries Developing Countries Higher status for women Developed Countries Developing Countries Subsistence agriculture is more common Developed Countries Developing Countries 14. Describe the first agricultural communities. 15. Draw and label a graph of birth rate, death rate, and population growth during a demographic transition: 16. Compare & contrast the population policies in India & China. India China 17. How does the World Bank function to reduce poverty? 18. Use examples to differentiate between an ecosystem, population, and community.

3 19. Define and give an example: Define Autotroph Example Heterotroph Producer Primary consumer Secondary consumer Herbivore Carnivore Omnivore Scavenger Decomposer Detritus feeder 20. Define and give an example for each of the following species roles: Species role Define Example Endemic Exotic invasive Keystone Generalist Specialist r-strategist K-strategist 21. Define and give 2 examples of each type of species relationship: Define Example Example Competition Predation Mutualism Parasitism Commensalism

4 22. Explain how a food chain is governed by the Laws of Thermodynamics: 23. Energy (cycles / flows in one direction). Matter (cycles / flows in one direction). 24. Which nutrient cycle has no atmospheric component? 25. Define the terms associated with the carbon cycle. Does each increase or decrease the amount of CO 2 in the atmosphere: Define Cellular respiration Increase / Decrease Photosynthesis Combustion Decomposition Sequestration Increase / Decrease Increase / Decrease Increase / Decrease Increase / Decrease 26. What is the largest carbon dioxide sink? 27. Define the steps of the nitrogen cycle: Nitrogen fixation Assimilation Nitrification Ammonification Denitrification 28. How do humans impact each biogeochemical cycle? Water Carbon Nitrogen Sulfur Phosphorus

5 29. Draw an example of: Linear growth Exponential growth Logistic growth (include a label for the carrying capacity) 30. Draw the general population graphs for an early loss species, constant loss species, and late loss species. Give an example of each type of species: Early Loss Constant Loss Late Loss Graph Example 31. Name 2 ecosystems with high net primary productivity per unit area: Name 2 ecosystems with low net primary productivity per unit area: 32. Explain how natural selection results in adaptation and evolution: 33. Identify 5 or more characteristics of species that tend to make them more vulnerable to extinction. 34. Compare and contrast primary and secondary succession. Provide examples. Primary Secondary 35. Where are the following lake and ocean life zones? Lake zone Location Ocean zone Location Limnetic Euphotic Littoral Profundal Benthic Coastal Bathyl Abyssal

6 36. Match the biome to the description: A. tundra B. desert C. savanna D. temperate grassland E. temperate deciduous forest F. taiga G. tropical rain forest H. chaparral 1. Poor soil because the nutrients are rapidly absorbed 2. Succulent plants 3. Boreal forest 4. Fire adapted community near coast 5. Leaves change colors and fall off the trees 6. Permafrost 7. Large herds of grazing animals and their predators; threatened by desertification 8. High competition resulted in the evolution of many specialized species 9. Much of this biome has been converted for agricultural use because of its excellent soil 10. Needle-like evergreen leaves 11. Cold temperatures and low rainfall 12. Most biodiverse terrestrial ecosystem 37. Describe at least 4 factors that influence climate in a particular region. Compare and contrast the El Nino and La Nina currents in terms of location, temperature, current direction, climate impacts, and upwelling impacts. El Nino La Nina 38. Describe the relationship between plate tectonics and the locations of earthquakes and volcanoes. 39. Define and give examples: Define Examples Mineral Rock 40. Strip mining is an example of (surface / subsurface) mining. Subsurface mining disturbs (more / less) land than surface mining. Subsurface mining produces (more / less) waste material than surface mining. Subsurface mining is (more / less) dangerous than surface mining. Sub surface mining will get out (more / less) of the resource than surface mining.

7 41. Describe each fishing method and its environmental impacts: long-line fishing drift-net fishing purse-seine fishing trawler fishing harpooning 42. Describe how public land in the US is classified, managed, and used. 43. Explain why one large wilderness preserve is likely to have more biodiversity than an equal size area that is fragmented by highways and urban development. 44. Describe the soil horizons: O-horizon A-Horizon B-horizon C-horizon 45. What is the most important cause of desertification and how can desertification be prevented and reversed?

8 46. Explain the relationship between geology, soil ph, and soil nutrients. 47. Explain the relationship between soil texture, porosity, and permeability. (Be sure to review how to use a soil texture triangle) 48. Describe each nutritional deficiency disease. Include its cause/s and symptoms: kwashiorkor marasmus goiter anemia xerophthalmia 49. Describe each type of agriculture: contour planting strip cropping terracing windbreak conservation tillage polyculture 50. Describe and give an example of each of the following types of pesticides: Describe chlorinated hydrocarbons organophosphates carbamates pyrethroids botanicals Example 51. Identify 2 properties of a pesticide that biomagnifies: Give an example of a pesticide that biomagnifies:

9 52. Genetic variability is (higher / lower) in crop monocultures making them (more / less) susceptible to disease and pest infestation. 53. What is integrated pest management? 54. Name 3 methods that may be used in IPM to control pests: Match the energy resource to the description in question 1 below. Answers may be used more than once or not at all: a. Biomass b. Coal c. Geothermal d. Hydroelectric e. Natural gas f. Nuclear g. Oil h. Shale i. Solar Which energy resource/s: are nonrenewable? are renewable? are fossil fuels? cause/s thermal pollution? can be collected from landfills? release/s mercury when it is burned? cause/s noise and visual pollution? is the resource that is used to generate the highest percentage of electricity in the US (over 40%) is the only renewable resource that is not produced directly or indirectly from the sun? is the cleanest burning fossil fuel? result/s in deforestation? cause/s acid deposition? utilize/s photovoltaic cells? is the fossil fuel that is the most difficult to transport? is used to generate the most electricity in the US after all of the fossil fuels combined? (about 20%) has it s largest known deposit in the world in the US Green River Formation j. Tidal k. Wind 56. Define the following terms related to energy: Net energy - Cogeneration - Biofuel - Nuclear fission - Half-life

10 Keystone pipeline CAFE standards Provide examples to explain the difference between passive and active solar energy. 58. What products are made from oil? 59. How are the components of oil separated? 60. Compare and contrast the types of coal: Anthracite Bituminous Lignite Peat 61. Describe each case study: Exxon Valdez Deepwater Horizon/Gulf of Mexico Chernobyl, USSR Three Mile Island, PA Fukushima, Japan Three Gorges Dam

11 62. List the major provisions of each of the following laws/treaties: National Environmental Policy Act Endangered Species Act Convention on International Trade in Endangered Species Marine Mammal Protection Act Lacey Act Surface Mining Control and Reclamation Act Federal Mine Safety and Health Act Energy Policy Act

12 ***The AP Environmental Science semester exam will require students to examine, interpret, and manipulate data. These skills are integrated throughout the course. Please note that since calculators are prohibited on the AP exam they will not be allowed on the semester exam. Science Practice 1 The student can use representations and models to communicate scientific phenomena and solve scientific problems. Science Practice 2 The student can use mathematics appropriately. Science Practice 3 The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. Science Practice 4 The student can plan and implement data collection strategies in relation to a particular scientific question. (Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data.) Science Practice 5 The student can perform data analysis and evaluation of evidence. Science Practice 6 The student can work with scientific explanations and theories. Science Practice 7 The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains. Science Practice Supplemental Questions Overstaying Their Welcome: Cane Toads in Australia Everyone in Australia is in agreement that the cane toads have got to go. The problem is getting rid of them. Cane toads, properly known as Bufo marinus, are the most notorious of what are called invasive species in Australia and beyond. But unlike other species of the same classification, cane toads were intentionally introduced into Australia. The country simply got much more and much worse than it bargained for. Before 1935, Australia did not have any toad species of its own. What the country did have however, was a major beetle problem. Two species of beetles in particular, French's Cane Beetle and the Greyback Cane Beetle, were in the process of decimating the northeastern state of Queensland's sugar cane crops. The beetle's larvae were eating the roots of the sugar cane and stunting, if not killing, the plants. The anticipated solution to this quickly escalating problem came in the form of the cane toad. After first hearing about the amphibians in 1933 at a conference in the Caribbean, growers successfully lobbied to have the cane toads imported to battle and hopefully destroy the beetles and save the crops... The plan backfired completely and absolutely. As it turns out, cane toads cannot jump very high, only about two feet actually, so they did not eat the beetles that for the most part lived in the upper stalks of cane plants. Instead of going after the beetles, as growers had planned, the cane toads began going after everything else in sight--insects, bird's eggs and even native frogs. And because the toads are poisonous, they began to kill would-be predators. The toll on native species has been immense... Tina Butler, mongabay.com April 17, ) Identify an adaptation of cane toads that made them successful in their new environment: A) Cane toads cannot jump very high. B) Cane toads are poisonous. C) Cane toads are specialist species. D) Cane toads were intentionally introduced into Australia.

13 The graph below represents the growth of a population of flies in a jar. 2) Which letter indicates the part of the graph that represents the carrying capacity of the environment in the jar? A) A B) B C) C D) D 3) Which letter represents an exponential growth phase of the flies? A) A B) B C) C D) D The organisms in the food web below live near large cattle ranches. Over many years, mountain lions occasionally killed a few cattle. One year, a few ranchers hunted and killed many mountain lions to prevent future loss of their cattle. Later, ranchers noticed that animals from this food web were eating large amounts of grain from their fields. 4) Identify two populations that most likely increased in number after the mountain lion population decreased. A) deer and frogs B) hawks and rabbits C) frogs and mice D) deer and rabbits 5) Assuming 10% efficiency, if the grain and grass contains 650,000 Kcal of energy, how much of that energy would be passed on to the mountain lion from his prey? A) 650 Kcal B) 6,500 Kcal C) 65,000 Kcal D) 6,500,000 Kcal