AP ENVIRONMENTAL SCIENCE SUMMER INFORMATION

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1 Welcome to APES! AP ENVIRONMENTAL SCIENCE SUMMER INFORMATION Students who enroll in APES should be ready and willing to devote sufficient time, focus and energy to class assignments, including daily text readings, taking extensive notes in and outside of class, preparing for frequent exams and quizzes, participating in class activities and labs, writing reports, giving oral presentations, and participating in class discussions. Students who are not able to devote sufficient time, focus and energy to this course should consider taking the course at another time. APES is an immense field of study. Not only is it a science in the traditional sense, it is complicated by societies, opinions, governments, beliefs, economics, laws and ethics. If you want to succeed in APES, you ll need to constantly embrace this interdisciplinary perspective. APES is not just about learning new material; it s about discovering how and why everything you ve learned is interconnected. We will revisit a great deal of material that you already learned in your other classes especially Biology, Chemistry, Algebra, and even middle school Social Studies. We move at a quick pace during the year, so being up to speed on these topics will be an immense help to you. When it comes to math, I would like you to review four components: scientific notation, calculations with scientific notation, metric prefixes, dimensional analysis/factor label, and percent change. Here s the kicker about APES and math: you may not use a calculator on the AP exam, so you will not be using calculators in class. Break the habit now! These are the expectations for this class: 1. This is a college level course! Therefore I expect college level work habits from my students. 2. Your main goal should be to take and pass the AP exam on May 10, If you do not have the desire to pass the AP exam in May, perhaps you should look at other course options. Please go through this packet over the course of the summer. I want a submission of the summer assignment posted in Google classroom by August 24 th 2017, which will count as a major grade. You can also me at Constantin.ballos@woodbridge.k12.nj.us; I ll check my periodically over the summer. Below are the tasks you should complete this summer. All components to the Summer APES Packet need to be downloaded on Google classroom. All work needs to be submitted online, the only except is the math portion. You must print out and show all math work. (NEED A HARD COPY)

2 This means you must sign up for the classroom. 1. Join APES Summer Google Classroom (Due by June 30th, 2017) joining code: u24ynw 2. Complete and answer Part I Basic Math (Show work) 3. Complete and answer questions in Part II on Ecology 4. Read and complete the questions in Part III on Tragedy of the Commons Have a great, relaxing summer, and I ll see you in the Fall! Sincerely, Mr. Ballos

3 APES Summer Work Calculators are not allowed on the AP exam. Since the regular tests you will take are meant to help prepare you for the APES exam, you will not be able to use calculators on regular tests all year either. The good news is that most calculations on the tests and exams are written to be fairly easy calculations and to come out in whole numbers or to only a few decimal places. The challenge is in setting up the problems correctly and knowing enough basic math to solve the problems. With practice, you will be a math expert by the time the exam rolls around. Start sharpening your math skills this summer! Show your work for full credit on the answer sheet. Reminder 1: Write out all your work, even if it s something really simple. This is required on the APES exam so it will be required on all your assignments, labs, quizzes, and tests as well. Reminder 2: Include units in each step. Your answers always need units and it s easier to keep track of them if you write them in every step. Put your answers and your work on the packet. When you print out the packet, leave enough room to show work. Reminder 3: Use dimensional analysis to answer PART C. Basic Math PART I This is due on the FIRST day of class. DO NOT USE A CALCULATOR! PART A: SCIENTIFIC NOTATION 1. Convert the following numbers into scientific notation. 16, 502 = = = 600 = 3950 = = 2. Convert from scientific notation to regular notation x 10 3 = 3.46 x 10 5 = 2.54 x 10 4 = 9.1 x 10 2 = 5.0 x 10 3 = x 10 2 = 3. Calculate the following without using a calculator:

4 1. (8.7x10-3 ) X( 4.2X10-9 ) Answer 2. (5.2X10 18 ) X (8.7X10 22 ) Answer 3. (8.7X10-3 ) /(4.2X10-9 ) Answer 4. (5.2x10 18 ) /(8.7x10 22 ) Answer 5. (3x10 9 )+ (14X10 6 ) Answer 6. (1.5X10 4 ) + (25 X10 3 ) Answer 7. (8.5X10 7 ) - (4.5X10 7 ) Answer 8. (92X10 9 )-(1.5X10 6 ) Answer PART B: PREFIXES AND CONVERSIONS Complete the following conversions: Most commonly used m = cm cm = mm g = mg m = cm l = ml km = m km = cm g = kg mg = g kg = mg

5 mm = km kw = W Need a refresher on how to do this? You can use dimensional analysis (see next section) PART C: DIMENSIONAL ANALYSIS (also called factor label ) this is what you used in chemistry to do stoichiometry. Dimensional analysis (also called the factor label method) is a mathematical system using conversion factors to move from one unit of measurement to a different unit of measurement. Complete: Watch and Review Tutorials on Dimensional Analysis: The key with dimensional analysis is that each of the conversion factors is equal to one. Using these factors will allow you to move from one unit of measurement to another. The key with dimensional analysis is that each of the conversion factors is equal to one. Using these factors will allow you to move from one unit of measurement to another. Note in these last two examples that the conversion factor can be used in either form and both are equal to 1. Determining which form should be used depends on the units you start with and the units requested for your answer. If you want to determine how many seconds are in one day, you would set up your dimensional analysis problem as shown below. Note the importance of UNITS! When solving these problems in APES, units are vital! The units help you determine which way to use the conversion factors. Also, if you do not show the units in your set up and answer you do not get credit for your work.

6 Dimensional Analysis Practice: ALWAYS ALWAYS ALWAYS SHOW YOUR WORK AND INCLUDE YOUR UNITS. MUST SHOW WORK FOR FULL CREDIT. 1. How many millimeters are in 8 inches? Please round your answer to the nearest 10th (1 inch = 2.54 cm.) 2. Chicago uses 1.2 x 109 gallons of water /day. How many gallons per second must be pumped from the lake every second to supply the city? 3. Use the following conversion factors to answer the questions below. a. Calculate the mass of carbon, in kg, that is accumulated and stored in 1.0 ha of forest in one year. b. Calculate the mass of carbon, in kg, that is emitted by the school as a result of its fuel oil consumption in one year. c. Calculate the number of hectares (ha) of forest the school district needs to conserve in order to offset the carbon released in one year by the school burning its fuel oil.

7 d. Calculate the amount of money the school district must raise for the conservation project. 5. Use the following conversion factors to answer the questions below. a. Calculate the current annual global increase in volume, in m3, of CaCO3 in coral reefs. Show all steps in your calculation. b. Calculate the current annual global increase in mass, in kg, of CaCO3in coral reefs. Show all steps in your calculation. c. Because of ocean acidification, it is expected that in 2050 the mass of CaCO3 deposited annually in coral reefs will be 20percent less than is deposited currently. Calculate how much less CaCO3, in kg, is expected to be deposited in 2050 than would be deposited if ocean water ph were to remain at its current value ECOLOGY REVIEW Part II Directions: Type your answers. 1. Find a picture on the internet of each of the following: Cell Organism Population Community Ecosystem Biosphere 2. How are each of earth s 4 main spherical systems different? 3. Identify 6 Terrestrial biomes: 4. Identify 2 Aquatic biomes: 5. How do energy and nutrients differ in how they move through the ecosystem? 6. Draw a diagram that describes the greenhouse effect

8 Food Web Use this food web to answer the questions below 7. Identify the trophic level of each organism in the food web 8. Add a decomposer and a detritivore to the food web. Draw arrows to show energy flow. 9. Write the chemical formula for photosynthesis: 10. Write the chemical formula for aerobic cell respiration: 11. Compare and process of photosynthesis and aerobic cell respiration. 12. Define biomass. 13. Define ecological efficiency. 14. Typically, what percentage of energy is transferred to the next trophic level in a food chain? 15. What happens to the other 90% of the energy? Use the pyramid below

9 16. There are 100,000 units of energy in green plants. Write this number in the primary producer level. 17. Write the amount of energy (in units) at the primary consumer, secondary consumer, and tertiary consumer level. 18. What are some examples of abiotic and biotic factors in? 19. What is the difference between a habitat and a niche? 20. Describe the main biogeochemical cycles with key terms (diagrams can be included) a. Carbon, nitrogen, hydrologic 21. What factors affect population growth? What is the difference between density dependent and density independent factors? 22. Describe and find examples of population curves. a. J- curve (exponential) b. S-curve (logistic) 23. Define and give examples of the population interactions listed: Predation Mutualism Parasitism Commensalism Read the essay Tragedy of the Commons by Garrett Hardin PART III: Here is a link: When you have completed the reading, please respond by typing out the answers to the following in complete sentences: a. What is Garrett Hardin s central idea in this essay? b. Do you personally agree with Hardin s central idea? c. Is the Tragedy of the Commons unavoidable? d. Identify one commons in your own life (at school, home, work) and explain how it is (or is not) being managed wisely to avoid the situation described in the essay.