Download Semester 1 Exam Review Sheet

AP Environmental Science Semester 1 Exam Review Topic List
APES First Semester Topics:




Unit 1 Introduction to Environmental Science
Unit 2 Science, Matter, Energy, and Systems
Unit 3 Water Resources and Pollution Learning Targets
Unit 4 Ecosystems, Biomes, and Climate



























Unit 1 Introduction to Environmental Science
Chapters 1 and 25
I can define sustainability.
I can explain the scientific principles of sustainability.
I can explain the social science principles of sustainability.
I can outline the components of natural capital.
I can define a resource and distinguish between renewable and nonrenewable.
I can compare the resource use from more-developed countries to less developed countries.
I can define environmental degradation.
I can define pollution and distinguish between point and nonpoint sources.
I can explain the tragedy of the commons.
I can define ecological footprint.
I can analyze per capita and national ecological footprints.
I can my predictions using the Environmental Impact Model, I=P X A X T.
I can explain the three major cultural events that have led to a need for a sustainability revolution.
I can identify and explain the five major causes of environmental problems.
I can explain ways by which to live more sustainably.
I can define environmental ethics.
I can define environmental worldview.
I can identify and explain each worldview.
I can apply my understanding of each worldview to various environmental issues.
I can explain the significance of the 1991 Biosphere 2 experiment.
I can outline the four principles that govern the use of public lands and their resources.
I can outline the five ways by which developers wish to open more federal lands.
I can explain the three foundations of environmental literacy.
I can outline the ethical guidelines of living more sustainably.
I can describe voluntary simplicity.
I can explain the mental traps associated with achieving sustainable living.
I can outline the ways by which we can create a sustainable revolution.








Unit 2 Science, Matter, Energy, and Systems
Chapters 2 and 3
I can explain the impact of the Hubbard Brook Experiment case study.
I can list the sequence of the scientific process.
I can distinguish between a scientific hypothesis, theory, and law.
I can describe the atomic theory.
I can distinguish between an element and compound.
I can identify an atom and its subatomic particles.
I can define the law of conservation of matter.
I can distinguish between a physical, chemical, and nuclear change.









































I can define isotopes and ions.
I can distinguish between renewable and nonrenewable energy.
I can distinguish between kinetic and potential energy.
I can distinguish between high-quality and low-quality energy.
I can define the laws of thermodynamics.
I can define a system.
I can explain how time delays and tipping points affect systems.
I can discuss the effects of positive feedback loops and negative feedback loops on systems.
I can identify the four major components (spheres) of the earth.
I can state the three factors necessary to sustain life on earth.
I can organize the levels of organization on earth from most inclusive to least inclusive.
I can identify the various components of an ecosystem and their interrelationship.
I can identify distinguish between aerobic and anaerobic respiration.
I can outline the flow of energy in an ecosystem.
I can process data and analyze the flow of energy in an ecosystem.
I can distinguish between gross primary production and net primary production.
I can explain and apply my understanding of the ten percent law in ecosystems.
I can analyze ecological pyramids and apply my understanding to the dynamics of an ecosystem.
I can outline the overview of chemical cycling in an ecosystem.
I can outline the water, carbon, nitrogen, phosphorus, and sulfur cycles in an ecosystem
Unit 3 Water Resources and Pollution Learning Targets
Chapters 8, 11, 13, and 20
I can explain the significance of the coral reefs and how human activity is harming these important
ecosystems.
I can distinguish between the two major aquatic ecosystems.
I can classify the various aquatic species.
I can list the key factors that determine the distribution of aquatic species.
I can define turbidity and how it negatively impacts aquatic ecosystems.
I can list the ecological services provided by the marine ecosystems.
I can list the economic services provided by the marine ecosystems.
I can distinguish between the three major marine life zones.
I can describe the abiotic and biotic components of coastal zones: estuaries, coastal wetlands,
intertidal zones, and coral reefs.
I can distinguish between the three vertical life zones of the open sea and the abiotic and biotic
components found within each.
I can list the impacts of human activities on the marine ecosystems.
I can explain the environmental problems within the Chesapeake Bay Area.
I can distinguish between the two major freshwater ecosystems.
I can distinguish between the four lake zones and the abiotic and biotic components found within
each.
I can explain what causes a lake to be oligotrophic or eutrophic and describe their characteristics.
I can explain cultural eutrophication.
I can distinguish between the three zones of streams and rivers and the abiotic components found
within each.
I can describe the characteristics of an inland wetland.
I can explain the ecological and economic services provided by an inland wetland.
I can outline the various threats to aquatic biodiversity, HIPPCO.
I can define fishery.













































I can describe the effects of the various fishing method: trawler fishing, purse-seine fishing,
longlining, and drift-net fishing.
I can define fishprint.
I can summarize the story of jellyfish invasions.
I can define keystone species.
I can explain the purpose of marine reserves.
I can distinguish between the maximum sustainable yield model and the optimum sustainable
yield model to estimate the size of fish populations.
I can explain how catch-share and co-management systems help to sustain fisheries.
I can outline the threats to wetlands and their ecosystem services.
I can outline the threats to the world’s rivers and other freshwater systems.
I can define the National Wild and Scenic Rivers Act.
I can identify the purpose of the water cycle in the replenishment of water as a resource.
I can list and describe the two critical resources of water: groundwater and surface water.
I can define zone of saturation, water table, and aquifer.
I can define surface runoff and watershed.
I can explain reliable runoff and its distribution of usage.
I can define virtual water.
I can list the factors leading to water scarcity.
I can list the ways by which to increase our freshwater supply.
I can list the advantages and disadvantages towards withdrawing groundwater.
I can explain the causes and effects of land subsidence.
I can explain the issues associated with using deep aquifers.
I can outline the main goals of a dam and reservoir system.
I can identify the advantages and disadvantages of using large dams.
I can explain how a dam can kill an estuary.
I can explain how water transfers can be inefficient and environmentally harmful.
I can explain the process of desalination and the problems associated with it.
I can list the two main ways by which freshwater is wasted.
I can compare the traditional spray irrigation systems and flood irrigation systems.
I can compare the improved systems of irrigation: center pivot low pressure sprinkler, low energy
precision application sprinklers, and drop or trickle microirrigation.
I can define gray water.
I can define water pollution.
I can distinguish between a point and nonpoint source of pollution.
I can list and explain the three leading causes of water pollution.
I can explain how streams can cleanse themselves if not overloaded.
I can define and explain the causes and effects of oxygen sag curves.
I can explain stream pollution in more-developed countries.
I can explain stream pollution in less-developed countries.
I can list the reasons why lakes are less effective at diluting pollutants than streams.
I can explain define and explain the causes and effects of cultural eutrophication.
I can discuss how to prevent or reduce cultural eutrophication.
I can list the common pollutants in groundwater.
I can explain the reasons why groundwater cleansing is slow.
I can describe the ways by which to purify drinking water.
I can define the purpose of the U.S. Safe Drinking Water Act.
I can list the three processes that allow large amounts of raw sewage and other types of
degradable pollutants in the deep ocean waters to be dumped.






































I can describe the pollution problems in the U.S. coastal waters.
I can describe the sources of ocean pollution for oil and the subsequent effects.
I can list methods of preventing oil spills.
I can explain how to reduce surface water pollution from nonpoint sources.
I can explain the process of sewage treatment.
Unit 4 Ecosystems, Biomes, and Climate
Chapters 5 and 7
I can list and define the five levels of organization in ecology.
I can identify and define the five types of species interactions.
I can explain how resource partitioning results from interspecific competition.
I can list methods of predators and prey.
I can explain how predation can lead to coevolution.
I can provide examples to explain parasitism, mutualism, and commensalism.
I can distinguish between primary and secondary succession.
I can list the factors that affect how and at what rate succession occurs.
I can contrast the traditional view with the current view of succession.
I can explain the important of ecological succession to the sustainability of a community.
I can list the two aspects of sustainability in a community in response to a disturbance.
I can define a population.
I can define the three types of population distribution (dispersion) and explain why organisms
within the population disperse in that way.
I can determine population change.
I can explain how age structure influences the growth or decline of a population.
I can explain how ranges of tolerance influence population size.
I can explain how limiting factors regulate population growth and apply my understanding of the
limiting factor principle.
I can explain how environmental resistance determines carrying capacity.
I can analyze a j-curve representative of exponential growth.
I can outline the necessary factors that allow for exponential growth.
I can analyze a s-curve representative of logistic growth.
I can explain the affect over an overshoot on population growth.
I can outline the defining features of the atmospheric layers.
I explain how the atmosphere is held in place.
I can define air pressure.
I can explain how oceans gain salinity.
I can explain how oceans moderate global temperatures.
I can define ocean current.
I can outline the function of ocean currents.
I can explain how ocean currents like Gulf Stream and California Current impact temperature in
various areas.
I can distinguish between surface and deep currents.
I can outline what controls surface currents.
I can define the process and purpose of convection.












I can explain how convection circulates cold and warm air in the atmosphere.
I can explain how convection circulates deep and surface currents in the ocean.
I can define convection cell.
I can distinguish weather from climate.
I can list the four pieces of information that determine the weather of a given area.
I can list the two main descriptors of a location’s climate: temperature and precipitation.
I can list the four things that determine a location’s climate: wind, ocean currents, mountains, and
latitude.
I can explain how mountains lead to the rain shadow effect.
I can explain how latitude leads to the formation of three major climate zones: tropical, temperate,
and polar.
I can list the general characteristics of each climate zone.
I can explain how biomes form within each climate zone.
I can list the general characteristics of each biome.