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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.