APES TARGETS Unit 4: Land Management Chapter 9: Soil and

Name: _________________________________________
Date: ______________
Unit 4: Land Management
Unit Test Analysis
Chapter 9: Soil and Agriculture
9.1 I can explain the importance of soils to agriculture.
9.2 I can describe the impacts of agriculture on soils.
9.3 I can outline major developments in the history of agriculture.
9.4 I can delineate the fundamentals of soil science, including soil
formation, soil horizons, and soil properties.
9.5 I can explain the concept of land degradation and discuss its
impact on humans.
9.6 I can analyze the types and causes of soil erosion.
9.7 I can explain and give examples of desertification.
9.8 I can state the goals of the Soil Conservation Act of 1935/the Soil
Conservation Service and explain how these goals have expanded over
9.9 I can explain farming techniques used to prevent soil erosion.
9.10 I can list the benefits of no-till farming.
How was this covered in class?
Do not
If you do not
understand target,
how will you
improve before the
AP Test?
9.11 I can list farming practices that cause soil degradation (other than
erosion), explain the impact these have on the land, and offer
suggestions for decreasing this impact.
9.12 I can explain how some policies might worsen land degradation,
including ranching and conversion of wetland for farming.
9.13 I can summarize current national and international policy
approaches for pursuing soil conservation.
Unit Test Analysis
Chapter 10: Agriculture, Biotechnology, and The Future of Food
10.1 I can explain the challenge of feeding a growing human
population despite increased food production.
10.2 I can identify the goals, methods, and consequences of the Green
10.3 I can discuss the positive and negative consequences of using
ethanol as a biofuel in the United States.
10.4 I can describe approaches for preserving crop diversity.
10.5 I can list types of chemical and biological pesticide control
methods, noting benefits and risks of each method.
10.6 I can explain why an integrated pest management program is the
best solution for modern agriculture.
10.7 I can discuss the importance of pollination, explain why
populations of pollinators have declined, and explain why conservation
of pollinators is vital.
10.8 I can describe the process scientists use to genetically modify
10.9 I can explain how genetic engineering is like, and unlike, selective
10.10 I can list and discuss the benefits and impacts of genetically
modified organisms.
10.11 I can list and discussion the risks and impacts of genetically
modified organisms.
How was this covered in class?
Do not
If you do not
understand target,
how will you
improve before the
AP Test?
10.12 I can list several ethical issues involved in the debate over
genetically modified organisms.
10.13 I can evaluate the debate over genetically modified foods to
develop a personal opinion on this issue.
10.14 I can explain why the advent of industrial agriculture led to the
use of feedlots to raise animals for food and explain the impact this
industry has on the environment.
10.15 I can weigh approaches in aquaculture.
10.16 I can characterize the idea of sustainable agriculture, including
the organic and local farming movements.
Unit Test Analysis
Chapter 11: Biodiversity and Conservation Biology
11.1 I can characterize biodiversity at the species, genetic and
ecosystem levels.
11.2 I can list the factors that are used to determine biodiversity and
list reasons why biodiversity is hard to measure.
11.3 I can discuss biodiversity in terms of latitudinal gradient and
diversity of habitats.
11.4 I can contrast the background extinction rate with periods of
mass extinction.
11.5 I can explain how humans have already set the sixth mass
extinction into motion and evaluate the current extinction rate.
11.6 I can compare and contrast extirpation and extinction.
11.7 I can evaluate causes of biodiversity loss that continue to drive
the sixth mass extinction.
11.8 I can discuss the benefits of biodiversity, including a detailed
explanation of ecosystem services, ecosystem functioning, food
security, drugs and medicines, ecotourism, biophilia, and ethical
obligations to other species.
How was this covered in class?
Do not
If you do not
understand target,
how will you
improve before the
AP Test?
11.9 I can explain what a conversation biologist does, including
examples at multiple levels of organization.
11.10 I can identify legislation for protection biodiversity in the United
States and the world.
11.11 I can analyze efforts to conserve threatened and endangered
species, including captive breeding, reintroduction, cloning, forensic
science, and umbrella/flagship species.
11.12 I can compare and contrast conservation efforts above the
species level, including parks, protected areas, endemic hotspots,
economic strategies, ecological restoration, and community based
11.13 I can interpret diagrams illustrating the number of known
species from major taxonomic groups and explain how future
discoveries many change these illustrations.
Unit Test Analysis
Chapter 12: Forests, Forest Management, and Protected Areas
12.1 I can summarize the ecological and economic contributions of
12.2 I can outline the history and current scale of deforestations in the
United States.
12.3 I can compare and contrast the history of deforestation in our
country with the current state of deforestation in developing nations
and propose solutions to address deforestation in developing nations.
12. 4 I can describe strategies for resource management of forests
(such as maximum sustainable yield, ecosystem-based management,
and adaptive management); and discuss if each approaches focuses
narrowly on the resource or more broadly at the environmental
12.5 I can explain historical reasons for establishing national forests.
12.6 I can compare and contrasts timber extraction management on
public lands, private lands, and government protected lands.
How was this covered in class?
Do not
If you do not
understand target,
how will you
improve before the
AP Test?
12.7 I can describe the difference between primary and secondary
growth forests including the resulting differences in ecological value.
12.8 I can describe methods of harvesting timber.
12.9 I can discuss the role the U.S. Forest Service plays in enforcing the
National Forest Management Act.
12.10 I can discuss the historical and current policies enforced in
forest fire suppression.
12.11 I can state the impact of global climate change on forests.
12.12 I can explain how consumer choice in the marketplace drive
sustainable forestry practices.
12.13 I can compare and contrast the purposes of different types of
parks and protected areas, including national parks, national wildlife
refuges, wilderness areas, land trusts, biosphere reserves, world
heritage sites, paper parks, and transboundary/peace parks.
12.14 I can lists reasons why some groups oppose land set-asides.
12.15 I can evaluate issues involved in the design of land reserves,
including their impact on biodiversity, habitat fragmentation and how
that is measured, the effects of the SLOSS dilemma and the
effectiveness of corridors.
12.16 I can identify the role of agencies/acts involve in environmental
protection, including the National Park Service, EPA, UNESCO, Bureau
of Land Management, Fish and Wildlife Service, Nature Conservancy,
U.S. Forest Service, U.S. Department of Agriculture, the Antiquities Act,
the National Forest Management Act, the Healthy Forests Restoration
Act, REDD.
12.17 I can diagram a cross section of a mature forest and discuss the
ecological services provided by each layer.
12.18 I can graphically determine the population size, at time of
harvest, to obtain maximum sustained yield while keeping harvest
sustainable in perpetuity.
End of Unit Reflection
 Grade I thought I would earn on the Unit Test _____________
 Grade I actually earned on the Unit Test ________________
 Length of time I studied for the Unit Test _______________
 Was I absent at all during this unit? Did this impact my performance?
 Study methods I used to prepare for the Unit Test:
 What part of the test was hardest for you and why?
 What can you do to improve your performance on the next quiz or test? Be specific!