Name: _________________________________________
Period:____________
Date: ______________
APES TARGETS
Unit 6: Atmospheric Resources
Unit Test Analysis
Chapter 17: Atmospheric Sciences and Air Pollution
Target
17.11 I can list and discuss the impact of naturally occurring outdoor
air pollutants.
17.12 I can distinguish between point and non-point anthropogenic
outdoor air pollutants.
17.13 I can explain the difference between a primary and secondary
pollutants.
17.14 I can explain how residence time affects the regional and global
impacts of a pollutant.
17.15 I can discuss the historical progression of the Clean Air Act and
the government (federal and local) agencies currently responsible for
enforcement of the act.
17.16 I can list the six criteria pollutants established by the EPA; for
each, discuss the state of matter, physical and chemical characteristics,
common sources, if it is a primary or secondary pollutant, and how it
impacts human health and/or the environment.
17.17 I can explain how VOC's react with certain criteria pollutants to
form tropospheric ozone.
17.18 I can list and discuss policies, technological developments, and
grassroots social efforts that have caused a dramatic improvement in
U.S. air quality.
17.19 I can list sources of toxic air pollutants and the impact of these
pollutants on human health.
17.20 I can summarize reasons industrializing nations are suffering
from increasing air pollution and list ways in which these nations are
How was this covered in class?
Simple
Mistake
Do not
unders
tand
target
If you do not
understand target,
how will you
improve before the
AP Test?
addressing this problem.
17.21 I can identify sources of air pollution in rural areas.
17.22 I can compare and contrast industrial and photochemical smog
including the chemical formation, sources, health impacts, historical
context, and strategies to remove each.
17.23 I can explain how chemical reactions in the stratosphere have
created a hole in the ozone layer over Antarctica, how this opening
changes seasonally, the health risks associated with a thinning
stratospheric concentration, and policy that is aimed at reducing this
trend.
17.24 I can explain why acid deposition is a transboundary problem.
17.25 I can explain the impact of acid deposition and identify political,
economic, and technological advances that have reduced the issue.
17.26 I can compare and contrast indoor air pollution and the resulting
health effects in developing and developed nations.
17.27 I can identify ways that both governments and individuals can
reduce indoor air pollution.
17.28 I can diagram the scale of impact versus residence time of major
atmospheric pollutants, include the sources of each pollutant.
17.29 I can diagram how a scrubber is used to remove particulate
matter and gasses from factory emissions.
17.30 I can show the chemical formula that illustrations the formation
of acid rain.
Unit Test Analysis
Chapter 18: Global Climate Change
Target
18.1 I can list and describe the four major factors that influence Earth's
climate.
18.2 I can explain how greenhouse gases create the greenhouse effect,
which makes allows the Earth to sustain life.
18.3 I can explain how increased concentrations of greenhouse gasses
(carbon dioxide, methane, nitrous oxide, ozone, water vapor) in the
atmosphere lead to global warming, including reasons for the increase
in these levels.
How was this covered in class?
Simple
Mistake
Do not
unders
tand
target
If you do not
understand target,
how will you
improve before the
AP Test?
18.4 I can explain why it is difficult to accurately predict future climate
change due to the impacts of negative and positive feedback loops.
18.5 I can explain how scientists use radiative forcing as way to
measure the degree of impact various compounds exert on Earth's
temperature.
18.6 I can list and describe methods used to study climate, including
proxy indicators, direct measurements, and climate models.
18.7 I can outline current and future trends related to climate change,
including temperature, precipitation, mass of ice and snow, ocean
acidity, severe weather patterns, biodiversity, and sea levels
(remember to distinguish between global and regional changes).
18.8 I can discuss current and predicted impacts climate change will
have upon migration patterns, seasonal timing of organisms, ranges of
organisms, plant growth, coastal communities, coral reefs, regional
climates, tourism, agriculture, forestry, health, and economics.
18.9 I can can summarize the debate over the anthropogenic impacts
on climate change.
18.10 I can distinguish between mitigation and adaption strategies as
responses to climate change.
18.11 I can explain mitigation strategies that are being used for to
reduce emission from electricity generation, transportation,
agriculture, forestry, and waste management.
18.12 I can discuss international treaties that have been developed to
combat climate change, including the position taken by the United
States in each.
18.13 I can explain the role of state and local governments in advancing
climate policies.
18.14 I can explain the role of economic programs aimed at regulating
carbon emissions, including cap-and-trade programs, carbon taxes, and
carbon offsets.
18.15 I can graphically depict how the industrial revolution influenced
a change in levels of greenhouse gasses.
18.16 I can develop a stabilization triangle and justify my choice of
emission control wedges.
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!