Environmental Science
Summer Packet
Mrs. McGhee
dmcghee@sapulpaps.org
Packet Includes:
Syllabi
Reading Assignment
Math/Graph Prep
Text Book (MUST GET FROM ROOM#713 BEFORE SUMMER BREAK!)
A.P. Environmental Science Syllabus
2013-2014
General scope and sequence for the course
Unit
Topic
Relevant Text
Chapters
1
Sound Science, Stewardship and Sustainability
1, 22, 23, 24, 25
2
Ecosystems and Biogeochemical Cycles
2, 3, 4
3
Human Demographics and Wealth Gap
5, 6
4
Biodiversity and Natural Capital
7, 8, 9, 10, 11
5
Water Resources and Water Pollution
13, 20
6
Atmosphere and Global Warming
19
7
Conventional Non-renewable Energy
14, 15
8
Renewable Energy
16
9
Soil, Food and Pest Control
12
10
Hazardous Chemicals and Human Health
17
11
Solid Waste and Atmosphere Pollution
18, 21
AP Environmental Science Course Overview
AP Environmental Science is a college level course with the ability to transfer college credits if you pass
the AP Exam in May. The goal of AP Environmental Science is to provide students with the scientific
principles, concepts, and methodologies required to understand the interrelationships of the natural
world, to identify and analyze environmental problems both natural and human-made, to evaluate the
relative risks associated with these problems, and to examine alternative solutions for resolving and/or
preventing them. Environmental science is interdisciplinary; it embraces a wide variety of topics from
different areas of study. The curriculum draws upon various scientific disciplines including:
• Earth Systems and Resources
• The Living World
• Human Population Dynamics (and Policies)
• Land and Water Use
• Energy Resources and Consumption
• Pollution
• Global Change
In addition the course will provide students with the scientific principles, concepts, and methodologies
required to understand the interrelationships of the natural world including:
•
Analyzing and interpreting information and experimental data, including mathematical
calculations.
• How to identify and analyze environmental problems, to evaluate the ecological and human
health risks associated with these problems, and to critically examine various solutions for
resolving or preventing them.
• A laboratory and/or field investigation component. A minimum of one class period per week will
be spent engaged in laboratory and/or field work.
The following themes provide the foundation for the AP Environmental Science course:
1. Science is a process.
•
Science is a method of learning more about the world. Science constantly changes the way we
understand the world.
2. Energy conversions underlie all ecological processes.
• Energy cannot be created; it must come from somewhere.
• As energy flows through systems, at each step more of it becomes unusable.
3. The Earth itself is one interconnected system.
• Natural systems change over time and space.
• Biogeochemical systems vary in ability to recover from disturbances.
4. Humans alter natural systems.
•
•
Humans have had an impact on the environment for millions of years
Technology and population growth have enabled humans to increase both the rate and scale of
their impact on the environment.
5. Environmental problems have a cultural and social context.
•
Understanding the role of cultural, social, and economic factors is vital to the development of
solutions.
6. Human survival depends on developing practices that will achieve sustainable systems.
•
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A suitable combination of conservation and development is required.
Management of common resources is essential.
Course Structure and Prerequisites
AP Environmental Science is open to any student who has completed Biology I and Chemistry, or is
enrolled in Chemistry concurrently. The majority of students take the course as a senior.
Class: The class meets 55 minutes for 5 times a week for approximately 34 weeks. Approximately 170
class meeting are reflected in this syllabus with the remaining 10 reserved for testing and school
functions. Class time will be used to investigate environmental topics in depth using a variety of
methodologies including lecture, lab and field activities, video with pre- and post-viewing activities,
primary source readings with seminar style discussion, simulations and case studies.
Homework and Quizzes: As you are taking a college level course, you will be required to do all reading
of the textbook outside of class time and will often need to finish class assignments at home. You will
be expected to be prepared for a quiz every week and a test at the end of each of the 11 units.
Tests: Each unit test will include 50 multiple choice and 1 free response question and will require you to
read and understand the text along with whatever I have covered in class.
Labs: Students are expected to keep a lab notebook that includes all of the steps and analysis of each
investigation in a scientific experiment. Students will also complete pre-lab assessment questions
and/or a data table during the actual experiment. A fully typed lab report will be due following certain
labs. *Results, Analysis, and Conclusion must include mathematical and graphical support in all
applicable situations.*
Current Issues: Environmental science is a rapidly changing field; there are daily news reports and
scientific findings adding to our collective knowledge. You are to select ONE article a month related to
the current topic of study. For each article write a BRIEF summary and personal response to your article
on a note card. Include all environmental topics covered in the article and evaluate the article for bias.
Some of these articles will be organized into a Current Issues Binder during the second semester. These
are to be turned in on the last Friday of the month. You will be asked to share your article with the class
at least once over the course of the year.
Grades
90% to 100% A
80% to 89% B
70% to 79% C
60% to 69% D
< 60%
F
Textbook
Living in the Environment, 13th Edition, by G. Tyler Miller, Jr.
Environmental Science Outline
Unit 1: Ecological Principles and Sound Science (3 weeks)
Lecture Topics:
• Science as a way of knowing
• Stewardship of the Earth and our ecological footprint
• Environmental Timeline(Environmental History): Neolithic, Industrial and Green Revolutions
• Environmental problems, Their Causes and Solutions
• Sustainable Practices and Behaviors that are necessary
• Fishing methods and sustainable fishing practices
Readings from Textbook:
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•
•
•
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Ch. 1 Toward a Sustainable Future
Ch. 22 Economics, Public Policy and the Environment
Ch. 23 Economics, Environment and Sustainability
Ch. 24 Politics, Environment and Sustainability
Ch. 25 Environmental Worldviews, Ethics, and Sustainability
•
Ch. 1 Environmental Problems, Their Causes and Sustainability
Living in the Environment by G. Tyler Miller
Readings for Discussion:
• Tragedy of the Commons, Garrett Hardin
• The Land Ethic, Aldo Leopold
• Ishmael, Daniel Quinn
Labs, Quantitative Activities and Field Experiences:
•
•
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Introduction to Experimental Design and Analysis: Factors Affecting Seed Germination
Poster project to design an experiment to test the validity of claims made in a magazine ad
Tragedy of the commons lab: Students form fishery companies and compete for economic
success. They quickly see the Tragedy of the Commons. Follow up: Students read an article
about sustainable fishery management in Australia and cooperatively modify the Fishbanks rule
and the simulation is repeated under these sustainable management practices.
• Tragedy of the commons simulation
• Doubling Time and Exponential Growth Lab
• Online calculation of personal ecological footprint http://myfootprint.org
• Sustainable Debate
• Environmental History Timeline Banner
Videos and Guest Speakers:
• The Man who planted trees
• Junk Science by John Stossel
• China Revs Up
• The End of Suburbia
Case Studies and Simulations:
•
PCBs in the Last Frontier: A Case Study on the Scientific Method-by Michael TessmerChemistry
Department Southwestern College, Winfield, KS
• Search for the Missing Otters: Progressive disclosure case where students analyze maps and
graphical data to unravel the mystery of otter decline in the Bering Sea.
Relevant Laws and Regulations:
•
Magnuson Act and Regional Fishery Councils
Unit 2: Ecosystem and Biogeochemical Cycles (4 weeks)
Lecture Topics:
• Earth’s lithosphere, hydro/cryosphere, biosphere, atmosphere (and exosphere)
• The structure of Ecosytems: trophic levels, biotic and abiotic factors
• Community ecology: Niche, competition and symbiotic relationships
• Aquatic and Terrestrial Biomes
• Energy Flow and Nutrient Cycles (biogeochemical cycles)
• Ecological Succession, invasive and non-native species
• Biotic potential vs. Environmental Resistance, Evolution by Natural Selection
• Habitat degradation and fragmentation
• Rule of 70, Exponential and logistic growth curves
• Population Genetics: Variation and susceptibility to extinction
Readings from Textbook:
•
•
Ch. 2 Science, Ecological Principles, and Sustainability
Ch. 3 Ecosystems: What are they and how do they Work?
• Ch. 4 Biodiversity and Evolution
Readings for Discussion:
• Of Mice and Mast: Connections among oak, mice, deer, gypsy moth and tick populations
• OP/ED: A tree or a life: Preserve the yew or harvest them, for cancer treatment?
Labs, Quantitative Activities and Field Experiences:
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•
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•
•
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Videos:
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Owl Pellet Analysis Lab: observe, record and analysis food chain dynamics in owls from
ecosystems in the NW, SW, NE and SE of the United States.
Natural Selection Simulation Lab
Breeding Bunnies: Quantitative simulation of population genetics and genetic variation
Calorimetry Lab: 1st law of thermodynamics and energy transfer, Source:
www.pembinatrails.ca/shaftesbury/mrdeakin
Webquest at www.savetherainforest.org
Quadrant Sampling Field Trip: Students estimate the size of a plant population
Population Growth in Duckweed- Determination of population growth parameters with and
without nutrient enrichment
Who’s in the Zoo? Project
Journey to Planet Earth: State of our Planet’s Wildlife
Short Clip of Cane Toads Video about non-native species introduction, on youtube
• Disney Planet Earth
Case Studies and Simulations:
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•
Quantitative simulation of natural selection predator-prey dynamics and coevolution
Coyote removal in Texas: Progressive disclosure investigates the effect of coyote removal on
trophic structure in an ecosystem using analysis of graphical data.
• Asian Oysters in the Chesapeake: Town meeting simulation investigates the pros and cons of
introducing a non-native species to save an economically important way of life.
Relevant Laws and Regulations:
•
Endangered Species Act, The Lacey Act, CITES
Unit 3: Human Demographics and Wealth Gap (3 weeks)
Lecture Topics (Key Concepts):
• Demographic Transition, developed vs. developing nations
• Population profiles (population pyramids)
• Exponential and logarithmic growth models
• Consequences of Affluence and Poverty
• The Debt Crisis and a new trend toward Social Modernization
• The MDGs (Millenium Development Goals) and ICPD (Int’l Conf on Pop and Development)
Textbook Readings:
•
•
Ch. 5 Biodiversity, Species Interactions, and Population Control
Ch. 6 The Human Population and Its Impact
Readings for Discussion:
• Lifeboat Ethics, Garrett Hardin
Labs, Quantitative Activities and Field Experiences:
•
Predict Percentages of School, US and World that have cell phones, computers, internet
connection, avg. # of automobile per person, square footage of house, etc.
• Power of the Pyramids Activity and Country Demographics Power Point
• Quadrant Sampling Field Trip: Students estimate the size of a plant population
• Something's Fishy: Mark recapture technique simulation from Nita Ganguly
• Population Growth in Duckweed- Determination of population growth parameters with and
without nutrient enrichment
• Calculation of population parameters and resource use of developed vs developing nations
• Letter to Grandchild about how it was
• World of 100 Presentation: Create Demographic Poster or Video if the World was only 100
people how many would be poor, without clean water, use biomass for cooking energy, etc.
• Make it Happen Priority Pyramid
Videos and Guest Speakers:
•
•
World Population Video by Population Connection
NOVA: World in the Balance-The People Paradox
•
•
World of 100 The Miniature Earth Project
The Story of Stuff, analyze what parts of video are fact based comments vs. politically based
comments
Case Studies and Simulations:
•
Aid Game (GingerBooth.Com) Students make decisions about aid packages for developing
countries
Unit 4: Biodiversity and Natural Capital (2 weeks)
Lecture Topics:
• Biodiversity = Speciation – Extinction
• Measures of Biodiversity: Species richness, evenness and diversity
• Biological Wealth as needed for goods (natural resources) and for recreation
• Biomes under pressure
• Conservation, Preservation and Restoration
Readings from Textbook:
•
•
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Ch. 7 Climate and Terrestrial Biodiversity
Ch. 8 Aquatic Biodiversity
Ch. 9 Sustaining Biodiversity: The Species Approach
• Ch. 10 Sustaining Terrestrial Biodiversity: The Ecosystem Approach
• Ch. 11 Sustaining Aquatic Biodiversity
• Ch. 23 Economics, Environment, and Sustainabiity
Readings for Discussion:
• Of Mice and Mast: Connections among oak, mice, deer, gypsy moth and tick populations
• OP/ED: A tree or a life: Preserve the yew or harvest them, for cancer treatment?
Labs, Quantitative Activities and Field Experiences:
• Biodiversity Lab: Statistical Analysis of Different Parking Lots
• Invite Project Wild to speak about Biodiversity Projects
Videos and Guest Speakers:
•
Project Wild will speak on the importance of preserving biodiversity hot spots around the world
and how this organization raises money to buy equipment needed to research, protect and
educate in these regional hotspots
Case Studies and Simulations:
•
Asian Oysters in the Chesapeake: Town meeting simulation investigates the pros and cons of
introducing a non-native species to save an economically important way of life.
Relevant Laws and Regulations:
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Endangered Species Act, The Lacey Act, CITES
Unit 5: Water Resources and Water Pollution (3.5 weeks)
Lecture Topics:
• Properties of water, The Hydrologic cycle, point vs non-point sources of water pollution
• Human Impact of water cycle and aquatic ecosystem
• Waste water treatment
• Eutrophication, Net primary productivity, Dissolved oxygen and oxygen sag curves
Readings from Textbook:
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Ch. 13 Water Resources
Ch. 20 Water Pollution
Readings for Discussion:
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Excerpts from The Closing Circle, Barry Commoner
Labs, Quantitative Activities and Field Experiences:
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Field Trip: Sapulpa Water Treatment Facility
Wastewater Treatment Plant Webquest online
Dissolved Oxygen Lab: Measuring primary productivity of nearby streams using DO as an
indicator of productivity. Students use the Winkler Method to measure dissolved oxygen.
Source: Adapted from the AP Biology Student Lab Manual –Dissolved Oxygen and Aquatic
Primary Productivity
Estuarine Pollution: The Chesapeake Bay. Students calculate the effect of treated sewage on
the water quality of the Chesapeake Bay
Aquatic Net Primary Productivity Lab: College Board AP Biology Lab using Chlorella and nutrient
Enrichment
• Students build a wastewater treatment facility and filter fake sewage
Videos and Guest Speakers
• Blue Thumb Group Demonstration
• LiveEarth.org “Aral Sea”
Case Studies and Simulations:
• Pesticide Pollution in India
Relevant Laws and Regulations:
•
The Clean Water Act, NPDES
Unit 6: Atmosphere and Global Warming (3.5 weeks)
Lecture Topics:
• Global air and oceanic circulation patterns
• El Nino and La Nina
• Global climate change and fossil fuel use
• Geological Time and radioactive dating
• Climate effects on biomes and ecosystems
Readings from Textbook:
• Ch. 19 Climate Change and Ozone Depletion
Readings for Discussion:
• Recognizing Gaia, James Lovelock
Labs, Quantitative Activities and Field Experiences:
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Coriolis effect demonstration lab
Producing Climatograms and Biome SPOONS: Students are assigned to produce cards for
individual Biomes. The cards include climatograms, geographical, climatic and biological
characteristics of their biome. Students are then grouped and play a game where they have to
collect all cards from a particular biome and identify the biome. Other students verify or dispute
the claim.
• Measuring particulate air pollution in our school
• Acid is Eating My Nose
• Acid Rain Effect on Vegetation
Videos:
• NOVA: Gaia or NOVA: What's up with the Weather?
• Little Ice Age Big Chill by History Channel or Hockey Stick section only of An Inconvenient Truth
• LiveEarth.org “Blip Verts”, “Polar Bear Man”, “Mermaid”, “School Run”
Case Studies and Simulations:
• Global Climate Change: Impact and Remediation
• Global Climate Change: Evidence and Causes
Relevant Laws and Regulations:
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Clean Air Act, Montreal Protocol, Kyoto Treaty
Unit 7: Conventional Non-renewable Energy (3 weeks)
Lecture Topics:
• Laws of thermodynamics (review)
• How fossil fuels are formed, located and extracted
• Natural gas, coal and oil
• Peak Oil
• Petroleum oil use other than for energy: plastics, materials, medicines
• Nuclear fission and half life
• Safety and disposal of radioactive waste
Readings from Textbook:
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Ch. 14 Geology and Nonrenewable Minerals
Ch. 15 Nonrenewable Energy
Labs, Quantitative Activities and Field Experiences:
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Videos:
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Measurement of energy transfer efficiency: Students use an immersion heater to heat a known
mass of water. Using electrical and calorimetry equations they calculate and compare the
electrical energy input to the heat energy gained by the water.
Personal Energy Use Audit
Semester Long “Environmental Science in the News”, a binder that keeps and analyzes
environmental science articles of different topics from this class
Rock Cycle Webquest
Cookie Mining
Mining for Peanuts
Texas: The Underground Story, the Origin of Texas Oil and Natural Gas
Peak Oil Speech by Richard Heinberg, Eugene OR January 29th 2006
Addicted to Oil, Thomas Friedman reporting on Discovery Channel
Renewable Solutions Video
ABC News Nightline: Chernobyl Nuclear Disaster
• LiveEarth.org “Switch On, Switch Off”, “Earth 2.0”, “Light Bulb”, “Super Power Bloke”
Case Studies and Simulations:
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Policy debate: Should we Drill in the ANWR? Balancing land use and energy independence
Students research and present a Powerpoint on renewable forms of energy. Presentations must
include an economic and feasibility analysis.
Unit 8: Renewable Energy (2 weeks)
Lecture Topics:
• Principles of Solar Energy
• Indirect Solar Energy: Hydropower, Wind Power, Biomass Energy
• Transportation Energy Renewables: biofuels, hydrogen
• Peak Oil
• Nuclear fission and half life
Readings from Textbook:
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Ch. 16 Energy Efficiency and Renewable Energy
Readings for Discussion:
• Energy Innovators stories about what is being done to solve the energy problem
Labs, Quantitative Activities and Field Experiences:
• Solar Absorption Lab
• Solar Water Heater design contest
• Solar Space Heater design contest
• Solar Cookout
• How Many Trees?
Videos and Speakers:
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NOVA: Saved by the sun
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Modern Marvels Video: Renewable Energy Future
Sustainable Dave website from Boulder
Infinite Power of Texas
LiveEarth.org “Charcoal”
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Policy debate: Should we Drill in the ANWR? Balancing land use and energy independence
Students research and present a PowerPoint on renewable forms of energy. Presentations must
include an economic and feasibility analysis.
Case Studies and Simulations:
Unit 9: Soil, Food and Pest Control (4 weeks)
Lecture Topics:
• Structure and Interaction among the Earth's Crust, Mantle and Core
• Plate tectonics, earthquakes and volcanism
• Mining methods and environmental degradation
• Soil erosion and soil conservation practices
• Forestry and Public Lands
• Pesticides, resistance and IPM
Readings from Textbook:
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Ch. 12 Food, Soil, and Pest Management
Readings for Discussion:
• Easter's End, Jared Diamond
• Excerpts from Silent Spring by Rachel Carson
Labs, Quantitative Activities and Field Experiences:
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Videos:
Plate tectonics and geological activity: Students use GIS software to map earthquake and
volcanic activity and superimpose plate boundaries.
Soil salinization Lab: Students design their own procedure, collect, graph and analyze data under
three different scenarios.
Apes Garden: Planted and tended for the purpose of sharing a salad after the exam
• NOVA/Frontline: Harvest of Fear (GMOs)
• The True Cost of Food by The Sierra Club Sustainable Consumption Committee
• Buyer by Fair The Promise of Product Certification by Bullfrog Films
• LiveEarth.org “Toxic Seas”
• Pecos River Ecosystem Project: using helicopter applied pesticides to eradicate salt cedar trees
Case Studies and Simulations:
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Policy debate: GMOs the European approach, American approach or neither
Policy Debate: Mining in Colorado, the economic and environmental consequences
Malaria and DDT: To spray or not to spray. A role play case regarding The WHO's decision to
allow limited spraying in area's where malaria is a problem
Relevant Laws and Regulations:
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Surface Mining Control and Reclamation Act
Unit 10: Hazardous Chemicals and Human Health (3 weeks)
Lecture Topics:
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•
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Risk perception, Risk assessment vs Risk Management
The risks of being poor
Toxicology: Routes of exposure, acute vs chronic effects
• Dose Response, Synergism and Antagonism, biomagnification in food chains
• Economic Impacts: cost-benefit analysis, externalities
• Consumer and environmental safety, governmental regulations
Readings from Textbook:
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Ch. 17 Environmental Hazards and Human Health
Readings for Discussion:
• Recycling is garbage!
• Excerpts from Silent Spring by Rachel Carson
Labs, Quantitative Activities and Field Experiences:
• Garbology! Personal trash collection and analysis of % recyclable material by mass
Videos:
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Tom Brokaw Estrogen mimickers (in my Norris Folder)
A segment of The Corporation on “externalities” by Mongrel Media
Case Studies and Simulations:
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Town Meeting: What do we do with the Flowing Railroad Site; Modified from the EPA site this
case presents students with a hypothetical abandoned waste site. They must learn what toxics
are present, where they are, where they are headed and the potential health effects. In the end
the town must decide the best method to reclaim the land weighing economic, social and
personal impacts.
Relevant Laws and Regulations:
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The Clean Air and Water Acts
The Resource Conservation and Recovery Act (RCRA)
NEPA, TSCA, CERCLA, FIFRA
Unit 11 Solid Waste and Atmospheric Pollution (ozone depletion) (3 weeks)
Lecture Topics:
• Disposal of municipal solid waste
• The recycling solution
• Combustion: waste to energy
• Primary and secondary sources of air pollution
• Heat islands and temperature inversions
• Indoor air pollution
• Stratospheric ozone, CFC’s and UV light
• Strategies for reducing ozone depletion
Readings from Textbook:
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Ch. 18 Air Pollution
Ch.21 Solid and Hazardous Waste
Readings for Discussion:
• Recycling is garbage!
• The Ozone Layer is Being Repaired
• US Electronic Waste gets Sent to Africa by Ron Claiborne 8/2/009
Labs, Quantitative Activities and Field Experiences:
• Recycled Paper Lab
• Campus Cleanup and Trash Analysis
Videos:
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Electronic Waste in Ghana by Greenpeace, on you tube
Toxic US E-Waste: Third World Problem on you tube ABC World News with Charles Gibson
LiveEarth.org “Sad Fish”, “Waste”, “Out of Sight”, “Rubbish”
Case Studies and Simulations:
• Carry all your trash and recyclables for 1 week, weigh and analyze
Relevant Laws and Regulations:
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The Clean Air and Water Acts
Ozone and CFC’s regulation in the 70’s
AP Environmental Science Summer Reading Assignment
We will be reading Michael Pollan’s book, The Omnivore’s Dilemma. Your first task will be, of course, to get a
copy of the book. This book will be available from Barnes and Nobles or Books-A-Million. You may also purchase
the book on-line through Amazon.com, where cheaper, used books are also available.
You will also need a journal to document your ideas as you read. A composition book will work well and are
readily available and inexpensive. You may, however, choose a fancier journal if you prefer.
The book is divided into three main sections: Industrial Corn, Pastoral Grass, and Personal: The Forest. We will
journal in a similar manner. Below are questions for you to address in your journal as you read:
1. What is the “Omnivore’s Dilemma”?
2. Explain why the book is divided into three main sections.
3. After you have completed each chapter, explain the heading it was given. This can be as long or as short
as you prefer as long as you demonstrate understanding of the content. For example, the first chapter is
titled, “The Plant: Corn’s Conquest.” What did corn conquer? How did it accomplish this?
a. Corn: In addition to explaining the title, include what it means to be a C4 plant and how that
relates to the title.
b. Farm – How is growing food on the farm different from the way it was 100 years ago?
c. Feedlot
d. Processing Plant
e. Republic of Fat – explain why corn is finding it’s way into so many products
f. The Meal
g. All Flesh is Grass
h. Big Organic – What different types of organics exist? Explain why there are so many types.
Define NPK
i. Grass – explain the relationships in this chapter with examples
j. Animals – explain the relationships in this chapter with examples
k. Slaughter – how are Saladin’s thoughts on this different than mainstream?
l. Market – explain the title “Barcode”
m. Define speciesism
n. How has reading this book changed the way you think about food? What have you learned that
surprised you the most?
4. Please feel free to include your own perspective as much as possible. Anytime you can include an
example from your own life do it! This will make your journal much more personal and help you
remember what you’ve read as well as demonstrate to me that you ‘get it.’
Logistics of completing this assignment:
1. Plan ahead and commit yourself to reading a pre-determined amount of chapters per day so that
you're not overloaded with work the last few weeks of the summer. Also, set aside a specific time
during the day for reading and make sure your friends and family know that you are not to be
disturbed during this time. Don't expect to get much reading done late at night while lying in
bed; choose a time early in the day. Complete the written portion of the assignment right after
you finish reading each chapter.
2. If you choose to quote from the book, do so sparingly. I’ve read the book (more than once) and
will recognize when you aren’t using your own words. The idea is that you show you ‘get it’
and using someone else’s words doesn’t demonstrate that.
3. You are welcome to discuss this assignment with friends that may also be taking the course.
However, to write about it yourself and be able to participate in class discussions based on the
book, you’ll need to have read it yourself. Be sure that your conversations don’t substitute for
your own reading.
4. I don’t often recommend ‘lengths’ for the entries you give but experience has shown that in a
composition book, good entries are typically 2-3 journal pages per chapter.
Please let me know if you have any further questions on the assignment. I hope you will find the book interesting
and informative. I feel strongly that it will help give you a better understanding of many important
environmental issues, many of which are tied to our food choices.
AP Environmental Science Math Prep
This year in APES you will hear the two words most dreaded by high school students…NO CALCULATORS!
That’s right, you cannot use a calculator on the AP Environmental Science 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. So bid your
calculator a fond farewell, tuck it away so you won’t be tempted, and start sharpening your math skills!
Contents
Decimals
Averages
Percentages
Metric Units
Scientific Notation
Dimensional Analysis
Reminders
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.
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.
3. Check your work. Go back through each step to make sure you didn’t make any mistakes in your
calculations. Also check to see if your answer makes sense. For example, a person probably will not
eat 13 million pounds of meat in a year. If you get an answer that seems unlikely, it probably is. Go
back and check your work.
Directions
Read each section below for review. Look over the examples and use them for help on the practice
problems. When you get to the practice problems, write out all your work and be sure to include units
on each step. Check your work.
Decimals
Part I: The basics
Decimals are used to show fractional numbers. The first number behind the decimal is the tenths place,
the next is the hundredths place, the next is the thousandths place. Anything beyond that should be
changed into scientific notation (which is addressed in another section.)
Part II: Adding or Subtracting Decimals
To add or subtract decimals, make sure you line up the decimals and then fill in any extra spots with
zeros. Add or subtract just like usual. Be sure to put a decimal in the answer that is lined up with the
ones in the problem.
Part III: Multiplying Decimals
Line up the numbers just as you would if there were no decimals. DO NOT line up the decimals. Write
the decimals in the numbers but then ignore them while you are solving the multiplication problem just
as you would if there were no decimals at all. After you have your answer, count up all the numbers
behind the decimal point(s). Count the same number of places over in your answer and write in the
decimal.
Part IV: Dividing Decimals
Scenario One: If the divisor (the number after the / or before the
) does not have a decimal, set up
the problems just like a regular division problem. Solve the problem just like a regular division problem.
When you have your answer, put a decimal in the same place as the decimal in the dividend (the
number before the / or under the
).
Scenario Two: If the divisor does have a decimal, make it a whole number before you start. Move the
decimal to the end of the number, then move the decimal in the dividend the same number of places.
Then solve the problem just like a regular division problem. Put the decimal above the decimal in the
dividend. (See Scenario One problem).
Practice: Remember to show all your work, include units if given, and NO CALCULATORS! All work and
answers go on your answer sheet.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
1.678 + 2.456 =
344.598 + 276.9 =
1229.078 + .0567 =
45.937 – 13.43 =
199.007 – 124.553 =
90.3 – 32.679 =
28.4 x 9.78 =
324.45 x 98.4 =
1256.93 x 12.38 =
64.5 / 5 =
114.54 / 34.5 =
3300.584 / 34.67 =
Averages
To find an average, add all the quantities given and divide the total by the number of quantities.
Example: Find the average of 10, 20, 35, 45, and 105.
10 + 20 + 35 + 45 + 105 = 215
Divide the total by the number of given quantities. 215 / 5 = 43
Step 1: Add all the quantities.
Step 2:
Practice: Remember to show all your work, include units if given, and NO CALCULATORS! All work and
answers go on your answer sheet.
13. Find the average of the following numbers: 11, 12, 13, 14, 15, 23, and 29
14. Find the average of the following numbers: 124, 456, 788, and 343
15. Find the average of the following numbers: 4.56, .0078, 23.45, and .9872
Percentages
Introduction:
Percents show fractions or decimals with a denominator of 100. Always move the decimal TWO places
to the right go from a decimal to a percentage or TWO places to the left to go from a percent to a
decimal.
Examples:
.85 = 85%.
.008 = .8%
Part I: Finding the Percent of a Given Number
To find the percent of a given number, change the percent to a decimal and MULTIPLY.
30% of 400
Step 1: 30% = .30
400
Step 2:
x .30
12000
Example:
Step 3: Count the digits behind the decimal in the problem and add decimal to the answer.
12000  120.00  120
Part II: Finding the Percentage of a Number
To find what percentage one number is of another, divide the first number by the second, then convert
the decimal answer to a percentage.
Example:
Step 1:
Step 2:
What percentage is 12 of 25?
12/25 = .48
.48 = 48% (12 is 48% of 25)
Part III: Finding Percentage Increase or Decrease
To find a percentage increase or decrease, first find the percent change, then add or subtract the change
to the original number.
Example: Kindles have dropped in price 18% from $139. What is the new price of a Kindle?
Step 1:
Step 2:
$139 x .18 = $25
$139 - $25 = $114
Part IV: Finding a Total Value
To find a total value, given a percentage of the value, DIVIDE the given number by the given percentage.
Example: If taxes on a new car are 8% and the taxes add up to $1600, how much is the new
car?
Step 1:
Step 2:
8% = .08
$1600 / .08 = $160,000 / 8 = $20,000
(Remember when the divisor has a
decimal,
move it to the end to make it a whole number and move the decimal in the dividend
the same
number of places. .08 becomes 8, 1600 becomes 160000.)
Practice: Remember to show all your work, include units if given, and NO CALCULATORS! All work and
answers go on your answer sheet.
16. What is 45% of 900?
17. Thirteen percent of a 12,000 acre forest is being logged. How many acres will be logged?
18. A water heater tank holds 280 gallons. Two percent of the water is lost as steam. How many
gallons remain to be used?
19. What percentage is 25 of 162.5?
20. 35 is what percentage of 2800?
21. 14,000 acres of a 40,000 acre forest burned in a forest fire. What percentage of the forest was
damaged?
22. You have driven the first 150 miles of a 2000 mile trip. What percentage of the trip have you
traveled?
23. Home prices have dropped 5% in the past three years. An average home in Indianapolis three
years ago was $130,000. What’s the average home price now?
24. The Greenland Ice Sheet contains 2,850,000 cubic kilometers of ice. It is melting at a rate of
.006% per year. How many cubic kilometers are lost each year?
25. 235 acres, or 15%, of a forest is being logged. How large is the forest?
26. A teenager consumes 20% of her calories each day in the form of protein. If she is getting 700
calories a day from protein, how many calories is she consuming per day?
27. In a small oak tree, the biomass of insects makes up 3000 kilograms. This is 4% of the total
biomass of the tree. What is the total biomass of the tree?
Metric Units
Kilo-, centi-, and milli- are the most frequently used prefixes of the metric system. You need to be able
to go from one to another without a calculator. You can remember the order of the prefixes by using
the following sentence: King Henry Died By Drinking Chocolate Milk. Since the multiples and divisions of
the base units are all factors of ten, you just need to move the decimal to convert from one to another.
Example:
55 centimeters = ? kilometers
Step 1: Figure out how many places to move the decimal. King Henry Died By Drinking… –
that’s six
places. (Count the one you are going to, but not the one you are on.)
Step 2: Move the decimal five places to the left since you are going from smaller to larger.
55 centimeters = .00055 kilometers
Example:
19.5 kilograms = ? milligrams
Step 1: Figure out how many places to move the decimal. … Henry Died By Drinking
Chocolate Milk –
that’s six places. (Remember to count the one you are going to, but not the one you
are on.)
Step 2: Move the decimal six places to the right since you are going from larger to smaller. In
this case
you need to add zeros.
19.5 kilograms = 19,500,000 milligrams
Practice: Remember to show all your work, include units if given, and NO CALCULATORS! All work and
answers go on your answer sheet.
28.
29.
30.
31.
32.
33.
1200 kilograms = ? milligrams
14000 millimeters = ? meters
670 hectometers = ? centimeters
6544 liters = ? milliliters
.078 kilometers = ? meters
17 grams = ? kilograms
Scientific Notation
Introduction:
Scientific notation is a shorthand way to express large or tiny numbers. Since you will need to do
calculations throughout the year WITHOUT A CALCULATOR, we will consider anything over 1000 to be a
large number. Writing these numbers in scientific notation will help you do your calculations much
quicker and easier and will help prevent mistakes in conversions from one unit to another. Like the
metric system, scientific notation is based on factors of 10. A large number written in scientific notation
looks like this:
1.23 x 1011
The number before the x (1.23) is called the coefficient. The coefficient must be greater than 1 and less
than 10. The number after the x is the base number and is always 10. The number in superscript (11) is
the exponent.
Part I: Writing Numbers in Scientific Notation
To write a large number in scientific notation, put a decimal after the first digit. Count the number of
digits after the decimal you just wrote in. This will be the exponent. Drop any zeros so that the
coefficient contains as few digits as possible.
Example:
123,000,000,000
Step 1: Place a decimal after the first digit.
1.23000000000
Step 2: Count the digits after the decimal…there are 11.
Step 3: Drop the zeros and write in the exponent.
1.23 x 1011
Writing tiny numbers in scientific notation is similar. The only difference is the decimal is moved to the
left and the exponent is a negative. A tiny number written in scientific notation looks like this:
4.26 x 10-8
To write a tiny number in scientific notation, move the decimal after the first digit that is not a zero.
Count the number of digits before the decimal you just wrote in. This will be the exponent as a
negative. Drop any zeros before or after the decimal.
.0000000426
Step 1: 00000004.26
Example:
Step 2: Count the digits before the decimal…there are 8.
Step 3: Drop the zeros and write in the exponent as a negative.
4.26 x 10-8
Part II: Adding and Subtracting Numbers in Scientific Notation
To add or subtract two numbers with exponents, the exponents must be the same. You can do this by
moving the decimal one way or another to get the exponents the same. Once the exponents are the
same, add (if it’s an addition problem) or subtract (if it’s a subtraction problem) the coefficients just as
you would any regular addition problem (review the previous section about decimals if you need to).
The exponent will stay the same. Make sure your answer has only one digit before the decimal – you
may need to change the exponent of the answer.
Example:
1.35 x 106 + 3.72 x 105 = ?
Step 1: Make sure both exponents are the same. It’s usually easier to go with the larger
exponent so
you don’t have to change the exponent in your answer, so let’s make both exponents
6 for this
problem.
3.72 x 105  .372 x 106
Step 2: Add the coefficients just as you would regular decimals. Remember to line up the
decimals.
1.35
+ .372
1.722
Step 3: Write your answer including the exponent, which is the same as what you started
with.
1.722 x 106
Part III: Multiplying and Dividing Numbers in Scientific Notation
To multiply exponents, multiply the coefficients just as you would regular decimals. Then add the
exponents to each other. The exponents DO NOT have to be the same.
Example:
1.35 x 106
X 3.72 x 105 = ?
Step 1: Multiply the coefficients.
1.35
x 3.72
270
9450
40500
50220  5.022
Step 2: Add the exponents.
5 + 6 = 11
Step 3: Write your final answer.
5.022 x 1011
To divide exponents, divide the coefficients just as you would regular decimals, then subtract the
exponents. In some cases, you may end up with a negative exponent.
Example:
5.635 x 103 / 2.45 x 106 = ?
Step 1: Divide the coefficients.
5.635 / 3.45 = 2.3
Step 2: Subtract the exponents.
3 – 6 = -3
Step 3: Write your final answer.
2.3 x 10-3
Practice: Remember to show all your work, include units if given, and NO CALCULATORS! All work and
answers go on your answer sheet.
Write the following numbers in scientific notation:
34. 145,000,000,000
35. 13 million
36. 435 billion
37. .000348
38. 135 trillion
39. 24 thousand
Complete the following calculations:
40. 3 x 103 + 4 x 103
41. 4.67 x 104 + 323 x 103
42. 7.89 x 10-6 + 2.35 x 10-8
43. 9.85 x 104 – 6.35 x 104
44. 2.9 x 1011 – 3.7 x 1013
45. 1.278 x 10-13 – 1.021 x 10-10
46. three hundred thousand plus forty-seven thousand
47. 13 million minus 11 thousand
48. 1.32 x 108 X 2.34 x 104
49. 3.78 x 103 X 2.9 x 102
50. three million times eighteen thousand
51. one thousandth of seven thousand
52. eight ten-thousandths of thirty-five million
53. 3.45 x 109 / 2.6 x 103
54. 1.98 x 10-4 / 1.72 x 10-6
55. twelve thousand divided by four thousand
Dimensional Analysis
Introduction
Dimensional analysis is a way to convert a quantity given in one unit to an equal quantity of another unit
by lining up all the known values and multiplying. It is sometimes called factor-labeling. The best way to
start a factor-labeling problem is by using what you already know. In some cases you may use more
steps than a classmate to find the same answer, but it doesn’t matter. Use what you know, even if the
problem goes all the way across the page!
In a dimensional analysis problem, start with your given value and unit and then work toward your
desired unit by writing equal values side by side. Remember you want to cancel each of the
intermediate units. To cancel a unit on the top part of the problem, you have to get the unit on the
bottom. Likewise, to cancel a unit that appears on the bottom part of the problem, you have to write it
in on the top.
Once you have the problem written out, multiply across the top and bottom and then divide the top by
the bottom.
Example:
3 years = ? seconds
Step 1: Start with the value and unit you are given. There may or may not be a number on
the bottom.
3 years
Step 2: Start writing in all the values you know, making sure you can cancel top and bottom.
Since you
have years on top right now, you need to put years on the bottom in the next
segment. Keep
going, canceling units as you go, until you end up with the unit you want (in this case
seconds)
on the top.
3 years
365 days
1 year
24 hours
1 day
60 minutes
1 hour
60 seconds
1 minute
Step 3: Multiply all the values across the top. Write in scientific notation if it’s a large
number. Write
units on your answer.
3 x 365 x 24 x 60 x 60 = 9.46 x 107 seconds
Step 4: Multiply all the values across the bottom. Write in scientific notation if it’s a large
number.
Write units on your answer if there are any. In this case everything was cancelled so
there are
no units.
1x1x1x1=1
Step 5: Divide the top number by the bottom number. Remember to include units.
9.46 x 107 seconds / 1 = 9.46 x 107 seconds
Step 6: Review your answer to see if it makes sense. 9.46 x 107 is a really big number. Does it
make
sense for there to be a lot of seconds in three years? YES! If you had gotten a tiny
number, then
you would need to go back and check for mistakes.
In lots of APES problems, you will need to convert both the top and bottom unit. Don’t panic! Just
convert the top one first and then the bottom.
Example:
50 miles per hour = ? feet per second
Step 1: Start with the value and units you are given. In this case there is a unit on top and on
bottom.
50 miles
1 hour
Step 2: Convert miles to feet first.
50 miles
1 hour
5280 feet
1 mile
Step 3: Continue the problem by converting hours to seconds.
50 miles
1 hour
5280 feet
1 mile
1 hour
60 minutes
1 minute
60 seconds
Step 4: Multiply across the top and bottom. Divide the top by the bottom. Be sure to include
units on
each step. Use scientific notation for large numbers.
50 x 5280 feet x 1 x 1 = 264000 feet
1 x 1 x 60 x 60 seconds = 3600 seconds
264000 feet / 3600 seconds = 73.33 feet/second
Practice: Remember to show all your work, include units if given, and NO CALCULATORS! All work and
answers go on your answer sheet. Use scientific notation when appropriate.
Conversions:
1 square mile = 640 acres
1 hectare (Ha) = 2.47 acres
1 kw-hr = 3,413 BTUs
1 barrel of oil = 159 liters
1 metric ton = 1000 kg
56.
57.
58.
59.
134 miles = ? inches
8.9 x 105 tons = ? ounces
1.35 kilometers per second = ? miles per hour
A city that uses ten billion BTUs of energy each month is using how many kilowatt-hours of
energy?
60. A 340 million square mile forest is how many hectares?
61. If one barrel of crude oil provides six million BTUs of energy, how many BTUs of energy will one
liter of crude oil provide?
62. Fifty eight thousand kilograms of solid waste is equivalent to how many metric tons?
AP Environmental Science Graph Prep
Practice Interpreting Data:
The following questions are to help you practice reading information shown on a graph. Answer each
question on the separate answer sheet.
1. Identify the graph that matches
each of the following stories:
a. I had just left home when I
realized I had forgotten my
books so I went back to pick
them up.
b. Things went fine until I had
a flat tire.
c. I started out calmly, but
sped up when I realized I
was going to be late.
2. The graph at the right represents the typical day of a
teenager. Answer these questions:
a. What percent of the day is spent watching
TV?
b. How many hours are spent sleeping?
c. What activity takes up the least amount of
time?
d. What activity takes up a quarter of the day?
e. What two activities take up 50% of the day?
f. What two activities take up 25% of the day?
3. Answer these questions about the graph at the right:
a. How many sets of data
are represented?
b. On approximately what
calendar date does the
graph begin?
c. In what month does the graph reach its highest point?
4. Answer these questions
about the graph on the right:
a. How many total miles
did the car travel?
b. What was the
average speed of the
car for the trip?
c. Describe the motion
of the car between
hours 5 and 12?
d. What direction is
represented by line
CD?
e. How many miles were
traveled in the first
two hours of the trip?
f. Which line represents
the fastest speed?
5. Answer these questions about the graph at the right:
a. What is the dependent variable on this graph?
b. Does the price per bushel always increase with
demand?
c. What is the demand when the price is 5$ per
bushel?
6. The bar graph below represents the declared majors of freshman enrolling at a university.
Answer the following questions:
a.
b.
c.
d.
What is the total freshman enrollment of the college?
What percent of the students are majoring in physics?
How many students are majoring in economics?
How many more students major in poly sci than in psych?
7. This graph represents the number of A's earned in a particular college algebra class. Answer
the following questions:
a. How many A's were earned during the fall and spring of 2009?
b. How many more A's were earned in the fall of 2010 than in the spring of 2010?
c. In which year were the most A's earned?
d. In which semester were the most A's earned?
e. In which semester and year were the fewest A's earned?
2009
2010
8. Answer these questions about the graph below:
a. How much rain fell in Mar of 1989?
b. How much more rain fell in Feb of 1990 than in Feb of 1989?
c. Which year had the most rainfall?
d. What is the wettest month on the graph?
9. Answer these questions about the data table:
a.
b.
c.
d.
e.
What is the independent variable on this table?
What is the dependent variable on this table?
How many elements are represented on the table?
Which element has the highest ionization energy?
Describe the shape of the line graph that this data
would produce?
Atomic
Number
Ionization
Energy
(volts)
2
24.46
4
9.28
6
11.22
8
13.55
10
21.47
10. Answer the following using the data table below:
a.
b.
c.
d.
e.
f.
g.
How many planets are represented?
How many moons are represented?
Which moon has the largest mass?
Which planet has a radius closest to that of Earth?
How many moons are larger than the planet Pluto?
Which of Jupiter's moons orbits closest to the planet?
Which planet is closest to Earth?
Solar System Data Table
Distance
Name
---------
Radius
Mass
Orbits (000 km)
(km)
(kg)
------- --------
-------
-------
Sun
697000
1.99 x 1030
Jupiter
Sun
778000
71492
1.90 x 1027
Saturn
Sun
1429000
60268
5.69 x 1026
Uranus
Sun
2870990
25559
8.69 x 1025
Neptune
Sun
4504300
24764
1.02 x 1026
Earth
Sun
149600
6378
5.98 x 1024
Venus
Sun
108200
6052
4.87 x 1024
Mars
Sun
227940
3398
6.42 x 1023
Ganymede
Jupiter
1070
2631
1.48 x 1023
Titan
Saturn
1222
2575
1.35 x 1023
Mercury
Sun
57910
2439
3.30 x 1023
Callisto
Jupiter
1883
2400
1.08 x 1023
Io
Jupiter
422
1815
8.93 x 1022
Moon
Earth
384
1738
7.35 x 1022
Europa
Jupiter
671
1569
4.80 x 1022
Triton
Neptune
355
1353
2.14 x 1022
Pluto
Sun
5913520
1160
1.32 x 1022
Practice Making Graphs:
Use the following steps to create graphs and answer questions for each of the problems below.
All your work will go on the separate answer sheet.
1. Identify the variables. The independent variable is controlled by the experimenter. The
dependent variable changes as the independent variable changes. The independent
variable will go on the X axis and the dependent on the Y axis.
2. Determine the variable range. Subtract the lowest data value from the highest data
value.
3. Determine the scale of the graph. The graph should use as much of the available space
as possible. Each line of the scale must go up in equal increments. For example, you can
go 0, 5, 10, 15, 20, etc. but you cannot go 1, 3, 9, 34, 50, etc. Increments of 1, 2, 5, 10, or
100 are commonly used but you should use what works best for the given data.
4. Number and label each axis.
5. Plot the data. If there are multiple sets of data on one graph, use a different color for
each.
6. Draw a smooth, best-fit line for each data set.
7. Title the graph. Titles should explain exactly what the graph is showing and are
sometimes long. Don’t be afraid of a long title!
8. Create a key to the graph if there is more than one set of data.
Problem 1
Age of
the tree
in years
Average thickness of the
annual rings in cm.
Forest A
Average thickness of the
annual rings in cm.
Forest B
10
2.0
2.2
20
2.2
2.5
30
3.5
3.6
35
3.0
3.8
50
4.5
4.0
60
4.3
4.5
The thickness of the annual rings indicate what type of environmental situation was occurring at the
time of its development. A thin ring, usually indicates a rough period of development. Lack of water,
forest fires, or a major insect infestation. On the other hand, a thick ring indicates just the opposite.
A.
B.
C.
D.
E.
Make a line graph of the data.
What is the dependent variable?
What is the independent variable?
What was the average thickness of the annual rings of 40 year old trees in Forest A?
Based on this data, what can you conclude about Forest A and Forest B?
Problem 2
pH of water
Number of tadpoles
8.0
45
7.5
69
7.0
78
6.5
88
A.
B.
C.
D.
E.
F.
G.
H.
6.0
43
5.5
23
Make a line graph of the data.
What is the dependent variable?
What is the independent variable?
What is the average pH in this experiment?
What is the average number of tadpoles per sample?
What is the optimum water pH for tadpole development?
Between what two pH readings is there the greatest change in tadpole number?
How many tadpoles would you expect to find in water with a pH reading of 5.0?
Problem 3
Amount of ethylene in
ml/m2
Wine sap
Golden Apples:
Apples:
Days to
Days to Maturity
Maturity
Gala Apples:
Days to
Maturity
10
14
14
15
15
12
12
13
20
11
9
10
25
10
7
9
30
8
7
8
35
8
7
7
Ethylene is a plant hormone that causes fruit to mature. The data above concerns the amount of
time it takes for fruit to mature from the time of the first application of ethylene by spraying a
field of trees.
A. Make a line graph of the data.
B. What is the dependent variable?
C. What is the independent variable?
Ecology Worksheet#
Name
1
the following
each of the following statements ol answers
choose the response whichbest completes
pts'
(3'a
paper'
your
own
@)
with that response on
questions. place the
*t;;;;;;iaied
l. In order to be self-sustaining
warm, moist
2.
of organisms (2') a
an ecosystem must contain (1.) large numbers
the same niche
occupy
(4.) organismswhich
environileill?.t *,,,L or"n"try
me (1.) a community (2')
All the red-winged blackbirds living in a marsh
a succession
(3.) an ecosystem (4.) apopulation
of certain chemical elements such as carbon' oxygen'
3. In an ecosystem, what happens to the atoms
found in
and out of tiving syst:ms. (2) They are never
and nitrogen? (1) Til;t;;"e into
into
move
(4)
They
retum'
never
and
systeris
living systems. (3) fiJy;";;
"rri"i"g
"J
living sYstems and remain there'
4.
that directly or indirectly atrect t!9 er]v{onment
In a natural community, all the living things
(z.is"conaary consumers (3.) climatic limitations
are known as (lJ ilil;.gr"tsrni
(4.) biotic factors
5.Whichgroupcanbestbedescribedasapopulation?(1.)allthehoneybeesinanorchard(2.)all
(3.) the iif. itt Buttn's atnosphere ( ') the living and
the plants *a *ituft io a forest
nonliving factors in a meadow
6.
in an ecosystem? (1.) cycling of
Which factor promotes competition between organisms
(4') decomposition of organic matter
materials (2.) finiteO rero*"", (3.) presenceit saproptrytes
7.^lltheinteractingpopulationsinagrvenarearepresentanecologicalunitknownasa
(i.)population at) biome (3') biosphere (4') commtmity
g.
ecolory? (1) The
(2.)
cell and its organelles
The
otA;i#-a rheir Environmenl
Interactions e"t*"ro-r,/t""fiu"i"Chemical Properties of Water
and
Physicai
(4.)
The
go"oita.y
of Drosophila
(3.)
which title would
general
be most appropriate for a textbook on
The
b3l.."".--.----"-"-_
population changes shown in the
1g-tO. Stat" two reasons for the
guph atthe right.
'
11.
=('i
\ \/. ---D=
,^\
--/
=6--
\
\o
light, and minerals in order to
A certain plant requires moisture, oxygen" carbon dioxide,
on. (t') abiotic factors
depends
organism
tiui"g
survive. This statement shows that u
tZl ii"ii" A"t"ts
t2.
a9:
uz :
a< i
(3.) camivore-herbivore-relitionships (4.) symbiotic relationships
( 1 mushrooms in a cave in the
by
An biotic component of the biosphere is represented
.the ')
range of temperatures in a lake
(3.)
annual
catskill Mountains (2.) lu"d in a cave in Kentucky
inNewYorkState
(4.)saltinthewaterofanocean'
Ecology Worksheet #
Name
1
set up a terrarium containing moist soil, several plants, and snails. The terrarium
was placed in a sunny area. Which facior is not essential for the maintenance of the terrarium?
(1.) cycling of materials befween organisms and their environment (2.) a constant source
A student
13.
i
oi.*.gy
(3--; a tiving system capable
of incorporating energy into organic compounds
(a.) the introduction ofanother heterotroph into the terrarium
and atmosphere within which life exists is known as
(1.) community (2.) ecosystem (3.) population (4-) biosphere
t4. All of Earth's water, land,
15. Which ecological term includes everything
in the iliustration at the right?
1) ecosystem (2) population
3) community (4) species
.e.
1i-
ecosysren tends to remain relatively constant due to
16. The size of'a mouse populatlon rn a naturalI ecosystem
(2) the lack
I
of natural predators (3) cycling of energy
environment
the
(i) the carrying capacity of
decomposers
(4) increased numbers of
Correctly complete the following statements- (3.4 pts- @)
is
11.
the study of the interactions of living things with each other and
thek environment.
18.
A(n)
includes all of the organisms of the szme species that inhabit a given
location.
i9.
factors are those living factors in the environment, such as disease and predation-
20. The entire region of the worid where living things are found is called the
21.
can synthesize organic compounds from inorganic compounds and suniight.
22.
like animals and
-/.J.
24.
fingi
are dependent on other organisms for their food
are all the plant-eating animals.
are all the meat eating animals
25.
are animals that consume both plants and meat.
26.
are animals which
27.
are animals that the predators
28.
29.
kill
and consume their prey
kill.
are those animals that feed on other anipsls that they have not
All the interacting organisms of different species in a location comprise a(n)
killed'
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