ny24000991.schoolwires.netny24000991.schoolwires.net/cms/lib03/NY24000991/Cent…  · Web viewExplain why tidal energy systems are not widely used in the world. ... Describe two

AP Environmental ScienceChapter 1: Studying the State of Our Earth

Objectives: Students should be able to…1.1 - define the field of environmental science and discuss its importance.

1.1.1 Differentiate between environmentalism, environmental studies and environmental science1.1.2 Differentiate between environmentalist and environmental scientist1.1.3 Define biotic and abiotic and give examples of each

1.2 - identify ways in which humans have altered and continue to alter our environment.1.2.1 Identify examples of how humans have altered the environment1.2.2 Describe factors that have played a role in how humans have altered the environment

1.3 - describe key environmental indicators that help us evaluate the health of the planet.1.3.1 Define ecosystem services and list examples1.3.2 Identify the role of environmental indicators and why they are useful1.3.3 Explain how biodiversity can be used as an environmental indicator1.3.4 Define biodiversity and compare and contrast the three types of biodiversity1.3.5 Explain how food production can be used as an environmental indicator1.3.6 What are the current trends in total and per capita grain consumption1.3.7 Explain how temp and CO2 can be used as an environmental indicator1.3.8 Describe the role of greenhouse gases and what it means to be anthropogenic1.3.9 Explain how the human population can be used as an environmental indicator1.3.10 Describe the current trend in human population size & identify the size of the human population1.3.11 Explain how resource depletion can be used as an environmental indicator1.3.12 Identify natural resources and their effects on the environment

1.4 - define sustainability and explain how it can be measured using the ecological footprint.1.4.1 Summarize what occurred on Easter Island and its connection to sustainability1.4.2 List the requirements to living sustainably1.4.3 Define sustainable development and how it differs from sustainability1.4.4 Define biophilia1.4.5 Define ecological footprint & list the factors that go into calculating an individual’s ecological

footprint1.5 - explain the scientific method and its application to the study of environmental problems.

1.5.1 Define null hypothesis and explain why it can be necessary1.5.2 Describe the importance of replication and sample size in data collection1.5.3 Differentiate between accuracy and precision1.5.4 Describe the importance of a control group1.5.5 Explain why natural experiments might be needed and what their limitations are

1.6 - describe some of the unique challenges and limitations of environmental science.1.6.1 Define baseline data and what its role is in scientific experiments1.6.2 Explain the role subjectivity plays in environmental science1.6.3 Explain the role Interactions play in natural and human systems. 1.6.4 Define environmental equity1.6.5 Define environmental justice and its connection to wealth and other socioeconomic factors

1.7 – connect topics in this unit to current events discussed in class1.7.1 Summarize and connect the topics of stories assigned in this chapter to concepts in the book

AP Environmental ScienceChapter 3: Ecosystem Ecology

Objectives: Students should be able to…3.1 - list the basic components of an ecosystem.

3.1.1 Identify the parts that make up an ecosystem3.1.2 Explain the components that impact what type of ecosystems occur in different areas3.1.3 Identify examples of different boundaries that set apart ecosystems3.1.4 Describe processes that are not bound to ecosystem boundaries

3.2 - describe how energy flows through ecosystems.3.2.1 Identify organisms that are autotrophs and be able to identify reactants and products of

photosynthesis3.2.2 Identify organisms that do cellular respiration and the reactants and products of respiration3.2.3 Differentiate between primary, secondary, and tertiary consumers and be able to label on a

food chain and food web3.2.4 Define and identify consumers, producers, scavengers, detritivores, and decomposers in a food

web3.2.5 Explain the connection between Gross Primary Productivity (GPP) and Net Primary Productivity

and be able to calculate given each given numerical values3.2.6 Compare and contrast ecosystems based on their productivity and identify the factors that

impact their ability to be productive3.2.7 Define ecological efficiency and identify the value for efficiency that most ecosystems operate at

in nature3.3 - describe how carbon, nitrogen, and phosphorus cycle within ecosystems.

3.3.1 Define biogeochemical3.3.2 Explain the roles of flows and pools in biogeochemical cycles3.3.3 Identify the flows & pools within the hydrological cycle & explain how the processes work

together3.3.4 Identify the flows & pools within the carbon cycle & explain how the processes work together3.3.5 Identify the flows & pools within the nitrogen cycle & explain how the processes work together3.3.6 Identify the flows & pools within the phosphorus cycle & explain how the processes work

together3.3.7 Explain how humans are altering each of the cycles mentioned in the previous objectives

3.4 - explain how ecosystems respond to natural and anthropogenic disturbances.3.4.1 Define disturbance as it pertains to an ecosystem3.4.2 Define watershed and explain the role it can play in studying the environment3.4.3 Compare and contrast resistance and resilience3.4.4 Define restoration ecology, explain why it is important, and identify key examples3.4.5 Explain the science behind the intermediate disturbance hypothesis

3.5 - discuss the values of ecosystems and how humans depend on them.3.5.1 Differentiate between instrumental and intrinsic values of an ecosystems3.5.2 Explain how the following instrumental services provide value to humans

3.5.2.1 Provisions3.5.2.2 Regulating Services3.5.2.3 Support Systems

3.5.2.4 Resilience3.5.2.5 Cultural Services

3.5.3 Explain the factors that impact the intrinsic value of an ecosystem

3.6 – connect topics in this unit to current events discussed in class3.6.1 Summarize and connect the topics of stories assigned in this chapter to concepts in the book

3.7 – perform math calculations that are necessary for topics in this unit3.7.1

AP Environmental ScienceChapter 4a: Global Climate and Weather

Objectives: Students should be able to…4.1 - explain the forces that drive global circulation patterns and how those patterns determine weather and

climate.4.1.1 Explain the difference between weather and climate4.1.2 List the layers of the atmosphere starting at the Earth’s surface and moving up4.1.3 Identify the temperature differences between each layer and the science behind these

differences4.1.4 List the important traits of each layer as it pertains to the environment and humans4.1.5 Explain how the tilt of the Earth relates to seasons and identify the Earth’s position for each

season in the Northern hemisphere4.1.6 Define albedo and identify areas on the earth with low and high albedo4.1.7 Define adiabatic heat and adiabatic cooling and connect each to convection currents4.1.8 Identify the location of Hadley and polar cells on a globe4.1.9 Explain the effect Hadley cells and polar cells have on global climate4.1.10 Explain what the Intertropical Convergence Zone (ITCZ) is and its connection to weather4.1.11 Describe the Coriolis Effect and use it to determine global wind patterns4.1.12 Define gyres and identify their role in global climates4.1.13 Connect upwellings to ocean productivity4.1.14 Explain the science behind thermohaline circulation4.1.15 Identify the differences in ocean temperatures and weather based on El Nino4.1.16 Identify the properties on different sides of a mountain based on the rain shadow effect and

know the science behind why the rain shadow effect occurs4.2 – connect topics in this unit to current events discussed in class

4.2.1 Summarize and connect the topics of stories assigned in this chapter to concepts in the book4.3 – perform math calculations that are necessary for topics in this unit

4.3.1

AP Environmental ScienceChapter 4b: Biomes

Objectives: Students should be able to…4.2 - describe the major terrestrial biomes.

4.2.1 Correctly identify biomes on the Whittaker diagram based on their average temperature and annual precipitation

4.2.2 Label biomes on a map of the world4.2.3 Identify the growing season on a climate diagram and explain why the growing season occurs

during that time period4.2.4 List the major characteristics and unique terms that apply to the following biomes and the

reasons behind the characteristics4.2.4.1 Tundra4.2.4.2 Boreal Forest4.2.4.3 Temperate Rainforest4.2.4.4 Temperate Seasonal

Forest

4.2.4.5 Woodland/Shrubland4.2.4.6 Temperate Grassland/Cold Desert4.2.4.7 Tropical Rainforest4.2.4.8 Tropical Seasonal Forest/Savanna4.2.4.9 Subtropical Desert

4.3 - describe the major aquatic biomes.4.3.1 Explain the properties of a lake and stream that make it different than a lake4.3.2 Label the parts of a lake and the properties of each part4.3.3 Identify the different types of wetlands and the vital roles wetlands play in the environment4.3.4 Identify the unique properties of salt marshes and their importance to the greater environment4.3.5 Explain the importance of mangroves to coastlines4.3.6 Identify the types of organisms that live in an intertidal zone and explain why those organisms

must have unique adaptations4.3.7 Explain the importance of coral reefs to humans4.3.8 Describe the organisms that makeup coral and also the diversity of other organisms in the reef4.3.9 Explain what coral bleaching is, what causes it, and what its effects would be if it occurs4.3.10 Label the zones of the open ocean and list the properties of each zone

AP Environmental ScienceChapter 5: Evolution of Biodiversity

Objectives: Students should be able to…5.1 - explain the concept of biodiversity and how it is measured.5.2 - describe the ways in which evolution can occur.5.3 - explain how environmental change affects speciation and extinction.5.4 - explain the concept of an ecological niche.

AP Environmental ScienceChapter 6: Populations

Objectives: Students should be able to…6.1 - list the levels of complexity found in the natural world.6.2 - contrast the ways in which density-dependent and density-independent factors affect population size.6.3 - explain growth models, reproductive strategies, survivorship curves, and metapopulations.6.4 - describe species interactions and the roles of keystone species.6.5 - discuss the process of ecological succession.6.6 - explain how latitude, time, area, and distance affect the species richness of a community.

AP Environmental ScienceChapter 7: Human Population

Objectives: Students should be able to…7.1 - describe the potential limits to human population growth.

7.1.1 Using the graph of human population growth over time (fig 7.1), identify major events in the timeline that had an impact on the growth rate

7.1.2 Explain Thomas Malthus’ ideas about human population growth and resources to support the growth. Compare his ideas to those of other scientists and what evidence there is to support each theory.

7.2 - describe important aspects of global and national population growth using demographic terminology and tools.

7.2.1 Differentiate between immigration and emigration and inputs and outputs for population size7.2.2 Define Crude Birth Rate (CBR) and Crude Death Rate (CDR)7.2.3 Define doubling time7.2.4 Solve the doubling time equation given certain variables7.2.5 Identify the current size of the human population and the projected range of the future size and

stabilization range.7.2.6 Define Total Fertility Rate (TFR)7.2.7 Define replacement-level fertility and identify the reasons behind why it changes depending

upon the population7.2.8 Explain how life expectancy and infant mortality can be used to determine the affluence and

what other characteristics can be determined7.2.9 Create an age structure diagram given data and correctly read a age structure diagram

7.3 - evaluate the social, economic, and environmental factors that have contributed to decreasing growth rates in many countries.

7.3.1 Define the Theory of Demographic Transition7.3.2 Explain what is occurring at each phase of the Demographic Transition graph and the reasons

behind the changes that are occurring (especially in relation to birth rates, death rates, and TFR)7.3.2.1 Slow 7.3.2.2 Rapid 7.3.2.3 Stable 7.3.2.4 Declining

7.3.3 Identify countries that fall into each phase7.3.4 Identify the role education, social status, and age can have how many children women have

during their lifetime7.3.5 Explain the different strategies taken by countries to lower their TFR. You should be most

familiar with the following countries7.3.5.1 China7.3.5.2 India7.3.5.3 Kenya

7.4 - analyze relationships among changes in population size, economic development, and resource consumption at global and local scales.

7.4.1 Identify the top 5 most populous countries (in order)

7.4.2 Describe what is occurring with the growth rate in developed countries versus developing countries

7.4.3 Compare and contrast the affluence found in developing versus developed countries and the effect this has on the per capita ecological footprint of these countries

7.4.4 Identify the four components in the I=PAT equation and the effect each component has on the environmental impact of a population

7.4.5 Identify the trend in the percentage of individuals living in urban areas and the benefits and drawbacks of this trend

7.4.6 Identify the correlation between GDP and affluence and how it all connects to pollution and environmental impact levels (aka Kuznet’s Curve)

7.5 - explain how people have attempted to harmonize economic development with sustainable development.

7.5.1 Identify the goal of the Millennium Ecosystem Assessment Project7.5.2 Summarize what the conclusions drawn by the Millennium Ecosystem Assessment Project mean

for the current human population and future populations

AP Environmental ScienceChapter 9: Water Resources

Objectives: Students should be able to…9.1 - Identify Earth’s natural sources of water.

9.1.1 Identify the percentage of water that is saltwater versus freshwater9.1.2 Identify the percentage of freshwater that is found in ice & glaciers, belowground water, water

bodies, & atmospheric water9.1.3 Compare and contrast confined and unconfined aquifers9.1.4 Define groundwater recharge and how it differs with confined and unconfined aquifers9.1.5 Compare and contrast the recharge rate and the consequences of this fact of different aquifers9.1.6 Explain what a cone of depression is and why if forms9.1.7 Explain saltwater intrusion and what causes it to form9.1.8 Define floodplain and connect it to agriculture9.1.9 Identify the productivity, nutrient levels, and oxygen levels of the following lake types

9.1.9.1 Oligotrophic9.1.9.2 Mesotrophic 9.1.9.3 Eutrophic

9.1.10 Explain why different lakes have different oxygen levels and what effect this has on the community of organisms

9.1.11 Describe the connection between drought and topsoil and the economic and environmental consequences

9.1.12 Define impermeable surfaces and their effect on urban and suburban water levels9.2 - Discuss the ways in which humans manage water.

9.2.1 Define a levee, its purpose and its effect on the surrounding environment9.2.2 Define a dike and its purpose9.2.3 Describe the financial, societal, and environmental costs of dams9.2.4 Define an aqueduct, its purpose and the environmental costs9.2.5 List the steps involved in the two types of desalination and the pros and cons of each

9.3 - Describe the major human uses of water.9.3.1 Identify the percentage of water used for irrigation, industrial, and household use9.3.2 Compare the amount of water needed to produce the same mass of beef and wheat9.3.3 Identify the pros and cons of each type of irrigation and know their efficiency relative to each

other9.3.3.1 Furrow9.3.3.2 Flood9.3.3.3 Spray9.3.3.4 Drip

9.3.4 Define hydroponic agriculture and the benefits and drawbacks9.3.5 Identify the types of industry that requires water9.3.6 Compare per capita use of household water in developed countries and developing countries

and identify the reasons for this disparity9.3.7 Identify the percentage of indoor water use in U.S. households9.3.8 Identify the number of people worldwide who lack access to clean water and the number who

die annually due to diseases related to contaminated water

9.4 - Identify the factors that will affect the future availability of water.9.4.1 Make an argument for or against allowing market forces to determine the price of water and

allowing individuals and corporations to buy and sell water rights. 9.4.2 Summarize the measures taken with appliances recently to reduce household water use9.4.3 Summarize actions performed by Las Vegas, industry and municipalities to conserve water use

AP Environmental ScienceChapter 11: Feeding the World

Objectives: Students should be able to…11.1 - describe human nutritional needs and the challenges of overcoming hunger and malnutrition.

11.1.1 Identify the time when agriculture became prevalent and its effect on the human population11.1.2 Differentiate between the following terms

11.1.2.1 Undernutrition11.1.2.2 Malnourished11.1.2.3 Overnutrition

11.1.2.4 Food Security11.1.2.5 Food Insecurity11.1.2.6 Famine

11.1.3 Identify the percentage of grains, meat, and fish in the human diet11.1.4 Identify the primary reason for undernutrition and malnutrition & why it is more complex than

just lack of food11.1.5 Identify the major use of grain and what issue results in energy due to this use11.1.6 Explain why we observe the current trends in total and per capita grain production worldwide

over the past 60 years11.2 - explain the development of modern industrial agriculture, the role played by inputs such as irrigation

water, fertilizers, and pesticides, and the environmental consequences of modern farming methods.11.2.1 Define industrial agriculture, or agribusiness11.2.2 Define energy subsidy and be able to read and understand Figure 11.411.2.3 Identify the most common energy subsidy in modern agriculture and explain what the

consequence of this fact could be on humans11.2.4 Summarize the Green Revolution11.2.5 Explain Economies of Scale and its connection to small and large farms11.2.6 Explain waterlogging and its possible consequences11.2.7 Explain salinization and its possible consequences11.2.8 Compare and contrast organic and inorganic (synthetic fertilizers)11.2.9 Define monocropping and its benefits and drawbacks11.2.10 Define pesticides, and differentiate between herbicide and insecticide11.2.11 Differentiate between broad-spectrum and selective pesticides11.2.12 Differentiate between persistent and nonpersistent pesticides11.2.13 Define bioaccumulation and explain its effects on a community of organisms11.2.14 Explain the pesticide treadmill and why it is an example of a positive feedback loop

11.3 - identify the benefits and costs of using genetically modified organisms in agriculture.11.3.1 Identify the three general benefits that can be seen from genetically modified organisms11.3.2 List and explain two examples of genetically modified organisms (GMOs) increasing crop yield

and quality11.3.3 Explain what scientists have done to crops to change the way pesticides are used in agriculture11.3.4 Identify the difference between the United States and Europe on GMOs11.3.5 Explain how GMOs might affect biodiversity in a community

11.4 - describe alternatives to industrial farming methods.11.4.1 Define shifting agriculture and why “slash-and-burn” can have immediate benefits but long term

costs11.4.2 Define nomadic grazing and when it is useful11.4.3 Define sustainable agriculture and explain the role of each of these terms plays in it

11.4.3.1 Intercropping11.4.3.2 Crop rotation

11.4.3.3 Agroforestry11.4.3.4 Contour plowing

11.4.4 Explain the purpose of plowing and tilling and the benefits and drawbacks of no-till agriculture11.4.5 Summarize Integrated Pest Management (IPM)11.4.6 Identify the basic principles of organic agriculture

11.5 - explain the environmental impacts of various approaches to raising and harvesting meat and fish.11.5.1 Define Concentrated Animal Feed Operations (CAFOs), its purpose, and its environmental costs11.5.2 Compare Free Range beef and chicken with CAFO beef and chicken with regards to the

environment and cost to consumer11.5.3 Define fisheries and compare wild-caught to aquaculture fish contributions to global fish

production over the past 20 years (figure 11.20)11.5.4 Define bycatch and its connection to fisheries and endangered species11.5.5 Explain what Individual Transferable Quotas (ITQs) are and what role they play in more

sustainable fishing methods11.5.6 Define aquaculture and explain its benefits and drawbacks

AP Environmental ScienceChapter 12: Nonrenewable Energy Resources

Objectives: Students should be able to…12.1 - describe how energy use and energy resources have varied over time, both in the United States and

worldwide.12.1.1 Define nonrenewable energy resources.12.1.2 Differentiate the two categories of nonrenewable energy.12.1.3 List units of measure used to describe quantities of energy and their mathematical equivalents.12.1.4 Explain how energy is distributed around the world. 12.1.5 Why do developed countries demand more energy that developing countries.12.1.6 How does the energy use of the US compare to other countries? Explain. 12.1.7 Differentiate commercial and subsistence energy use.12.1.8 Name the three factors that affect the pattern of energy use in the US.12.1.9 Describe the energy imports and exports of the US (Fig 12.4)

12.2 - compare the energy efficiencies of the extraction and conversion of different fuels.12.2.1 Describe the difference between energy efficiency and quality.12.2.2 What is the efficiency of fossil fuels?12.2.3 How is energy efficiency quantified?12.2.4 What is EROEI? Give the formula for calculating EROEI.12.2.5 During the production of energy from coal, what processes contribute to energy loss?12.2.6 Define transportation.12.2.7 Examine table 12.1. Use the information to explain why automobile travel has a low efficiency.12.2.8 As Americans move from cars to light trucks (pickup trucks, SUVs and minivans), explain what

happens to energy efficiency?12.3 - explain the various means of generating electricity.

12.3.1 Differentiate primary and secondary sources of energy.12.3.2 Define energy carrier.12.3.3 Create a flow chart to show the production of energy in a coal fired power plant.12.3.4 Define turbine.12.3.5 Explain the term electrical grid.12.3.6 How do natural gas power plants used a combined cycle to get a higher efficiency?12.3.7 Define capacity?12.3.8 What is the capacity factor of a plant?12.3.9 Why do coal and nuclear power plants usually remain operational constantly?12.3.10 What is cogeneration and what is the efficiency of producing energy in this manner?

12.4 - discuss the uses and consequences of using coal, oil, natural gas, and nuclear fuels.COAL12.4.1 What is coal?12.4.2 Describe the four types of coal and how they are formed.12.4.3 Where are the largest coal reserves found?12.4.4 Create a chart to describe the advantages and disadvantages of coal?12.4.5 What are the consequences of ash spill?PETROLEUM12.4.6 What is petroleum and how is it formed?12.4.7 What is a gas flare or flaring?12.4.8 Why are natural gas and oil usually found together?12.4.9 Define crude oil.12.4.10 How and why is crude oil refined?12.4.11 What are the products of oil refining?12.4.12 How is oil production measured?12.4.13 What are the top petroleum producing countries in the world?

12.4.14 Create a chart to describe the advantages and disadvantages of petroleum.NATURAL GAS12.4.15 What are the components of natural gas?12.4.16 What are the two largest uses of natural gas?12.4.17 What is compressed natural gas?12.4.18 What is LPG?12.4.19 Create a chart to describe the advantages and disadvantages of natural gas.OTHERS12.4.20 What are oil sands?12.4.21 Define bitumen.12.4.22 Describe the process of oil sands extraction.12.4.23 What is CTL? Why is it not widely used on the US?NUCLEAR12.4.24 Compare electric generation from coal to the electric generation using nuclear energy.12.4.25 What is fission?12.4.26 Describe how nuclear fission is a self-sustaining.12.4.27 Create a flow chart for production of electricity from nuclear energy.12.4.28 Contrast fuel and controls rods.12.4.29 What are control rods critical to a nuclear reactor?12.4.30 Create a chart to describe the advantages and disadvantages of nuclear energy.12.4.31 What is radioactive waste? 12.4.32 Compare and contrast high and low level radioactive waste and the disposal of both.12.4.33 Define the term half-life.12.4.34 Define becquerel and curie.12.4.35 Describe storage of nuclear waste and the major disadvantages of nuclear waste storage.12.4.36 Explain nuclear fusion and why it is currently not in use as an energy source.

12.5 - describe projections of future supplies of our conventional energy resources.12.5.1 What is energy intensity? And what is the trend for energy intensity?12.5.2 Describe the Hubbert Curve and what is it used to demonstrate?12.5.3 What are the major considerations for the continued use of fossil fuels?

AP Environmental ScienceChapter 13: Achieving Energy Sustainability

Objectives: Students should be able to…13.1 - define renewable energy resources.

13.1.1 Differentiate between nonrenewable, potentially renewable and nondepletable and give examples of each

13.1.2 Describe the renewable energy being used in the US.13.2 - describe strategies to conserve energy and increase energy efficiency.

13.2.1 How can individuals reduce their usage of energy? Highlight which ones you could try.13.2.2 Describe ways that energy conservation can be encouraged13.2.3 Explain a tiered rate system.13.2.4 How are energy efficiency and energy conservation linked?13.2.5 Define peak demand and how can peak demand be reduced?13.2.6 Describe characteristics of an energy efficient home.13.2.7 Explain passive solar design.13.2.8 How does the thermal inertia of a material contribute to the energy efficiency of a

building?13.2.9 Describe three different techniques used in sustainable design? Which one is the best? Defend

your answer.13.3 - compare and contrast the various forms of biomass energy.

13.3.1 Explain how the sun is the ultimate source of energy for all types of energy.13.3.2 List types of biomass fuels.13.3.3 What are biofuels and why is their use limited?13.3.4 Differentiate modern and fossil carbon.13.3.5 Explain why in theory modern carbon is considered carbon neutral. 13.3.6 Outline the negative impact of net removal of trees.13.3.7 Why is charcoal a better source of energy? What is its main disadvantage?13.3.8 Summarize the positive and negatives of using animal manure as a heating/cooking source.13.3.9 Explain how liquid biofuels are made.13.3.10 Describe the pros and cons of ethanol as a fuel. 13.3.11 Define gasohol.13.3.12 Explain how SVO vehicles work.13.3.13 How is biodiesel made?

13.4 - explain the advantages and disadvantages of hydroelectricity, solar energy, geothermal energy wind energy, and hydrogen as energy resources.

13.4.1 Define hydroelectricity.13.4.2 Create a flow chart to demonstrate how electricity is produced from flowing water.13.4.3 Differentiate run of the river systems and water impound systems.13.4.4 Explain why tidal energy systems are not widely used in the world.13.4.5 Create a chart outlining the advantages and disadvantages of hydroelectric dams. 13.4.6 Describe solar ovens and explain how they are using passive solar heating.13.4.7 Define active solar energy.13.4.8 Create a flowchart that shows the path of a solar domestic hot water heater. 13.4.9 Describe how PV cells work.13.4.10 Explain how CST systems work.13.4.11 Define geothermal energy.13.4.12 Describe different ways geothermal energy can be harnessed as a source of energy.13.4.13 Explain the three parts of a ground source heat pump.13.4.14 Explain how the sun is the ultimate source of energy for winds.13.4.15 Create a flow chart demonstrating how wind turbines generate electricity.13.4.16 Differentiate land based and off shore wind farms.

13.4.17 Create a chart outlining the advantages and disadvantages of geothermal energy systems.13.4.18 Define fuel cell.13.4.19 Explain the chemical process that allows hydrogen fuel cells to generate electricity.13.4.20 How is hydrogen currently obtained for fuel cells?13.4.21 Why does it make sense to use energy to make energy for hydrogen fuel cells?13.4.22 Why is hydrogen a useful alternative to fossil fuels?

13.5 - describe the environmental and economic options we must assess in planning our energy future.13.5.1 Explain the components of a sustainable energy strategy.13.5.2 What is the electrical grid and what are the current limitations.13.5.3 Describe how a smart grid works and the advantages of using a smart grid.13.5.4 Explain how advances in energy storage could revolutionize renewable energy use.

AP Environmental ScienceChapter 14: Water Pollution

Objectives: Students should be able to…14.1 - distinguish between point and nonpoint sources of pollution.

14.1.1 Define Water pollution.14.1.2 Differentiate point and nonpoint pollution and give examples of each.

14.2 - identify the ways in which human wastewater can cause water pollution.14.2.1 Describe the three main concerns scientists have concerning human wastewater.14.2.2 What is oxygen demanding waste and how is it measured?14.2.3 How does BOD create deadzones?14.2.4 Differentiate eutrophication from cultural eutrophication.14.2.5 Identify 6 major diseases caused by waterborne pathogens.14.2.6 Explain the indicator scientists use to identify water might contain disease causing pathogens.

14.3 - evaluate the different technologies that humans have developed for treating wastewater.14.3.1 Describe the two components of a septic system.14.3.2 Differentiate the three layers of waste in the septic tanks 14.3.3 Create a flow chart to show wastewater ‘s path through sewage treatment plants. Describe

each treatment, (primary, secondary and tertiary).14.3.4 Explain the effects of legal sewage dumping on surrounding bodies of water,14.3.5 How is waste from CAFOs disposed of?

14.4 - identify the major types of heavy metals and other substances that pose serious hazards to humans and the environment.14.4.1 Create a chart showing the heavy metals, their sources and the consequences of high level in

the environment.14.4.2 Compare acidification of water due to atmospheric and underground sources.14.4.3 Describe how coal scrubbers are mitigating acid deposition.14.4.4 Outline the three major concerns with pesticides.14.4.5 How do pharmaceuticals and hormones enter the water?14.4.6 What are the effects of perchlorates?14.4.7 Describe the causes of the fire on Cuyahoga River.14.4.8 Compare the effects of exposure to PCBs and PCBDs.

14.5 - discuss the impacts of oil spills and how such spills can be remediated.14.5.1 Describe two major accidental oil spills. And their environmental impact.14.5.2 What is the source largest source of oil in marine waters?14.5.3 Discuss three ways oil spills can be remediated.

14.6 - identify contaminants that are nonchemical pollutants.14.6.1 What is the Great Pacific Garbage Gyre?14.6.2 How does solid waste pollute waterways and what is its source?14.6.3 Describe anthropogenic causes of sediments in waterways.14.6.4 Explain how increased sediments affect the health of waterways.14.6.5 Define thermal pollution.14.6.6 Explain the effects of thermal shock?

14.7 - explain the connections among industrialization, affluence, and water-pollution legislation.14.7.1 Explain why industrialization and affluence contribute to the decline of water quality.14.7.2 What is the goal of the Clean Water Act?14.7.3 What is the goal of the Safe Drinking Water Act?

AP Environmental ScienceChapter 15: Air Pollution

Objectives: Students should be able to…15.1 - identify the major air pollutants and where they come from.

15.1.1 Differentiate primary and secondary pollutants.15.1.2 Define photochemical oxidants and give 2 examples.15.1.3 Compare photochemical smog and sulfurous smog.15.1.4 Compare natural emissions and anthropogenic emissions.

15.2 - explain how photochemical smog and acid deposition are formed and describe the effects of each.15.2.1 Describe how photochemical smog is formed.15.2.2 Explain how a thermal inversion occurs.15.2.3 What are the effects of a thermal inversion on air quality? 15.2.4 Outline the creation of acid depositions.15.2.5 How do acid depositions travel throughout the atmosphere?15.2.6 Explain the effects of acid deposition and give 2 examples.

15.3 - examine various approaches to the control and prevention of outdoor air pollution.15.3.1 How does fluidized bed combustion remove sulfur dioxide from emissions?15.3.2 Describe two strategies that remove nitrogen oxides from emissions.15.3.3 Compare bag house filters, electrostatic precipitators and scrubbers.15.3.4 Describe innovative strategies to reduce air pollution.15.3.5 Explain the purpose of sulfur allowances and how they work.

15.4 - explain the causes and effects of stratospheric ozone depletion.15.4.1 Which types of UV rays are absorbed by the ozone layer15.4.2 Differentiate tropospheric and atmospheric ozone.15.4.3 Create a flow chart that shows the breakdown of atmospheric ozone.15.4.4 Describe how chlorofluorocarbons contributed to the breakdown of the ozone layer.15.4.5 Explain the history behind the creation of the ozone hole.15.4.6 What steps are being taken to reduce ozone depletion?

15.5 - discuss the hazards of indoor air pollution, especially in developing countries.15.5.1 What indoor air pollutants are most common in developing countries?15.5.2 Create a chart the 5 major indoor air pollutants. Include the source and the effects of each

pollutant.15.5.3 Define sick building syndrome.

AP Environmental ScienceChapter 16: Waste

Objectives: Students should be able to…16.1 - define waste generation from an ecological and systems perspective.

16.1.1 Describe the characteristics of a paper cup and polystyrene cup that creates a controversy as to which is “better” for the environment.

16.1.2 Define waste16.1.3 Recreate the timeline of the United States’ relationship with waste from 1900 to present16.1.4 Differentiate between planned obsolescence and perceived obsolescence16.1.5 Define MSW and identify the trend with total and per capita MSW in the United States16.1.6 Compare & contrast the United States’ per capita waste generation to other countries16.1.7 Compare and contrast total and per capita waste generation in developing and developed

countries16.1.8 Identify the top 4 components of the MSW in the United states by percentage16.1.9 Identify the amount of compostable material in the United States’ MSW16.1.10 Describe the controversy surrounding e-waste, including where it is being sent, why it is being

sent there, and why it is detrimental to the environment and human health16.2 - describe how each of the three Rs—Reduce, Reuse, and Recycle—as well as composting can avoid

waste generation.16.2.1 Define source reduction16.2.2 Explain why reduce is the first choice among the 3 Rs16.2.3 Identify examples of source reduction on the individual and corporate level16.2.4 Differentiate between closed-loop and open-loop recycling16.2.5 Explain the circumstances around New York City’s decision to suspend glass and plastic recycling16.2.6 List the materials that can be composted 16.2.7 Identify the elements that must be monitored in compost16.2.8 List the steps taken at a municipal composting facility

16.3 - explain the implications of landfills and incineration.16.3.1 Define leachate16.3.2 List the steps to create a modern sanitary landfill and explain why each step is taken16.3.3 Identify acceptable and unacceptable materials to enter a landfill16.3.4 Define tipping fee16.3.5 Explain why siting a landfill can be difficult and the role NIMBY plays in this decision16.3.6 Explain why a landfill can change from aerobic condition to anaerobic conditions and the

changes in products that occur16.3.7 Describe the decomposition rates in landfills and reasons behind them16.3.8 List the steps in incineration and the components produced16.3.9 List the pros and cons to incinerating waste

16.4 - understand the problems associated with the generation and disposal of hazardous waste.16.4.1 Identify what RCRA stands for, when was it put into place, and what is its goal16.4.2 Identify what CRCLA stands far, when was it put into place, and what is its goal16.4.3 Explain why Love Canal, New York is used as an example for hazardous waste disposal and why

it was controversial16.4.4 Explain the difference between a Superfund site and Brownfields16.4.5 Identify the reasons why hazardous waste is shipped overseas

16.5 - present a holistic approach to avoiding waste generation and to treating solid waste.16.5.1 Identify the purpose of a life-cycle analysis16.5.2 Define Integrated Waste Management (IWM)16.5.3 List the options of IWM16.5.4 Explain the premise behind waste management approach William McDonough exposes in his

book Cradle to Cradle

AP Environmental ScienceChapter 18: Conservation of Biodiversity

18.1 - Describe inbreeding depression and explain how lack of genetic diversity causes inbreeding depression.18.1.1 How does a population bottleneck cause decreased genetic diversity? Give an example.18.1.2 How has the shift in farming from diversity based on environmental conditions to production based

diversity created a decline in agricultural genetic diversity?18.1.3 Differentiate between the five categories data deficient, extinct, threatened and near threatened and

least concerned.18.1.4 What would cause a species to be in a data deficient category?18.1.5 Identify problems with placing species in the IUCN categories.18.1.6 How does the decline in biodiversity affect declines in the functions of ecosystems?

18.2 - identify the causes of declining biodiversity.18.2.1 Describe the anthropogenic causes of habitat loss in land and marine ecosystems.18.2.2 Differentiate between alien and invasive species. Give 2 examples of invasive species.18.2.3 Define overharvesting. What human activities lead to overharvesting?18.2.4 Describe 2 major pieces of legislation that regulate the trade of plants and animals.18.2.5 How do pollution and climate change affect biodiversity?

18.3 - describe the single-species approach to conserving biodiversity including the major laws that protect species.

18.3.1 Describe the single species approach to conservation.18.3.2 Summarize the major laws that focus on single species approach to conservation.

18.4 - explain the ecosystem approach to conserving biodiversity and how size, shape, and connectedness affect the number of species that will be protected.

18.4.1 Explain SLOSS? Describe the benefits of each approach to ecosystem conservation.18.4.2 Why are edge habitats considered in size and shape of protected areas?18.4.3 What is a biosphere reserve and describe the zonation system.

Objectives: Students should be able to…18.1 - understand how genetic diversity, species diversity, and ecosystem function are changing over time.

18.1.1 Identify the current rate of species extinction18.1.2 Identify the characteristics that make the current 6th mass extinction different than previous

extinctions18.1.3 Define inbreeding depression and be able to explain the genetics behind why it is harmful18.1.4 Identify examples of inbreeding depression18.1.5 Explain why and how humans have altered the biodiversity of livestock and crops18.1.6 Describe the changes that have crops have experienced over the past century and the possible

dangers of these dangers18.1.7 Explain what scientists have done in response to the decline in seed diversity18.1.8 Differentiate between the categories of species as defined by IUCN

18.1.8.1 Data-deficient18.1.8.2 Extinct18.1.8.3 Threatened18.1.8.4 Near-threatened18.1.8.5 Least concern

18.1.9 Compare and contrast the percentage of least concern, near threatened, and threatened species of mammals, birds, and amphibians

18.2 - identify the causes of declining biodiversity.18.2.1 Identify the greatest cause of species decline and extinction18.2.2 Explain why habitat loss can be so disruptive to species

18.2.3 Compare and contrast forest loss in different countries and the reasons for the gain or loss in forests

18.2.4 Differentiate between the following terms and list examples of each18.2.4.1 Native species18.2.4.2 Alien or exotic species18.2.4.3 Invasive species

18.2.5 Identify the method of transportation, native location, new location, and explain the effects of each of the following species18.2.5.1 Kudzu vine18.2.5.2 Zebra mussel18.2.5.3 Silver carp

18.2.6 Explain why invasive alien species can be harmful to an ecosystem18.2.7 Define overharvesting and list the human activities that can lead to overharvesting.18.2.8 Describe what the following pieces of legislation mean for conservation of biodiversity

18.2.8.1 Lacey Act18.2.8.2 CITES

18.2.9 Explain the connection between pollution and biodiversity as well as climate change and biodiversity

18.3 - describe the single-species approach to conserving biodiversity including the major laws that protect species.18.3.1 Describe how the following pieces of legislation help conserve single species biodiversity

18.3.1.1 Marine Mammal Protection Act18.3.1.2 Endangered Species Act18.3.1.3 Convention on Biological Diversity

18.3.2 Explain the controversy surrounding the Endangered Species Act and identify the examples given

18.4 - explain the ecosystem approach to conserving biodiversity and how size, shape, and connectedness affect the number of species that will be protected.18.4.1 Explain the connection between the theory of island biogeography and planning of protected

areas18.4.2 Define SLOSS and why there is a debate surrounding it18.4.3 Connect edge habitat to SLOSS and the effects of edge habitat18.4.4 Define biosphere reserves and identify the characteristics that make them unique

AP Environmental ScienceChapter 19: Global Climate Change

Objectives: Students should be able to… 19.1 - distinguish among global change, global climate change, and global warming. 19.2 - explain how solar radiation and greenhouse gases warm our planet. 19.3 - discuss how CO2 concentrations and temperatures have changed over time. 19.4 - describe the importance of feedback loops in the process of global warming. 19.5 - identify how global warming is affecting people and the environment. 19.6 - discuss how the Kyoto Protocol aims to reduce global warming.