Helpful+Review+Links

REVIEWING FOR THE AP EXAM on MAY 4th, 2015 =“Water is fluid, soft, and yielding. But water will wear away rock, which is rigid and cannot yield. As a rule, whatever is fluid, soft, and yielding will overcome whatever is rigid and hard. This is another paradox: what is soft is strong.” --Lao Tzu =

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LINKS REQUESTED BY AP REVIEW SESSION TODAY AFTER SCHOOL (April 29th)

SHORT DESCRIPTION OF EXAM TIMEFRAME AND TOPICS

TOPIC PERCENTAGES ON THE AP EXAM

AP PRACTICE EXAM with answers to FRQ's , ||  || . Mind Map of Environmental Topics--quite useful || FRQ's LISTED by TOPIC . ||  ||   || HOT TOPICS POWERPOINT Download (not preview) . ||  ||   || ANOTHER TEACHER'S REALLY GREAT REVIEW SITE!!!! CHECK OUT THE NOTABLE TOXINS LINK!!! ||  || Useful website for population calculations ||

Coming LINK: Overall VOCABULARY REVIEW

The goal of the AP Environmental Science course 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 or preventing them.

Here are some of the unifying themes you should keep in mind as you prepare for the exam:

1. Science is a process. 2.Energy conversions underlie all ecological processes. 3. The Earth itself is one interconnected system. 4. Humans alter natural systems. 5. Environmental problems have a cultural and social context. 6. Human survival depends on developing practices that will achieve sustainable systems.
 * Science is a method of learning more about the world.
 * Science constantly changes the way we understand the world.
 * Energy cannot be created; it must come from somewhere.
 * <span style="font-family: CenturyOldStyleStd-Regular,serif; font-size: 10.5pt; line-height: 1.5;">As energy flows through systems, at each step more of it becomes unusable.
 * <span style="font-family: CenturyOldStyleStd-Regular,serif; font-size: 10.5pt; line-height: 1.5;">Natural systems change over time and space.
 * <span style="font-family: CenturyOldStyleStd-Regular,serif; font-size: 10.5pt; line-height: 1.5;">Biogeochemical systems vary in ability to recover from disturbances.
 * <span style="font-family: CenturyOldStyleStd-Regular,serif; font-size: 10.5pt; line-height: 1.5;">Humans have had an impact on the environment for millions of years.
 * <span style="font-family: CenturyOldStyleStd-Regular,serif; font-size: 10.5pt; line-height: 1.5;">Technology and population growth have enabled humans to increase both the rate and scale of their impact on the environment.
 * <span style="font-family: CenturyOldStyleStd-Regular,serif; font-size: 10.5pt; line-height: 1.5;">Understanding the role of cultural, social, and economic factors is vital to the development of solutions.
 * <span style="font-family: CenturyOldStyleStd-Regular,serif; font-size: 10.5pt; line-height: 1.5;">A suitable combination of conservation and development is required.
 * <span style="font-family: CenturyOldStyleStd-Regular,serif; font-size: 10.5pt; line-height: 1.5;">Management of common resources is essential.

ANSWERS TO MC http://pprc.org/hubs/subsection.cfm?hub=1003&subsec=12&nav=12 ||   || 4 || E ||
 * Set1 || Q# || Answer || Set 2 || Q# || Answer || Set 3 || Q# || Answer ||
 * || 1 || a ||  || 1 || A ||   || 1 || D ||
 * || 2 || b ||  || 2 || A ||   || 2 || A. See link to natl geo ||
 * || 3 || D ||  || 3 || C ||   || 3 || C see link  ||
 * || 4 || A ||  || 4 || E but an amount based charge would be
 * || 3 || D ||  || 3 || C ||   || 3 || C see link  ||
 * || 4 || A ||  || 4 || E but an amount based charge would be
 * || 4 || A ||  || 4 || E but an amount based charge would be
 * || 5 || B ||  || 5 || B,e,f,c,c,a,g ||   || 5 || E ||
 * || 6 || e ||  || 6 || b ||   || 6 || C ||
 * || 7 || C ||  || 7 || A ||   || 7 || B ||
 * || 8 || B ||  || 8 || C ||   || 8 || B ||
 * || 9 || e ||  || 9 || C ||   || 9 || D ||
 * || 10 || d ||  || 10 || D ||   || 10 || A ||
 * || 11 || A ||  || 11 || A ||   || 11 || A. See Hadley cell diagram ||
 * || 12 || c ||  || 12 || D ||   || 12 || B see transcript here ||
 * || 13 || a ||  || 13 || B ||   || 13 || D ||
 * || 14 || D ||  || 14 || D ||   || 14 || E ||
 * || 15 || E ||  || 15 || B ||   || 15 || E ||
 * || 16 || A ||  || 16 || C ||   || 16 || A ||
 * || 17 || D ||  || 17 || A ||   || 17 || B ||
 * || 18 || A ||  || 18 || C. See link  ||   || 18 || E ||
 * || 19 || B ||  || 19 || D ||   || 19 || B ||
 * || 20 || E ||  || 20 || B ||   || 20 || C ||
 * || 21 || C ||  || 21 || there is no 21 ||   || 21 || a ||
 * || 22 || A ||  || 22 || D ||   || 22 || D ||
 * || 23 || D ||  || 23 || E ||   || 23 || A because scrubbers are better at removing SO2 ||
 * || 24 || D ||  || 24 || No 24 ||   || 24 || B ||
 * || 25 || A ||  || 25 || A ||   || 25 || A ||
 * || 26 || A ||  || 26 || A ||   || 26 || A ||
 * || 27 || A ||  || 27 || C ||   || 27 || E ||
 * || 28 || B ||  || 28 || A ||   || 28 || D ||
 * || 29 || D ||  || 29 || No 29 ||   || 29 || A ||
 * || 30 || D ||  || 30 || C ||   || 30 || B ||
 * || 31 || C ||  || 31 || A ||   || 31 || A. See page 6 of 70 ||
 * || 32 || A ||  || 32 || D ||   || 32 || e ||
 * || 33 || E ||  || 33 || A ||   || 33 || C ||
 * || 34 || D ||  || 34 || D ||   || 34 || E ||
 * ||  ||   ||   || 36 || C ||   ||   ||   ||
 * || 20 || E ||  || 20 || B ||   || 20 || C ||
 * || 21 || C ||  || 21 || there is no 21 ||   || 21 || a ||
 * || 22 || A ||  || 22 || D ||   || 22 || D ||
 * || 23 || D ||  || 23 || E ||   || 23 || A because scrubbers are better at removing SO2 ||
 * || 24 || D ||  || 24 || No 24 ||   || 24 || B ||
 * || 25 || A ||  || 25 || A ||   || 25 || A ||
 * || 26 || A ||  || 26 || A ||   || 26 || A ||
 * || 27 || A ||  || 27 || C ||   || 27 || E ||
 * || 28 || B ||  || 28 || A ||   || 28 || D ||
 * || 29 || D ||  || 29 || No 29 ||   || 29 || A ||
 * || 30 || D ||  || 30 || C ||   || 30 || B ||
 * || 31 || C ||  || 31 || A ||   || 31 || A. See page 6 of 70 ||
 * || 32 || A ||  || 32 || D ||   || 32 || e ||
 * || 33 || E ||  || 33 || A ||   || 33 || C ||
 * || 34 || D ||  || 34 || D ||   || 34 || E ||
 * ||  ||   ||   || 36 || C ||   ||   ||   ||
 * || 28 || B ||  || 28 || A ||   || 28 || D ||
 * || 29 || D ||  || 29 || No 29 ||   || 29 || A ||
 * || 30 || D ||  || 30 || C ||   || 30 || B ||
 * || 31 || C ||  || 31 || A ||   || 31 || A. See page 6 of 70 ||
 * || 32 || A ||  || 32 || D ||   || 32 || e ||
 * || 33 || E ||  || 33 || A ||   || 33 || C ||
 * || 34 || D ||  || 34 || D ||   || 34 || E ||
 * ||  ||   ||   || 36 || C ||   ||   ||   ||
 * || 32 || A ||  || 32 || D ||   || 32 || e ||
 * || 33 || E ||  || 33 || A ||   || 33 || C ||
 * || 34 || D ||  || 34 || D ||   || 34 || E ||
 * ||  ||   ||   || 36 || C ||   ||   ||   ||
 * || 34 || D ||  || 34 || D ||   || 34 || E ||
 * ||  ||   ||   || 36 || C ||   ||   ||   ||
 * ||  ||   ||   || 36 || C ||   ||   ||   ||

THE FOLLOWING SECTION IS UNDER CONSTRUCTION!!!
 * CHAPTER/TOPIC || LINK TO OUTLINE & ppt NOTES || Quizlet link || Kahoot link || Additional Links ||
 * Ch 1 Studying the state of our earth. || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 2 Environmental Systems || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 3 Ecosystem Ecology || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 4 Global Climates and Biomes || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 5 Evolution of Biodiversity || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 6 Population and Community Ecology || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 7 The Human Population

Useful website for population calculations || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture || Useful link for soil ions || Ch1Outline
 * Ch 8 Earth Systems

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 9 Water Resources || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 10 Land, Public and Private || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 11 Feeding the World || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch12 Nonrenewable Energy Sources || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 13 Achieving Energy Sustainability || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 14 Water Pollution || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 15 Air Pollution and Stratospheric Ozone Pollution || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 16 Waste Generation and Waste Disposal || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 17 Toxicology and Human Health || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 18 Biodiversity in Decline || Ch1Outline

Ch1Powerpoint

Review for ch 17-18 is HERE || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 19 Climate Change || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lecture ||
 * Ch 20 Economics and Environmental Sustainability || Ch1Outline

Ch1Powerpoint || Ch1Quizlet || Ch1Kahoot || YouTube short Ted-Ed YouTube Lereuse || Green color <span style="background-color: rgba(255,255,255,0);">#08bf72 end