AP ENVIRONMENTAL SCIENCE



AP ENVIRONMENTAL SCIENCE FREE-RESPONSE QUESTIONS

(FRQ You - 2017)

I. FOUR QUESTIONS

1. Document-Based (DBQ) – support or refute, pros and cons

2. Math – will also have non-math questions

3. Graphic Question – diagram, map, graph

4. Knowledge Question

II. WHERE TO START

1. Read all the questions.

2. Attack the questions in order of confidence.

III. VERBS ON THE APES FRQ’S 2006-2012

55 - Describe –two or three sentences.

24 – Identify – One sentence

15 - Identify and Describe

15 – Explain - two or three sentences.

12 – Discuss –two or three sentences.

5 – Identify and Explain

2 – Give an example – same as “identify”

1 – State – Support – Justify – Give a reason - Provide a reason – Write an argument - Design

– Why? - How? –

Math FRQ’s

22 – Calculate – always show the set-up. Always include units.

4 – Determine

1 – Predict – State – Create – Project –Show clearly how…

• If the question says to ‘identify’ or ‘list’

1. State the name of the thing or process.

2. If it is a list, you still need to write in sentences.

• If the question says to ‘discuss’, ‘explain’, or ‘describe’

1. Define the topic

2. What does it cause?

3. How does it work?

4. Why is it done?

5. What causes it?

6. State some characteristics of the thing.

7. State an example of that topic

IV. SENTENCES

1. Use a ballpoint pen with blue or black ink. No Felt-tip markers!

2. You may use bullets sparingly – only in a sentence form.

3. Write clearly and neatly. The reader is most likely hung-over!

V. DIAGRAMS

If asked to draw a diagram, be sure to label the components carefully and correctly.

VI. STRUCTURE

Answer the question parts in order , and label them.

1ai –

1aii –

1b –

2a –

2b –

VII. TIME

You have 90 minutes for 4 questions.

This is about 22 minutes per question.

VIII. THINGS TO AVOID

1. JATFQ.

2. Rambling: If the question asks for “Two Examples”, only the first two will be graded.

3. EcoBabble: We don’t care what you think or who you voted for.

• Destroy the environment

• Green

• Ecofriendly

• Save the planet

• Environmentally friendly

IX. MATH

1. Show set-up – no rectally-derived numbers!

2. Use units on the set up and answer.

XII. GOVERNMENT

Government influence may be described in these categories:

1. Government incentives

➢ tax breaks – income tax credits, sales tax exempt

➢ direct subsidies – photovoltaic research and rebates, cash for clunkers

2. Prohibitive Laws –

➢ Laws are passed by governing bodies (Congress). Regulations are written by agencies (EPA) to fulfill laws.

➢ Increased taxes – tobacco

➢ Ending a tax break or subsidy – wind

3. Direct action – example: building trails, building roads

4. Education –

➢ schools – ecology required in Biology class

➢ media - commercials

X. ENVIRONMENTAL EFFECT, ECOLOGICAL CONSEQUENCE, ENVIRONMENTAL IMPACT

How will this affect the non-human world?

Air Quality

Water Quality

Soil

Habitat

Green House Gases

Biodiversity

XI. ECONOMIC EFFECTS, ECONOMIC CONSEQUENCES

1. Jobs – added or lost – photovoltaic, local agriculture

2. Money – increase or decrease in income - wetlands

3. Industry/ Businesses – new/expansion/closure – wind, Keystone pipeline

XII. LAB DESIGN

Write your answer in a lab report format

1. hypothesis – specific and testable! If……then…..

2. procedure – understandable and workable?

test group– what will you do?

control group – why do you need them? Identify variables that will be controlled.

independent variable – identify and describe the manipulation. –and-

dependent variable – identify and describe variables that will be held constant.

duration – long enough to get significant data.

measurements – what will you measure? How will you measure it?

3. analysis – how will you analyze the data? How will the data be graphed?

4. conclusion – How will you draw a conclusion? (compare results to hypothesis and predictions)

5. sources of error – describe difficulty in controlling all factors with at least one specific example

Note: Your experimental design needs to be at least theoretically possible and it is very important that your conclusions/predictions be consistent with the principles involved and with the way you set up the experiment.

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