00-1 APES study guide 3 - Environmental Science
APES Study Guide 3
Life on Earth: Organization and Evolution
This is the first of four units in APES which will introduce and/or reacquaint you with some of the concepts fundamental to understanding the ecology of the Earth.
Textbook Reference
Miller, Living In The Environment, 15th edition: Chapters 3-4 (p50-98) (48 pages)
Outside Reading
Gonick, and Outwater, The Cartoon Guide to the Environment Chapter 2
Vocabulary (63)
|species |biomass |food chain |
|ecosystem |net production |food web soil profile |
|biotic |gross production |soil texture |
|abiotic |primary production |soil horizons (O, A, B, C) |
|habitat |secondary production |humus |
|biome |energy efficiency |Infiltration |
|photosynthesis |ecological (trophic-level) efficiency |leaching |
|respiration |entropy |biological evolution |
|aerobic |energy pyramid |coevolution |
|anaerobic |trophic level |speciation |
|producer |residence time |extinction |
|primary consumer |limiting factor |geographic isolation |
|secondary consumer |nutrients |genetic drift |
|tertiary consumer |hydrologic cycle |competitive exclusion |
|detritus |carbon cycle |mutation |
|decomposer |nitrogen cycle |natural selection |
|phytoplankton |nitrification |ecological niche |
|zooplankton |nitrogen fixation |fundamental niche |
|autotroph |denitrification |realized niche |
|heterotroph |oxygen cycle |generalist species |
|biodiversity |phosphorus cycle |specialist species |
Study Guide Questions (SGQs)
|1. Describe a food chain with two levels of consumers. Explain how energy flows into |6. Describe the role of decomposers in the cycling of nutrients through the |6. Define sustainability as it applies to the use of resources. Provide three |
|the food web, and how it flows out. Describe the changes the energy undergoes between|ecosystem. Speculate on the consequences, to life, of the extinction of every species|examples, from you own experience, in which you identify and describe the barriers to|
|the time it enters and the time it leaves your food chain. |of decomposer on Earth. |attaining sustainability with regards to the use of a resource. |
|2. Explain what the measurement of net primary productivity represents in an |7. Write an argument (a series of statements in support of a central premise) based |7. Of all of the environmental issues that face the world today (air pollution, water|
|ecosystem. Explain why the NPP of swamps, marshes, and estuaries differ dramatically |on sound environmental science, to support humans eating an entirely vegetarian diet.|pollution, water supply, human population, deforestation, loss of genetic diversity, |
|from the NPP of open ocean, tundra and deserts. |8. Describe the conditions that lead to the color change of peppered moths in England|global climate change, etc.), which do you think most threatens the continued |
|3. Describe the events that lead to the formation of soil. Identify the different |during the industrial revolution. |survival and well-being of human beings? The Earth? Why? |
|materials that are present in soils that change the texture, color, pH, and fertility|9. Explain how each of the following contributes to biological evolution: |8. Define environmental science. What are its strengths and limitations. Distinguish |
|of the soil. |a) mutations |between environmental science and ecology. |
|4. Identify and discuss the consequences of three human activities that have resulted|b) natural selection |9. Explain how human activities increase the magnitude and frequency of some natural |
|in major changes to the nitrogen cycle. For each activity identified and discussed, |c) geographic isolation |processes. Give at least one specific example. |
|suggest one strategy for lessening the impact of the human activity. |d) genetic drift |10. With economic development comes urbanization. Discuss the implication that this |
|5. Identify and discuss the consequences of three human activities that have resulted|e) migration |trend has on the environment. Explain the role of economics in determining public |
|in major changes to the phosphorus cycle. For each activity identified and discussed,|10. Describe the role that extinction has played in biological evolution. Discuss how|policies. Use examples to illustrate your explanation. |
|suggest one strategy for lessening the impact of the human activity. |the current mass extinction of species differs from past mass extinction events, and | |
| |the consequences of this current mass extinction. | |
APES Calendar
|Monday |Tuesday |Wednesday |Thursday |Friday |
|September 19 |September 20 |September 21 |September 22 |September 23 |
|In-Class Essay |In Class: |Unit 2 Test |In Class: |ScrAPESbook Due |
|In Class: |Unit 2 Review |Unit 2 Vocabulary Due |Return & Review Unit 2 Test |Quiz |
|Discuss: Ozone Depletion |HW: |SGQs 6-10 Due |Ecocolumn Lab |In Class: |
|HW: |Prepare for test | |Handout: |Select invasive species for |
|Prepare for test |SGQs 6-10 | |Wanted Poster |Wanted Poster |
| | | |HW: |Ecocolumn Lab |
| | | |read 5 pages |HW: |
| | | |10 vocabulary |read 10 pages |
| | | | |10 vocabulary |
|Monday |Tuesday |Wednesday |Thursday |Friday |
|September 26 |September 27 |September 28 |September 29 |September 30 |
|Quiz |Quiz |In-Class Essay |Quiz |Wanted Poster Due |
|In Class: |In Class: |SGQs 1-5 Due |In Class: |In Class: |
|Discuss: Energy flow and |Discuss: Energy flow and |In Class: |Grade In-Class Essay |Food Webbing Activity |
|nutrient cycling |nutrient cycling |Ecocolumn Lab |Plate Tectonics |HW: |
|HW: |Ecocolumn Lab |HW: |HW: |Finish reading & vocabulary |
|read 5 pages |HW: |read 5 pages |read 5 pages | |
|10 vocabulary |SGQs 1-5 |10 vocabulary |10 vocabulary | |
| |read 5 pages | | | |
| |10 vocabulary | | | |
|Monday |Tuesday |Wednesday |Thursday |Friday |
|October 3 |October 4 |October 5 |October 6 |October 7 |
|Food Webbing Due |In Class: |Unit 3 Test |Quiz |Quiz |
|In Class: |Unit Review |Unit 3 Vocabulary Due |In Class: |In Class: |
|Evolution |HW: |SGQs 6-10 Due |Return & Review Unit 3 Test |TBA |
|Handout: |Prepare for test | |Ecocolumn Lab |HW: |
|Cartoon Guide |SGQs 6-10 | |HW: |Finish reading & vocabulary |
|HW: | | |read 10 pages |SGQs 1-5 |
|Read Cartoon Guide | | |10 vocabulary | |
|Prepare for test | | | | |
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