ANSWERS --CHAPTER 1 PREPARING FOR THE AP EXAM MULTIPLE CHOICE QUESTIONS

1. Which of the following events has increased the impact of humans on the environment? I Advances in technology II Reduced human population growth III Use of tools for hunting (a) (b) (c) (d) (e) 2. I only I and II only II and III only I and III only I, II, and III

As described in this chapter, environmental indicators (a) always tell us what is causing an environmental change. (b) can be used to analyze the health of natural systems. (c) are useful only when studying large-scale changes. (d) do not provide information regarding sustainability. (e) take into account only the living components of ecosystems. Which statement regarding a global environmental indicator is not correct? (a) Concentrations of atmospheric carbon dioxide have been rising quite steadily since the Industrial Revolution. (b) World grain production has increased fairly steadily since 1950, but worldwide production of grain per capita has decreased dramatically over the same period. (c) For the past 130 years, average global surface temperatures have shown an overall increase that seems likely to continue. (d) World population is expected to be between 8.1 billion and 9.6 billion by 2050. (e) Some natural resources are available in finite amounts and are consumed during a onetime use, whereas other finite resources can be used multiple times through recycling. Figure 1.8 (on page 10) shows atmospheric carbon dioxide concentrations over time. The measured concentration of CO2 in the atmosphere is an example of (a) a sample of air from over the Antarctic. (b) an environmental indicator. (c) replicate sampling. (d) calculating an ecological footprint. (e) how to study seasonal variation in Earths temperatures. In science, which of the following is the most certain? (a) Hypothesis (b) Idea (c) Natural law (d) Observation (e) Theory

3.

4.

5.

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6.

All of the following would be exclusively caused by anthropogenic activities except (a) combustion of fossil fuels. (b) overuse of resources such as uranium. (c) forest clearing for crops. (d) air pollution from burning oil. (e) forest fires. Use figure 1.6 (on page 9) to calculate the approximate rate of change in world grain production per person between 1950 and 2000. (a) 10 percent (b) 20 percent (c) 30 percent (d) 40 percent (e) 50 percent The populations of some endangered animal species have stabilized or increased in numbers after human intervention. An example of a species that is still endangered and needs further assistance to recover is the (a) American bison. (b) peregrine falcon. (c) bald eagle. (d) American alligator. (e) snow leopard.

7.

8.

Questions 9 and 10 refer to the following experimental scenario: An experiment was performed to determine the effect of caffeine on the pulse rate of five healthy 18year-old males. Each was given 250 mL of a beverage with or without caffeine. The men had their pulse rates measured before they had the drink (time 0 minutes) and again after they had been sitting at rest for 30 minutes after consuming the drink. The results are shown in the following table. Subject Beverage Caffeine content (mg/serving) 1 2 3 4 5 Water Caffeine-free soda Caffeinated soda Coffee, decaffeinated Coffee, regular 0 0 10 3 45 Pulse rate 0 minutes 60 55 58 62 58 Pulse rate 30 minutes 59 56 68 67 81

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9.

Before the researchers began the experiment, they formulated a null hypothesis. The best null hypothesis for the experiment would be that caffeine (a) has no observable effect on the pulse rate of an individual. (b) will increase the pulse rates of all test subjects. (c) will decrease the pulse rates of all test subjects. (d) has no observable effects on the pulse rates of 18-year-old males. (e) from a soda will have a greater effect on pulse rates than caffeine from coffee. After analyzing the results of the experiment, the most appropriate conclusion would be that caffeine (a) increased the pulse rates of the 18-year old males tested. (b) decreased the pulse rates of the 18-year-old males tested. (c) will increase the pulse rate of any individual that is tested. (d) increases the pulse rate and is safe to consume. (e) makes drinks better than decaffeinated beverages.

10.

FREE RESPONSE QUESTIONS

1. Your neighbor has fertilized her lawn. Several weeks later, she is alarmed to see that the surface of her ornamental pond, which sits at the bottom of the sloping lawn, is covered with a green layer of algae. (a) Suggest a feasible explanation for the algal bloom in the pond. (2 points)

It is most likely that too much fertilizer was applied to the lawn. When it rained some of the run-off flowed down the sloping lawn and entered the ornamental pond. This increased the nutrient supply in the pond and resulted in an algal bloom a few weeks later. (b) Design an experiment that would enable you to validate your explanation. (7 points) Include and label in your answer: (i) (ii) (iii) (iv) (v) a testable hypothesis. (2 points) the variable that you will be testing. (1 point) the data to be collected. (1 point) a description of the experimental procedure. (2 points) a description of the results that would validate your hypothesis. (1 point)

An example experiment could be: The experiment will test the hypothesis that fertilizer will promote the growth of pond algae in water. The variable that will be tested is the amount of fertilizer that will be added to each experimental group. The data that will be collected is the amount of algae growth in each of the experimental groups. The experiment will be performed using the following procedure: A sample of the pond water is obtained and filtered through a paper towel. The algae left on the paper towel is transferred to a container of distilled water (1L) and mixed thoroughly.

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50 mL of the diluted algae solution is measured into five identical small clear glass containers. The following amounts of fertilizer are put into the containers and mixed thoroughly: 0.00 g into container 1 0.25g into container 2 0.50g into container 3 0.75g into container 4 1.00g into container 5 The above steps are repeated another three times to use up all of the 1L of the algae mixture and providing a total of four experimental groups. That is, the experiment is repeated four times. The containers with no (0g of) fertilizer represent the control group. Each of the labeled glass containers is placed on a sunny windowsill and monitored on a daily basis. The glass containers are compared for algal growth by assessing the green coloration of each container. (This could be done qualitatively as described above and/or compared to the color of 50ml of water taken directly from the surface of the pond with the algal bloom OR quantitatively by using a colorimeter if one is available). It is expected that between 3 and 7 days, depending on the amount of sunlight, more algal growth will be evident in the containers that have fertilizer added to them. The amount of algae will depend on the amount of fertilizer that was added-the more fertilizer, the more algae. This result validates the hypothesis that fertilizer will promote the growth of pond algae in water. This also helps to validate the explanation in (a) above. (c) Based on the data from your experiment and your explanation of the problem, think of, and suggest, one action that your neighbor could take to help the pond recover. (1 point) It may be difficult to get the pond to recover immediately due to the high level of fertilizer that was added to the lawn. The algae growth may continue until all the fertilizer has runoff from the lawn. The neighbor should NOT apply any more fertilizer to the lawn. She needs to use a soil test kit and assess the nutrient levels of the lawn. Using a mulching lawn mower will help restore nutrient levels naturally. The algae in the pond could be harvested or scooped off when it is in a quantity that enables this to occur. This could also be done in conjunction with drawing down the level of the pond water and replacing it with freshwater. This will help dilute the nutrient level in the pond. She could also plant vegetation on the side of the pond that is facing up the slope. This will help reduce nutrient input from runoff water when it rains, as the plants will take up the nutrients before runoff enters the pond.

2.

The study of environmental science sometimes involves examining the overuse of environmental resources. (a) Identify one general effect of overuse of an environmental resource. (3 points) Possible answers could include cutting down trees, which leads to massive erosion. Other answers could be loss of soil, which caused food production to decrease and overuse of needed water resources.

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(b) For the effect you listed above, describe a more sustainable strategy for resource utilization. (3 points) Possible answers could include any of the sustainable development ideas from page 12. For example, practices such as conserving and finding alternatives to nonrenewable resources as well as protecting the capacity of the environment to continue to supply renewable resources. Recycling and reuse are other possible answers with a suitable discussion of the strategy. (c) Describe how past events from Easter Island can indicate environmental issues on Earth today. (4 points) Answers can include a discussion of how environmental scientists believe that there are limits to the supply of clean air and water, nutritious foods, and other life-sustaining resources our environment provides. They also feel there is a point at which Earth will no longer be able to maintain a stable climate.

MEASURING YOUR IMPACT

Exploring Your Footprint Make a list of the activities you did today and attempt to describe their impact on the five global environmental indicators described in this chapter. For each activity, such as eating lunch or traveling to school, make as complete a list as you can of the resources and fuels that went into the activity and try to determine the impacts of using those resources. After completing your inventory, visit the Web site of the Global Footprint Network (www.footprintnetwork.org) and complete the personal footprint calculator. Compare the impacts you described with the impacts you are asked to identify in the personal footprint calculator. A student could mention many ideas here. Possible answers might include driving to school, eating lunch, taking a shower, washing dishes, taking out the trash, talking on a cell phone, etc. For each activity students are to list the resources and fuels that went into that activity. If a student mentioned washing dishes, he or she might say that water, coal, and soap were resources and fuels that went into that activity. If the student said eating lunch, he or she could list all the foods that are found in that lunch, where those came from (vegetables, meat, etc.) and the bag that holds it. Fuel was used to transport the food to and from the store as well as in the processing of that food. After completing the personal footprint calculator, the student should think of other activities that they didnt include before. Examples include the fact that students live in a home, drive to school, have electricity, and eat items that are not grown locally. The footprint calculator also has students think about things like how many miles per gallon their car gets, how large their house is, and how many people live in that home. Chances are the student didnt include many of these in his or her daily activities.

CHAPTER 1 PREPARED QUIZ AND TEST

To save paper and reduce waste, we have placed the prepared quiz for this chapter on the Teachers Resource CD. It may also be downloaded from the password protected Teachers side of the Book Companion Web site: www.bfwpub.com/highschool/FriedlandAPES

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