AP Environmental Science-4th period Assignments

For your "final" we will make kahoot games that cover different topics from the year, and then play them during our finals period next Monday.  That means you have Wed 6/9 to Fri 6/11 to create your kahoot and share it to my kahoot account: KelleySci.


For full credit, make sure you have at least 10 questions related to your unit, which are AP/high-school level complexity (not super-easy, and no true/false please!)  Answers should be correct and unambiguous.


For what content is included in your unit, find your unit in the attached pdf.  You can also look in google classroom in the "resources by chapter" area.

Use the links and instructions inside the doc to explore the earth's mass extinction events.  This is due Tuesday at the end of class.  (SENIORS - this is your "final" and your grades are due Wed 6/9, so be sure to finish on time!)

As a final, summative project for juniors, we'll build Kahoots on the units from the year, then play them during our finals period next Monday.  Which unit would you like to focus on?

This is optional extra credit for those who need/want it.

In your group, you will analyze the evidence from 10 K-T Boundary sites around the world.  
For each site:

use the longitude and latitude information to find the site on the map
decide whether the site is close to, at an intermediate distance from, or distant from the impact crater based on the evidence found at the site
indicate the site on the map as a colored dot—a red dot for sites that are close, orange for intermediate, and yellow for distant
write the iridium concentration found at that site, if available.
After all 10 sites have been analyzed, place a star on the most likely site of the asteroid impact.

Only 1 person in the group needs to use the attached map and turn it in - everyone else can delete their own copies and use the shared one.  Please share with the other group members so you can all edit it as you work.  The slides from our lesson today are also attached, for your reference.

Use the interactive "click and learn" feature below to fill in the table and answer the questions on the attached doc.

You have today and tomorrow to work on this in class.  This is due at the end of class on Tuesday.

Use the graphs in the doc to answer #1-4, then use the interactive map linked here for #5 and beyond.

You have today and tomorrow to work on this.  It is due at the end of class on Thursday.

Fill out the preview questions #1-5.  Then watch the film, compose revised answers to #1-5, and continue to #6-11.


You have today and tomorrow in class to work on this.  It is due at the end of class on Tuesday.  Because we will be building on each day's work for the following class, it is important to stay with us and not fall behind!

The packet due dates are as follows:

#1-35 due on Fri 5/7
#36-60 due on Mon 5/10
#61-95 due on Wed 5/12
#96-123 due on Thurs 5/13
We will go over the answers on each due date, so I cannot give credit for late work on this specific assignment.
If you have a paper packet (hybrid students) - please upload photos of the packet on days we don't meet in person.

I'm also attaching a few additional resources that might be useful while studying, including:

Links to review videos for every major unit (which are a REALLY good way to review a whole unit in just under an hour each).
A sheet explaining what math could be on the exam

The full course guide and description - which is super long, but it lists everything you should know, by unit.
The website with all the Bozeman videos for the whole course (binging is not a bad idea)
The link to MyAP - which has videos for every topic in every unit that is covered by the exam.

We'll have a review session during office hours this Wednesday, just to practice a bit more.  Those who attend and participate can earn extra credit.  Please let me know:

A) if you plan to attend

B) for those attending - what times would work best during the 12:32-3:16 office hours?  My initial idea is to start at 12:45, but I can push it back if you have to check in with the other teachers first.  I'll let you know tomorrow what works best for the group.

What would you prefer for our final unit, after taking the AP Exam on May 14?

Following the tips you just learned, try your best to answer this ozone-related free response question in the way they would like it answered.


You MAY use notes, book, etc. if you don't remember all the scientific info (but hopefully you at least know part A!)

Read the tips and examples for how to answer the free-response questions better.  Then, try the 3 samples at the bottom.  (Since the main doc is a pdf, I have created a google doc where you can actually type those.)

Work with your group to complete the activity below (full instructions are in the doc, but graphs will be on the google drawings - you CANNOT use Excel for this graphing.)  One person should use the attachments and share them with everyone else in the group.


Only that 1 person per group should turn this in.  If you feel the need to turn it in so it doesn't say missing, and someone else from your group already did, just delete your blank attachments first.

Tomorrow we will do an activity that involves some graphing (by hand, not Excel) and some math calculations, in order to analyze the toxicity and dose-response of two substances.  Please respond here with the name(s) of who you hope to work with and I will do my best to create groups.


(Working alone is not advised, but can be possible if you'll be absent or have another circumstance where this will be best... just communicate that, please.)

Watch the Edpuzzle and answer the embedded questions.



I'm also linking a site where you can see Superfund sites near where we live.  Looking at this is optional, just posting it here in case you're curious or concerned after watching the video on Love Canal.

All video links are inside the doc - just click the hyperlinked titles. (It may help if you log into MyAP first, for those links to work correctly. Or, just log into MyAP and find the videos yourself - on our class homepage or under unit 8.)

Watch the MyAP videos for: 8.2 (video 1) and 8.5 (both videos) to answer the following questions. The videos are linked in this doc, and also assigned to you on our MyAP classroom.

Please fill out the form AFTER we discuss the 2 AP exam administration options we have.

To research the relationship between vision and eating vegetables, a group of scientists splits 30 men into three equal groups: one group that eats vegetables 7 times a week, one group that does not eat vegetables, and one group that eats vegetables 3 times a week. After one year, the scientists measure the vision scores of each man.

Independent variable: ____________________________
Dependent variable: ______________________________
Controlled variables: ______________________________

Watch the MyAP videos for 7.7 (acid rain), and fill out the questions in the attached doc.
Videos are linked in the doc, but you can also access them by logging into MyAP and navigating to our classroom area, then looking under Unit 7.

1. Watch the EdPuzzle to learn about the step of planning an investigation, and brainstorm yours step-by-step.
2. Fill out the google doc to further explain your idea.

(Even though we can't do this lab, we're practicing because on the AP exam, they'll ask you 1 free response question about designing experiments - so I want to make sure we talk about that a little.)

Use the MyAP 7.1 videos to answer the attached questions.
(Note - chapter 18 also relates, but not as closely as the videos)

The attached pdf will show you what content is covered by the exam. Start on page 6 (or, 120 as written in the corners of each page) to see the topics and knowledge you should know. Resources are also posted in the "resources by chapter" area of our Google Classroom, for chp 15 and 16.

In addition, you'll need to know the difference between energy and power, common units for those, and how to do some basic energy math - including dimensional analysis. The energy primer and math jamboard from Week 21 should help you there.

There are 2 practice questions I would like you to try (in the google form). Answers will be covered in class Monday, so you must submit your work before class in order to receive credit.

Use the links within each topic to describe how each energy source works, and what its pros and cons are.
Monday: get at least 2 of them done
Tuesday: do at least 2 more, for a total of 4
Wednesday: finish the rest (total of 6) and turn it in

You might want to take notes also, about the main types of renewable energy and their pros/cons... it is information you'll need to know on your next test. We'll also do a Peardeck in class and this is in chapter 16 as well.

ONE person per group (not the person with the pennies/M&Ms... let them set up while you do this):
Please make a copy of the doc and add your group number to the name (i.e. "Nuclear Decay Lab - Group 4").
Do the same for the graph (i.e. "Nuclear Decay graph - group 4").
Share both docs with your other group members so you can all collaborate.

Only ONE person from the group needs to turn this in.

3. A typical home in the northern U.S. might require 120 MBtu of heat for the average winter.
A) If this heat were supplied by a natural gas furnace operating at 60 percent efficiency, how many cubic feet of gas would need to be purchased?
B) At a cost of $0.009/cf, what would it cost to heat this house for one season?
C) If a new 80 percent efficient furnace could be installed at a cost of $4,000, how long would it take to pay back the cost of this furnace assuming gas prices remained the same?

A typical home in the northern U.S. might require 120 MBtu of heat for the average winter. If this heat were supplied by a natural gas furnace operating at 60 percent efficiency, how many cubic feet of gas would need to be purchased?

Read and annotate the text about energy, power and conversions/calculations. (Directions for that are at the bottom of the text). Then complete the questions and practice problems. A breakout room will be open for anyone who wants to ask questions or get more guided help.

Use the link inside the doc to calculate your personal ecological footprint, then answer the 9 questions that follow.

Log into MyAP and navigate to our classroom, then to the "full assignment list." Complete the assignment titled "Practice FR - unit 5." If you can start before Tuesday, we'll make time in class for questions before you have to turn it in. The assignment closes Tuesday at 11:45 pm in MyAP, and will not allow late submissions.

To follow up more on our topics from last week, please watch AP Daily Videos 5.15-2, 5.16-1 and 5.16-2. Then answer the questions in the attached doc.

Read 10.1 and 10.2, and take notes on the following:
-What is clearcutting?
-What are the environmental problems that come from clearcutting?
-What are some better strategies for managing forests sustainably?

We could be ready for our final exam before the actual day rolls around. We can take it on our assigned day OR we can take it early, if that would relieve some of the pressure and amount of studying you have to do. Which would you prefer?

Use the following resources to complete this assignment:
MyAP Daily Videos 5.15-1, 5.14-1, 5.14-2 (use link provided below)
Textbook 12.4, 12.6
Bozeman agriculture video (from before, linked here again)

I also linked a website at the end about how to watch your AP Daily Videos. You all succeeded in finding the last week, but it's here if you have trouble or don't remember how you got to them.

Read 12.4 and12.6, and EITHER take notes OR do RQ 7,9 on pg. 313

Read 12.2-3 and either take your own notes, or do review questions #3,4,5 on pg. 313.
(You can do this over break, or rest and do it on Monday night... not due until the Tuesday we come back.)

Use the video and textbook, sections 12.2-3, to fill in this concept map. If you don't like doing this in Google Drawing, please feel free to do it on paper and upload a picture. (Also, we'll start a Peardeck on this tomorrow and you'll want to be able to write on your concept map during it - so if that would be difficult electronically, paper is best in that scenario too.)

There are 3 questions/prompts on there for you to engage with. If using google drawing, the Text Box tool is the easiest method. The video (plain version, not Edpuzzle) is linked below for you to rewatch/pause/rewind/etc.

Watch this Edpuzzle version first, before starting your concept map assignment.

Hint: if the calculations seem difficult, do parts c, d, and e first. But, the calculations use only basic algebra, so you should be able to do them if you can figure out what the question is asking :) We will go over those after you've tried it on your own first.

On Thursday we will do a practice free response in groups (because it really helps to be able figure these out with another person). Please let me know who you would like to work with. If you feel strongly that you'll do better alone, you can also let me know that - but it will be more difficult, and the assignment is due in class that day (no late work accepted).

Either take your own notes, or answer chapter review questions #3, 6 and 7 on page 370

Looking at your quiz results, and comparing that to past quizzes... how do you feel you did? Are there any particular reasons why you did better or worse on this (or was it pretty typical for you)? We decided to trim away some activities and assignments in this unit to make life easier for people - did that go okay for you? As you reflect, feel free to incorporate any other thoughts or questions you have about how to best handle this AP class.

Use the text and image at the top of the form to answer each question. If there are multiple parts (like i and ii) please mark those in your answers clearly. If you don't, it may confuse the grading and hurt your score. The quiz will lock at 11:36 am.

Please complete this multiple choice portion first. It will lock at 11:15, at which point you should switch to the free response (or sooner, if you are ready).

Use the maps linked inside the doc to complete both challenges. We'll have time for this again tomorrow, but if you don't finish in class tomorrow, please complete the rest for homework. Let me know if you have questions or need help!

Try to answer this free response to the best of your ability. Since it's practice, you can look up words you don't remember (like "succession" if you forgot that one), and work together if you're in a group.

Tomorrow we'll do a practice free response question. Since it's practice, you can collaborate with others if you would like... but you don't have to. Would you prefer to work alone or in a group? (If you want specific people in your group, just add a private comment or email me to let me know!)

Read 7.1, take notes or do RQ #2,3,4 on page 163

Groups are subject to change after Monday's pre-lab planning in class. I'm posting this now so that experimenters in each group can see the procedures and let me know if they will have a problem conducting the tests. Experimenters - let me know if you foresee any issues. The supplies are basic, but tell me if you don't have them. Also, if you can't perform the tests on camera for your group to see, please do them in advance and take pictures of how they turn out. They won't take very long, but your hands will be messy so if someone can help you, that will be a lot easier! :)

"How does soil contribute to each of the four components of biodiversity described in Figure 4-2, p. 79?"

You need a soil sample for an upcoming lab, which you should dig today or tomorrow and then let it air-dry for a week. You need about a 1/2 cup of soil, preferably from 1 or 2 inches below any grass. When you complete this, please "Mark as Done" so I know how many samples we have. Those who have no access to soil, or cannot go outside, will be paired with others who have soil... but the more we can get, the easier it will be!

Use the attached scoring guide to grade your own Free Response. Put your overall score (out of 11 possible points) at the top of your answer doc (attached) and then Mark As Done.
NOTE: It might be low, and that's okay. Most people start very low on these. Try to be honest and realistic as you score your work, and not inflate your grade by rationalizing that you should get more points than you really should :)

Watch Bozeman 003 (linked below) and look at book chapter 14.1 and 14.5 (esp the pictures).
Using that information, answer this question: "Describe how/why earth's plates move, and what happens as a result of those movements." (hint: consider when plates pull away from each other, bump into each other, or slide past each other)

Lately, people have been showing more difficulty following along with work in class, and completing homework. (okay, homework has always been an issue for some... but it's weird to me that people aren't doing in-class work) If you are one of these people, or if you have friends like this and know why... what's going on lately? Is it just coronavirus fatigue and being tired of remote learning? It is because people's families are getting sick? Are you disorganized or overwhelmed? Please let me know so we can reflect and adjust appropriately.

Work on the practice questions for selected sections, with the following staggered due dates:
Topics 3.1-3.2 (first 3 pages of doc) = due Thurs 11/12
Topics 3.3-3.4 = due Fri 11/13
Topics 3.7-3.8 = due Mon 11/16

You should study ALL topics and learning objectives (in red font) - we just don't have practice questions for some of them. But they're all on the exam.

Use the diagrams your group created yesterday to answer the questions in the attached doc.

Read 6.4 and answer Review Questions #8-9 on page 140 (at the top of the page - don't get confused and do the Critical Thinking Qs lower down).

Read 6.3, then summarize here: How do you read an age structure diagram, and what do differently-shaped ones tell you about the populations? (Think specifically about Figure 6-11 and 6-12.)

While you aren't taking full notes on 6.3, it's important to read and understand it. You'll be doing a project where you have to be able to read age structure diagrams a well as draw your own.

There is only 1 open-ended question at the end, asking for your take on the content of this video. Please watch the video attentively so that you understand the concepts and can answer that question well :)

Read 6.1 and 6.2, and either take notes OR do chapter review question #2,3,5 on page 139.

Read 5.3 and take notes OR do chapter review questions 7, 8, 9 on pg. 118. You will need the new version of the textbook for this, so please pick it up if you have not already. This HW isn't due until Thursday so you have a few more days to try to do that.

First, read the experiment summary and explore the data in the attached pdf.
Then, answer the questions in the quiz/form (Part 2B).

We'll take a quick look at succession using the first few slides. Then, make a copy of the template slide for adding photos and create one with the photos you took or found. (Remember that you can use google maps screenshots, or other photos you have, if you could not go outside.)

Read 4.6 and then either take notes OR complete Chapter Review Qs #8-9 on page 97.

Read 5.2 and take notes, in order to prepare for Thursday's lab. Be sure to include the following points:
define primary and secondary succession
the 3 factors that influence the speed at which succession happens
key points from each section (beyond just definitions)

Go outside and look for examples of each of the following items. Take pics, and upload your photos here when you are done.
* A place where primary succession is just starting with pioneer species
* A place where secondary succession is just starting with pioneer species
* A location that is somewhere in the middle stages of succession
* A climax community
* A plant that is adapted to its environment (explain how) or is showing tolerance to particular conditions (explain how)

Succession in a disturbed ecosystem will affect the total biomass, species richness, and net productivity over time. For extra credit, find:
* An area with HIGH biomass and an area with LOW biomass
* An area with HIGH species richness and an area with LOW species richness

If you are not allowed to go outside for this lab, you may use the satellite and street views on Google Maps to take pictures (or screenshots). Still use your neighborhood, as if you were walking around outside.

Read 4.2, 4.3 and 4.4, and either take notes OR do Review Questions #3-6 on p. 97 (new edition, hard copy book).

Read 4.1 and 4.5, and either take notes OR do review questions #2 and #7 on page 97.

Attached is your study guide, in the form of a slide deck. The questions have been set to the background so that you can type and draw over them without anything moving - as if they were printed on paper. On the left of each slide is a list of what the College Board could test you on within that topic - so that is also what might appear on next week's exam. I recommend studying a couple topics a day and doing those slides after you have reviewed the material. In case you need a reference between these topics and the book chapters, here it is:

Topic 1 - ch 3.1-2 and 5.1
Topic 2 - ch 7.2-3
Topic 3 - ch 8.1-2 and 8.4
Topics 4, 5, 6, 7 - ch 3.4
Topics 8, 9, 10, 11 - ch 3.3

Read section 3.4 of the textbook, then fill out the attached graphic organizer to capture main points about the 5 biogeochemical cycles.

Read 3.3 and EITHER take notes OR do review questions #7-8 on p. 74.

Join a group by adding your name on the attached google sheet. Join the first group that isn't already full - so you're joining in the order you finish the Edpuzzle.
Once all 4 people have entered the breakout room, work together to rank ecosystems by their NPP. Further instructions are on the data slides.
(If you have forgotten the definition of NPP from the video, check your textbook or google it!)

Read 8.1-8.2 and 8.4 (skip 8.3 and 8.5 for now). Take notes that focus on the following key elements:
examples of marine and freshwater biomes
the differences between different aquatic biomes or layers within them (i.e. light, turbidity, salinity, etc.)
the important ecosystem services these biomes provide

Don't take notes on EVERY single detail for this chapter. Like, you don't need to know all the different kinds of plankton, etc. Focus on the elements above to keep them streamlined and save yourself time.

Use the attached files to participate in our in-class activities.

Please find the lab instructions and questions attached. There is also a google sheet of breakout rooms which is OPTIONAL. If you want to work in a lab group, add your name to a room and then join it. Maximum of 3 people per room. You must unmute and work together if in a room, and someone should share their screen to be sure you are all looking at the same thing. You may also work alone if you prefer that.

Read chapter 7 sections 2-3 (skip 7.1 for now), then answer the attached questions. You do not need to turn in notes for this section, but go ahead and take them while you read if that's something that helps you focus and learn.

HW: Read 3.1-3.2 AND ALSO 5.1. Then you should EITHER take notes OR do the following chapter review questions:
p. 74 RQ #2,3,5,6
p. 117 RQ #2,4

Watch this video and answer the embedded questions within it, on the Edpuzzle website.

Read ch2.4 and case study (p.30), do review questions #9-10 on p.48

Read chp2 sections 2-3. (Skip 2.1, it's not as important.) Then do ONE of the following on paper, and upload pictures:
-Take your own notes (but be detailed!)
-Answer review questions #5-6-7-8 on pg. 48 (all parts of those questions)

If taking notes, try looking at the review questions first as a guide to what's important. In theory, you could also answer those questions in more of a notes format/style... the information you write down should be similar regardless of which homework option you choose.

THE OTHER ALTERNATIVE is to wait until we go over this in class, and then complete the homework by Monday at 8am. If you choose that option, you must do to the questions (not notes, since you'll presumably take notes in class). It will be marked late in Google Classroom but you can ignore that, and anything submitted by Monday at 8 am will be considered on-time. I do NOT recommend this option unless it is the only thing that will work for you because you don't understand the book when you read it by yourself. You should still READ the book after we discuss it in class, before doing the questions. That is the only way you can improve at reading college-level texts, and that's a skill you need in the near future :)

The link below will take you to a Wakelet, hosting a variety of data resources from the Global Footprint Network. Some are images you can view directly on the Wakelet; others are links to a website or google sheet. Use these resources to answer the questions attached here.

Read ch1.3-1.4, do Chapter Review Qs #8-10 on page 25. Like before, please upload a picture of your homework (or a scan, if you have an app).

Read ch1.1-1.2 (the first half of the chapter, pages 4-16) of the attached textbook pdf. Take notes on this section that capture the important information. This might include key concepts, vocab definitions, and other bullet points that explain important matters. Use the textbook features to guide you - bolded words, headings and title, etc. can help point out what the main ideas are.

You should HAND-WRITE these notes on paper and upload a picture or scan. There are scanner apps available with free trials (like TinyScan), or if you have an apple device, the Notes app has a scanner function as well. Or take a photo, just make sure it is really clear so I can actually read your notes. I will give you some feedback and help make sure you're recording the important info, not too much or too little. The reason I want you to hand-write on paper is that brain research suggests that hand-writing notes is more effective for you to actually learn/remember the information.

You should also paraphrase and shorten information, using bullet points and not full sentences. There are 3 main reasons for this:
1. It makes your notes shorter, so they are easier to go back through when you're studying or using them for an activity.
2. It forces your brain to think about the information (to figure out how to shorten it) which makes you more likely to understand and remember it.
3. As you figure out how to phrase something (vs just copying a whole sentence) you're more likely to notice if you actually DON'T understand and need to ask questions. You definitely want to ask as we go, and not wait until right before an exam to try to figure things out.

** Pick up a physical textbook at BOYCP either TODAY (Fri 9/11) from 2:30-6 pm, or on MONDAY (9/14) from 7-7:45 am or 3:30-6 pm.

Open up the Who's Who slides we created last week (accessible via last Tuesday's assignment). Scroll through the slides in order to find names for each square on this modified BINGO card. We'll start a timer for 10 minutes to try to complete the entire card. May the odds be ever in your favor...

Attached, you will find the materials you need for today's virtual lab. You should have open 4 browsers tabs:
-our general class Meet (already open)
-your breakout meet (link is assigned in the sheet attached below)
-the google slides... go to your group's slide per the sheet assignment (but do NOT put it in Present mode)
-the doc for recording data... this is what you will turn in when we're done with Part 2 later this week

Please open the slide deck and COPY the template slide. Then, fill out your copy about yourself so that I (Ms. Kelley) and your classmates get to know a little more about you.