UNIT 2 FRQ

2. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The table presents data on the tree cover loss in various regions on Earth from 2001 to 2015. Reason for Tree Cover Loss (%) Region Urbanization Natural Disturbances/Wildfires Forestry Agriculture Deforestation Australia/Oceania 1 53 29 10 7 Africa 2 2 5 87 5 Europe 0 2 97 1 0 Latin America 1 1 13 30 54 North America 3 39 55 1 2 Southeast Asia 2 2 12 10 75 (a) Based on the data in the table, identify the cause of the greatest loss of tree cover in Africa. (b) Based on the data in the table, describe the relative impact that natural disturbances, such as wildfires, had on tree cover loss for each region from 2001 to 2015. (c) Based on the data in the table, identify the land use practice that led to the greatest loss of tree cover in Europe and explain the primary human benefit that resulted from the use of this practice. (d) North American architects assert that if clear-cutting were prohibited to open land for urbanization, then the North American economy would experience significant losses. Make a claim using evidence in the table to support or refute the architects’ assertion. (e) Regions with a significant and sustained decrease in tree cover have also been found to experience a decrease in primary productivity. In terms of photosynthesis, explain why these regions are experiencing reduced productivity rates. (f) In regions where forestry is the leading cause of tree cover loss, describe one strategy (other than to stop removing trees) that would be best suited to mitigate the effects in this region. (g) Members of a suburban community want to completely remove a small forest along a major highway to build a new strip mall. Describe one environmental problem that the suburban community will likely experience if the forest is removed. (h) Other than replacing the forest or keeping the forest intact, make a claim that proposes a solution to the problem identified in part (g). Test Booklet UNIT 2 FRQS AP Environmental Science Page 3 of 48

anthropogenic climate change. Test Booklet UNIT 2 FRQS Page 6 of 48 AP Environmental Science

6. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The diagram depicts the mainland, five different islands, a geological hot spot, and the surrounding plate boundaries in a tropical region. The table shows the plant and animal species present on each island and the main geographic features of each island. Plate Tectonics and Island Formation Test Booklet UNIT 2 FRQS AP Environmental Science Page 9 of 48

7. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The food web illustrates the feeding relationships between organisms of a desert community found in Arizona. Test Booklet UNIT 2 FRQS Page 12 of 48 AP Environmental Science

9. Directions : The suggested time for answering this question is about 22 minutes. Where calculations are required, clearly show how you arrived at your answer. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. Plate-tectonic theory states that the Earth’s lithosphere is broken into very slowly moving pieces or plates.Plate movements over vast stretches of time have led to the current orientation of our continents and oceans. Individual events along plate boundaries, such as earthquakes and volcanic eruptions, pose periodic threats to human activity and ecosystems. The “Ring of Fire” is a term that describes the location of increased seismic and volcanic activity around the margins of the Pacific Ocean basin. On the map above, each dot represents a volcano or an earthquake. a. Japan, Indonesia, and the Philippines are examples of volcanic island chains that have formed along subduction zones between plates in the western Pacific. i. Describe what happens when two tectonic plates collide along a subduction zone. ii. Explain how subduction leads to volcanic activity. b. Although the landscape following a volcanic eruption may appear unable to support ecological communities, over time the area can be transformed through succession. i. What is primary succession? Test Booklet UNIT 2 FRQS AP Environmental Science Page 15 of 48

(a) Use the maps provided to answer the following questions. (i) Identify the preferred nesting habitat for piping plovers. (ii) Describe the change in the number of piping plover nests on Assateague Island between 1999 and 2009. (iii) Describe one likely reason for the change in the number of piping plover nests between 1999 and 2009. (b) Coastal species are affected by more than just natural events. (i) Special beach restrictions can help piping plovers during nesting season. Describe one restriction that could Test Booklet UNIT 2 FRQS Page 18 of 48 AP Environmental Science

(c) Based on the information in the graph, describe the percent coverage of dead vegetation in the unburned plot compared to the plot burned most recently. (d) A researcher hypothesizes that in the Alaskan tundra study area, sedges and grasses will dominate the landscape in later succession stages. Make a claim based on evidence in the graph to support or refute this hypothesis. (e) Lichen populations have been eliminated from some areas since the Industrial Revolution. Lichen are sensitive to sulfur dioxide because they can quickly and efficiently absorb sulfur from the atmosphere. Describe how lichen could be used as an environmental indicator species to monitor emission levels from a power plant that is using a nonrenewable energy source. Much of the arctic soil is frozen year-round. Scientists measured soil thaw depth in areas burned in the Arctic at -meter intervals. Additionally, the thickness of surface organic layer was measured at each site. The data collected is in the table below. Treatment group Unburned plots years since last fire years since last fire years since last fire Average thaw depth Average surface organic thickness (f) Identify the control group for the investigation. (g) Identify the hypothesis of the investigation. (h) Describe the relationship between average thaw depth and average surface organic thickness. Now a scientist wants to investigate how burning of land affects nutrient levels in soil. The scientist sets up plots, each with an area of . Five plots are burned, and five plots are not burned. Over the next year, a variety of soil tests are performed in the plots every month. (i) Explain why the scientist would test for levels in the soil in the study plots. (j) Soil texture also affects soil nutrient levels. Make a claim about the relative soil nutrient levels in sandy soils compared to clay soils. Test Booklet UNIT 2 FRQS AP Environmental Science Page 21 of 48

12. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The Yukon Delta in Alaska is one of the warmest areas in the Arctic tundra. Common species of flora include lichens, bryophytes and mosses. Other flora such as grasses, sedges, and shrubs are also present. Sedges are grass- like plant species. Tundra fires are common in the Yukon Delta of Alaska. Scientists collected data on vegetation ground cover in plots along -meter transect lines. The percentage of the ground covered by different types of vegetation (or in cases with no vegetation, the bare ground surface) was calculated in an unburned plot as well as several plots that had experienced fire. (a) Based on the information in the graph, identify the percent of cover that was sedges and grasses in the unburned plot. (b) Based on the information in the graph, identify the dominant groundcover in the plot where a fire occurred Test Booklet UNIT 2 FRQS Page 22 of 48 AP Environmental Science

years before the data were collected. (c) Based on the information in the graph, describe how an increase in the frequency of fires would affect the percent cover of mosses. (d) A researcher hypothesizes that in the Alaskan tundra area in the study, lichen will dominate the landscape in later succession stages. Make a claim based on evidence in the graph to support or refute this hypothesis. (e) Lichen have become extinct in large areas since the Industrial Revolution. Lichen are sensitive to sulfur dioxide because they can quickly and efficiently absorb the sulfur from the atmosphere. Describe how lichen could be used as an environmental indicator species to evaluate if pollution control measures to reduce emissions from automobiles were effective measures. Much of the arctic soil is frozen year-round. Scientists measured soil thaw depth in areas burned in the Arctic at -meter intervals. Additionally, the thickness of surface organic layer was measured at each site. The data collected is in the table below. Treatment group Unburned plots years since last fire years since last fire years since last fire Average thaw depth Average surface organic thickness (f) Identify the dependent variable for the investigation. (g) One modification that could be made to the investigation would be to measure the surface organic material in different seasons. Describe how this modification could alter the results of the study. (h) Describe the relationship between average surface organic thickness and time since the last fire. Now a scientist wants to investigate how burning of land affects nutrient levels in soil. The scientist sets up plots, each with an area of . Five plots are burned, and five plots are not burned. Over the next year, a variety of soil tests are performed in the plots every month. (i) Explain why the scientist would test for phosphate levels in the soil in the study plots. (j) Soil texture also affects soil nutrient levels. Make a claim about the relative soil nutrient levels in clay loam compared to loamy sand soils. Test Booklet UNIT 2 FRQS AP Environmental Science Page 23 of 48

13. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The graph illustrates the temperature and precipitation conditions in various terrestrial biomes. (a) Based on the information in the graph, describe the air temperature range for a boreal forest. (b) Based on the information in the graph, identify the major grassland present within 20 degrees north and south of the equator. (c) The rate of carbon cycling is slower in a tundra than in a savanna. Based on the information in the graph, explain why the rate of cycling of carbon is slower in a tundra than in a savanna. (d) Researchers hypothesize that a tropical wet forest would likely have a higher biodiversity than a tropical dry forest. Make a claim based on evidence in the graph to support or refute this statement. Test Booklet UNIT 2 FRQS Page 24 of 48 AP Environmental Science

Remote islands that are far from any mainland are home to many species that have evolved distinctive adaptations to live in the unique island conditions. (e) Some birds evolve adaptations that include losing the ability to fly. Explain how a species of bird on a remote island could lose the ability to fly over time. Different regions not only support different types of plants and animals, they also influence the types of renewable energy resources best used to generate electricity. Power plants are built based on a variety of factors. (f) A developer proposes building a new geothermal power plant in a city located on the interior of the North American Plate to provide electricity for a new housing development. Make a claim using evidence that supports or opposes this proposal. Solar farms are often installed in areas in the midwestern United States previously used as cropland. Native and non-native plants often grow in these fields occupied by the solar panels. (g) Describe how the shift from agricultural crops to native plants may impact the biodiversity of insect populations. To understand the biodiversity of insects in different sites around their community, students performed a leaf litter lab where leaf litter was collected from two sites: one from beneath the trees in an organically managed, commercial landscape established one year ago and one from beneath the trees in a nearby nature preserve that have not been trimmed or managed in over twenty years. The students hypothesized that there would be more insect biodiversity in the leaf litter at the nature preserve than at the managed site. The leaf litter from each site was placed into a funnel with a light shone on the top to drive any insects out of the litter. Species were collected in an alcohol-filled container below the funnel, and the species were identified using magnifying lenses and a key. (h) Identify a variable that should be constant between the two study sites. (i) One variable not mentioned in the description of the experiment that could affect the results of the investigation is reduced canopy cover. Describe the effect that canopy cover would likely have on the results of the investigation. (j) Explain how modifying the experiment to collect samples from wet and dry sites could alter the results of the experiment. Test Booklet UNIT 2 FRQS AP Environmental Science Page 25 of 48

14. Dams are built by humans for various purposes including hydroelectric power generation and control of downstream flooding. (a) Explain how electricity is generated at a hydroelectric dam. (b) Identify TWO economic benefits, other than hydroelectric power generation and control of downstream flooding, associated with dams. (c) Describe one ecological benefit of seasonal flooding of the floodplain of a free-flowing river. (d) Some dams have been removed from rivers. i. Explain how removal of a dam can benefit fish populations. ii. Describe one negative environmental consequence of removing a dam from a river (other than effects on fish populations). (e) Dams are also built by beavers, a keystone species in some North American ecosystems. (i) Define keystone species. (ii) Describe how dams built by beavers can make beavers a keystone species in some ecosystems. Test Booklet UNIT 2 FRQS Page 26 of 48 AP Environmental Science

15. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The diagram below illustrates three ecological communities that are isolated but in close proximity to one another. The density of the deer population in each community differs, as indicated in the diagram. (a) Based on the diagram, describe the relationship between the deer population and biodiversity in Forest A. (b) Based on the information in the diagram, identify a plant species in an area of low deer density that would serve as an indicator that the density of the deer population is increasing, even if you could not directly observe any deer. (c) Wolves are natural predators of deer, but wolf populations are not found in any of the three forests in the diagram. Identify the forest in which the diversity of plants would be most affected by the reintroduction of wolves and explain how reintroducing wolves would cause that effect. (d) Wolves invest much time and energy into the care of relatively few offspring. Identify the reproductive strategy of wolves. Deer are common tick hosts. Possums are hosts for young ticks and eat many of the young ticks before they can Test Booklet UNIT 2 FRQS AP Environmental Science Page 27 of 48

feed. Other species such as squirrels and mice are not as effective at removing ticks. (e) A hiking club that frequently visits trails in Forest C has requested that the city take action by trapping and relocating possums away from Forest C to reduce the tick population. Make a claim using evidence to agree or disagree with the hikers’ request. (f) Homeowners living near Forest C believe deer are eating their lush grass. Make a claim based on evidence that supports or refutes the belief of these homeowners. Some forested areas of the country have large, flat-topped boulders left behind by glaciers. The tops of the boulders have become covered with lichens, grasses, shrubs, and even some small trees. Deer can jump onto the top of shorter boulders to graze; however, none of the deer can jump onto the tallest boulders. Scientists sampled vegetation from the tops of both short and tall boulders, some of which were grazed by deer and some of which were not. Scientists observed that the most diverse plant growth occurred on the boulders that could not be reached by deer. (g) Identify the dependent variable for the investigation. (h) Identify one variable that was not mentioned in the description above that could affect the results of the investigation and explain how that variable could affect the results. (i) The boulders studied in the investigation described above were deposited by a glacial retreat approximately 14,000 years ago. Describe the steps that likely led to the formation of soil in the study area. (j) Describe an anthropogenic occurrence that could result in soil formation from similar initial conditions to those described in part (i). Test Booklet UNIT 2 FRQS Page 28 of 48 AP Environmental Science

16. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The diagram below illustrates three ecological communities that are isolated but in close proximity to one another. The density of the deer population in each community differs, as indicated in the diagram. (a) Based on the diagram, describe the relationship between the deer population and biodiversity in Forest B. (b) Based on the information in the diagram, identify a plant species in an area of medium deer density that would serve as an indicator that the density of the deer population is increasing, even if you could not directly observe any deer. (c) If there are no predators of deer in the forests, explain why the density of the deer population will reach a level where the density will not increase further. (d) The forests shown in the diagram are also the preferred habitat of woodland voles. The voles are known to have many offspring per litter that quickly reach reproductive age. Identify the reproductive strategy of the voles. Deer are common tick hosts. Possums are hosts for young ticks and eat many of the young ticks before they can feed. Other species such as squirrels and mice are not as effective at removing ticks. Test Booklet UNIT 2 FRQS AP Environmental Science Page 29 of 48

(e) A local homeowner proposes improving the squirrel habitat in Forest B to reduce the tick population. Make a claim using evidence to support or oppose the homeowner’s proposal. (f) Homeowners living near Forest A believe deer are eating their red maple trees. Make a claim based on evidence that supports or refutes the belief of these homeowners. Some forested areas of the country have large, flat-topped boulders left behind by glaciers. The tops of the boulders have become covered with lichens, grasses, shrubs, and even some small trees. Deer can jump onto the top of shorter boulders to graze; however, none of the deer can jump onto the tallest boulders. Scientists sampled vegetation from the tops of these boulders, some of which were grazed by deer and some of which were not. Scientists observed that the most diverse plant growth occurred on the boulders that could not be reached by deer. (g) Identify the independent variable for the investigation. (h) Identify one modification that could be made to the investigation that will alter the results and explain how it alters the results. (i) The boulders studied in the investigation described above were deposited by a glacial retreat approximately 14,000 years ago. Describe the steps that led to the establishment of the forest once soil formed in the study area. (j) Describe a natural occurrence that could require re-establishing a forest in an area with previously established soil. Test Booklet UNIT 2 FRQS Page 30 of 48 AP Environmental Science

17. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The diagram below illustrates three ecological communities that are isolated but in close proximity to one another. The density of the deer population in each community differs, as indicated in the diagram. (a) Based on the diagram, describe the relationship between the deer population and biodiversity in Forest C. (b) Based on the information in the diagram, identify a species of plant that is resistant to deer consumption. (c) If each of the three forests is near a different but identical housing development, identify the forest nearest which homeowners will most likely consider deer to be pests, and explain how the deer could have become pests. (d) Most species of deer are known to eat many different types of plants. Other than being herbivores, identify the category of species that explains how deer are very adaptable to new environments. Deer are common tick hosts. Possums are hosts for young ticks and eat many of the young ticks before they can feed. Other species such as squirrels and mice are not as effective at removing ticks. (e) A local homeowner proposes protecting the habitat of the possums in Forest A to reduce the tick population. Test Booklet UNIT 2 FRQS AP Environmental Science Page 31 of 48

Describe a possible disadvantage or unintended consequence of the homeowner’s proposal. (f) Homeowners living near Forest C believe deer are eating their sugar maple trees. Make a claim based on evidence that supports or refutes the belief of these homeowners. Some forested areas of the country have large, flat-topped boulders left behind by glaciers. The tops of the boulders have become covered with lichens, grasses, shrubs, and even some small trees. Deer can jump onto the top of shorter boulders to graze; however, none of the deer can jump onto the tallest boulders. Scientists sampled vegetation from the tops of these boulders, some of which were grazed by deer and some of which were not. Scientists observed that the most diverse plant growth occurred on the boulders that could not be reached by deer. (g) Identify the control group for the investigation. (h) Identify the hypothesis for the investigation. (i) The boulders studied in the investigation described above were deposited by a glacial retreat approximately 14,000 years ago. These boulders then eroded over time to form components of the soil in the forest. Describe a different natural occurrence that could lead to soil formation from similar initial conditions. (j) Describe an anthropogenic occurrence that could require re-establishing a forest in an area with previously established soil. Test Booklet UNIT 2 FRQS Page 32 of 48 AP Environmental Science

18. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The graph illustrates the temperature and precipitation conditions in various terrestrial biomes. (a) Based on the information in the graph, describe the air temperature range for a desert. (b) Based on the information in the graph, identify a forest likely to be present between 30 and 50 degrees north or south of the equator. (c) The rate of carbon cycling is faster in a temperate wet forest than in a boreal forest. Based on the information in the graph, explain why the rate of carbon cycling is faster in a temperate wet forest than in a boreal forest. (d) Researchers hypothesize that a tundra ecosystem may only support 1 species of reptiles, but a desert ecosystem Test Booklet UNIT 2 FRQS AP Environmental Science Page 33 of 48

of a similar size may support 59 species of reptiles. Make a claim based on evidence in the graph to support or refute this statement. Remote islands that are far from any mainland are home to many species that have evolved distinctive adaptations to live in the unique island conditions. (e) Some birds evolve adaptations that include building their nests on the ground even when there are abundant trees available. Explain how a species of bird on a remote island could have acquired the adaptation of ground nesting. Different regions not only support different types of plants and animals, they also influence the types of renewable energy resources best used to generate electricity. Power plants are built based on a variety of factors. (f) A developer is evaluating locations for a new large-scale hydroelectric power plant. Explain why a hydroelectric power plant is more likely to be constructed in a mountainous temperate forest than in a flat temperate grassland. Solar farms are often installed in areas in the midwestern United States previously used as cropland. Native and non-native plants often grow in these fields occupied by the solar panels. (g) Researchers propose that fields that include non-native species usually have greater biodiversity than fields with only native plants. Make a claim using evidence that supports or refutes this claim. To understand biodiversity of sites in their own community, students performed a leaf litter lab where leaf litter was collected from two sites: one from beneath the trees in an organically managed, commercial landscape established one year ago and one from beneath the trees in a nearby nature preserve that have not been trimmed or managed in over twenty years. The students hypothesized that there would be more insect biodiversity in the leaf litter at the nature preserve than at the managed site. The leaf litter from each site was placed into a funnel with a light shone on the top to drive any insects out of the litter. Species were collected in an alcohol-filled container below the funnel, and the species were identified using magnifying lenses and a key. (h) Identify the independent variable in the experiment. (i) One variable not mentioned in the description of the experiment that could affect the results of the investigation is the nutrient levels in soil. Describe the effect that nutrient levels in soil would likely have on the results of the investigation. (j) Explain how modifying the experiment to collect samples from areas with grass litter and areas with tree litter could alter the results of the experiment. Test Booklet UNIT 2 FRQS Page 34 of 48 AP Environmental Science

19. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The diagram depicts the mainland, five different islands, a geological hot spot, and the surrounding plate boundaries in a tropical region. The table shows the plant and animal species present on each island and the main geographic features of each island. Plate Tectonics and Island Formation Test Booklet UNIT 2 FRQS AP Environmental Science Page 35 of 48

Island A Island B Island C Island D Island E Plant species Grasses, shrubs, mangroves, flowering plants, trees Grasses, shrubs, mangroves, trees Grasses, shrubs Grasses, shrubs, some flowering plants Lichen, some grasses Animal species Insects, snails, worms, birds, small mammals, large mammals Insects, snails, worms, birds, small mammals, a few large mammals Insects, snails, worms, birds Insects, snails, worms, birds, small mammals, a few large mammals A few small insects, worms Geographic features Primarily forested A mix of forests and grasslands Sand and grass Mostly grasslands with some young forests Bare rock (a) Based on the information in the diagram, identify the island that is in the earliest stage of succession. (b) Based on the information in the diagram and the theory of island biogeography, explain why Island D has lower biodiversity than Island A. (c) Describe why an herbivore would be well suited to survive on Island C. (d) Based on the diagram, identify and describe the type of plate boundary between Plate and Plate . (e) A geologist asserts that Island A is the oldest island in the group of islands off the coast of the mainland. Make a claim using evidence that supports or refutes the geologist’s assertion. A class of Environmental Science students wanted to recreate a small model of an ecosystem similar to that on Island C to aid in their study of the interactions between plants, worms, and snails. The students were exploring how earthworms act as an important species in the cycling of nutrients. The students built three different terrariums like the one shown below and altered the number of earthworms in each terrarium in the following manner. • Terrarium had zero earthworms added. • Terrarium had five earthworms added. • Terrarium had ten earthworms added. One snail was added to each terrarium, and each system contained the same number of grass seedlings, the same type of loam soil, and the same amount of water. After three weeks, the students measured the amount of ammonia in the soil. Test Booklet UNIT 2 FRQS Page 36 of 48 AP Environmental Science

Sample Island Terrarium Ecosystem (f) Identify the control terrarium for the investigation. (g) Identify one biotic modification that could be made to the investigation that could alter the results. (h) Describe the role of earthworms in the cycling of nitrogen in the terrariums. (i) Describe the role of the snail in the cycling of carbon in the terrariums. (j) The amount of energy found in the plant matter in Terrarium was determined to be kilocalories. Explain why the number of kilocalories measured in the plants in the terrarium is greater than the number of kilocalories available to the snail or to the earthworm. Test Booklet UNIT 2 FRQS AP Environmental Science Page 37 of 48

20. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The graph below illustrates the distribution of plant and animal species along a transect along a rocky beach in an intertidal zone. To collect the data, scientists set out a transect line from the highest high tide point ( ) out into the Atlantic Ocean. A quadrat was used to collect data between every meter section along the transect and the relative abundance of the species was measured. Wrack is a type of seaweed. (a) Based on the information in the graph, identify which animal species has the largest range of ecological tolerance. (b) Based on the information in the graph, identify the plant species most likely to compete for resources in high tide regions. (c) Based on the information in the graph, identify the sampling range with the lowest diversity of animal species. (d) A new species of animal has been found without functional eyes, capable of bioluminescence and able to withstand high pressure and low temperature conditions. Make a claim about which area of the ocean this animal Test Booklet UNIT 2 FRQS Page 38 of 48 AP Environmental Science

is best adapted to. (e) Oceans can provide many ecosystem services. A conservation group wants to improve their local marine area. Describe a government action they could advocate for that would improve a specific marine cultural ecosystem service. (f) Marine ecosystems provide different ways to harness resources and generate electricity. Identify and describe a method used to search for ocean energy resources that results in noise pollution that harms marine mammals. (g) Describe one benefit of using the energy source being searched for in part (f) rather than tar sands to generate electricity. Part of energy conservation is to understand the energy efficiency of the buildings where we live, work, and play. Buildings often gain or lose heat through windows. The heat gain or loss in per hour can be investigated. To collect the data tabulated below, the inside and outside temperature difference was measured, inserted into a heat gain or loss formula, and converted into . Temperature differences were assumed to be constant year- round. Window Surface area Inside and outside temperature Difference Heat gain or loss Heat gain or loss Single pane Double pane Single pane (h) Identify the dependent variable for the investigation. (i) Identify one modification that could be made to the investigation that will alter the results. (j) Building design, such as roof color, can affect heat gain or loss. Identify the best roof color for a building located around degrees latitude in the Northern Hemisphere and explain why the identified roof color should be used in the building design. Test Booklet UNIT 2 FRQS AP Environmental Science Page 39 of 48

21. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The graph below illustrates the distribution of plant and animal species along a transect along a rocky beach in an intertidal zone. To collect the data, scientists set out a transect line from the highest high tide point ( ) out into the Atlantic Ocean. A quadrat was used to collect data between every meter section along the transect and the relative abundance of the species was measured. Wrack is a type of seaweed. (a) Based on the information in the graph, identify which plant species has the largest range of ecological tolerance. (b) Based on the information in the graph, identify the animal species most likely to compete for resources in low tide regions. (c) Based on the information in the graph, identify the sampling range with the greatest diversity of animal species. (d) A species of intertidal plant has thick, shiny leaves that reflect sunlight. Make a claim about which area of the Test Booklet UNIT 2 FRQS Page 40 of 48 AP Environmental Science

intertidal zone this plant is best adapted to live in. (e) Oceans can provide many ecosystem services. A conservation group wants to improve their local marine area. Describe a government action they could advocate for that would improve a specific marine provisioning ecosystem service. (f) Marine ecosystems provide different ways to harness resources and generate electricity. Identify and describe electricity generation by harnessing ocean cycles. (g) Describe one benefit of using the energy source mentioned in part (f) rather than fossil fuels to generate electricity. Another way someone could reduce their ecological footprint is to think carefully about the type of materials used in their home to reduce energy waste by the windows. Buildings often gain or lose heat through windows. The heat gain or loss in per hour can be investigated. To collect the data tabulated below, the inside and outside temperature difference was measured, inserted into a heat gain or loss formula, and converted into . Temperature differences were assumed to be constant year-round. Window Surface Area Inside and outside temperature Difference Heat gain or loss Heat gain or loss Single pane Double pane Single pane (h) Identify a constant for the investigation. (i) Identify the hypothesis of the investigation. (j) Building design, such as roof color, can affect heat gain or loss. Identify the best roof color for a building located around degrees latitude in the Southern Hemisphere and explain why the identified roof color should be used in the building design. Test Booklet UNIT 2 FRQS AP Environmental Science Page 41 of 48

22. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The graph below illustrates the distribution of plant and animal species along a transect along a rocky beach in an intertidal zone. To collect the data, scientists set out a transect line from the highest high tide point ( ) out into the Atlantic Ocean. A quadrat was used to collect data between every meter section along the transect and the relative abundance of the species was measured. Wrack is a type of seaweed. (a) Based on the information in the graph, identify which plant species has the smallest range of ecological tolerance. (b) Based on the information in the graph, identify the animal species most likely to compete for resources in the highest tide region. (c) Based on the information in the graph, identify the sampling range with the greatest diversity of plant species. (d) A mostly stationary species of intertidal animal has gills and little pigmentation. Make a claim about which area of the intertidal zone this animal is best adapted to live in. Test Booklet UNIT 2 FRQS Page 42 of 48 AP Environmental Science

(e) Oceans can provide many ecosystem services. A conservation group wants to improve their local marine area. Describe a government action they could advocate for that would improve a specific marine regulating ecosystem service. (f) Marine ecosystems provide different ways to harness resources and generate electricity. Identify and describe electricity production by a method associated with coastal areas with high energy needs that has minimal air pollution during electricity production but can impact tourism and property values. (g) Describe one drawback, other than impacting tourism and property values, of using the energy source mentioned in part (f) rather than nuclear power to generate electricity. Another way to reduce one’s ecological footprint is to be conscientious about how one wastes energy. One common thing that easily wastes energy is a window. Buildings often gain or lose heat through windows. The heat gain or loss in per hour can be investigated. To collect the data tabulated below, the inside and outside temperature difference was measured, inserted into a heat gain or loss formula, and converted into . Temperature differences were assumed to be constant year-round. Window Surface area Inside and outside temperature Difference Heat gain or loss Heat gain or loss Single pane Double pane Single pane (h) Identify the independent variable for the investigation. (i) Identify one variable that was not mentioned in the description above that could affect the results of the investigation. (j) Building design, such as flooring type and window position, can affect heat gain or loss. Identify the best flooring type near a south-facing window for a building located around degrees latitude in the Northern Hemisphere and explain why the identified flooring type should be used in the building design. Test Booklet UNIT 2 FRQS AP Environmental Science Page 43 of 48

23. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The diagram depicts the mainland, five different islands, a geological hot spot, and the surrounding plate boundaries in a tropical region. The table shows the plant and animal species present on each island and the main geographic features of each island. Plate Tectonics and Island Formation Test Booklet UNIT 2 FRQS Page 44 of 48 AP Environmental Science

Island A Island B Island C Island D Island E Plant species Grasses, shrubs, mangroves, flowering plants, trees Grasses, shrubs, mangroves, trees Grasses, shrubs Grasses, shrubs, some flowering plants Lichen, some grasses Animal species Insects, snails, worms, birds, small mammals, large mammals Insects, snails, worms, birds, small mammals, a few large mammals Insects, snails, worms, birds Insects, snails, worms, birds, small mammals, a few large mammals A few small insects, worms Geographic features Primarily forested A mix of forests and grasslands Sand and grass Mostly grasslands with some young forests Bare rock (a) Based on the information in the diagram, identify the island that is in the latest stage of succession. (b) Based on the information in the diagram and the theory of island biogeography, explain why Island B has more biodiversity than Island E. (c) Describe why a generalist species would be well suited to survive on Island E. (d) Based on the diagram, identify and describe the type of plate boundary between Plate and Plate . (e) A geologist asserts that Island C is younger than Island D in the group of islands off the coast of the mainland. Make a claim using evidence that supports or refutes the geologist’s assertion. A class of Environmental Science students wanted to recreate a small model of an ecosystem similar to that on Island C to aid in their study of the interactions between plants, worms, and snails. The students were exploring how earthworms act as an important species in the cycling of nutrients. The students built three different terrariums like the one shown below and altered the number of earthworms in each terrarium in the following manner. Terrarium had zero earthworms added. Terrarium had five earthworms added. Terrarium had ten earthworms added. One snail was added to each terrarium, and each system contained the same number of grass seedlings, the same type of loam soil, and the same amount of water. After three weeks, the students measured the amount of ammonia in the soil. Test Booklet UNIT 2 FRQS AP Environmental Science Page 45 of 48

Sample Island Terrarium Ecosystem (f) Identify the independent variable for the investigation. (g) Identify one variable that was not mentioned in the description above that could affect the results of the investigation. (h) Describe the role of plants in the cycling of nitrogen in the terrariums. (i) Describe the role of earthworms in the cycling of carbon in the terrariums. (j) The amount of energy found in the plant matter in Terrarium was determined to be kilocalories. Explain why the number of kilocalories measured in the snail in the terrarium was only kilocalories. Test Booklet UNIT 2 FRQS Page 46 of 48 AP Environmental Science

24. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where explanation or discussion is required, support your answers with relevant information and/or specific examples. The Yukon Delta in Alaska is one of the warmest areas in the Arctic tundra. Common species of flora include lichens, bryophytes and mosses. Other flora such as grasses, sedges, and shrubs are also present. Sedges are grass- like plant species. Tundra fires are common in the Yukon Delta of Alaska. Scientists collected data on vegetation ground cover in plots along -meter transect lines. The percentage of the ground covered by different types of vegetation (or in cases with no vegetation, the bare ground surface) was calculated in an unburned plot as well as several plots that had experienced fire. (a) Based on the information in the graph, identify the percent of cover for mosses in the unburned plot. (b) Based on the information in the graph, identify the dominant groundcover in the plot where a fire occurred years before the data were collected. Test Booklet UNIT 2 FRQS AP Environmental Science Page 47 of 48

(c) Based on the information in the graph, describe the percent coverage of sedges and grasses in the unburned plot compared to that in the plot burned most recently. (d) A researcher hypothesizes that in the Alaskan tundra area in the study, shrubs will dominate the landscape in later succession stages. Make a claim based on evidence in the graph to support or refute this hypothesis. (e) Lichen have become extinct in large areas since the Industrial Revolution. Lichen are sensitive to sulfur dioxide because they can quickly and efficiently absorb the sulfur from the atmosphere. Describe how lichen could be used as an environmental indicator species to determine if an area has high levels of acid precipitation. Much of the arctic soil is frozen year-round. Scientists measured soil thaw depth in areas burned in the Arctic at -meter intervals. Additionally, the thickness of surface organic layer was measured at each site. The data collected is in the table below. Treatment group Unburned plots years since last fire years since last fire years since last fire Average thaw depth Average surface organic thickness (f) Identify the independent variable for the investigation. (g) Identify one variable that was not mentioned in the description above that could affect the results of the investigation. (h) Describe the relationship between the average thaw depth and time since the last fire. Now a scientist wants to investigate how burning of land affects nutrient levels in soil. The scientist sets up plots, each with an area of . Five plots are burned, and five plots are not burned. Over the next year, a variety of soil tests are performed in the plots every month. (i) Explain why the scientist would test for nitrate levels in the soil in the study plots. (j) Soil texture also affects soil nutrient levels. Make a claim about the relative soil nutrient levels in silty loam soil compared to sandy loam soils. Test Booklet UNIT 2 FRQS Page 48 of 48 AP Environmental Science