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AP Environmental Science

  • 1 The Living World: Ecosystems
    1.1

    Introduction to Ecosystems

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-1
    Ecosystems are the result of biotic and abiotic interactions.

    ERT-1.A
    Explain how the availability of resources influences species interactions.

    • ERT-1.A.1 In a predator-prey relationship, the predator is an organism that eats another organism (the prey).
    • ERT-1.A.2 Symbiosis is a close and long-term interaction between two species in an ecosystem. Types of symbiosis include mutualism, commensalism, and parasitism.
    • ERT-1.A.3 Competition can occur within or between species in an ecosystem where there are limited resources. Resource partitioning—using the resources in different ways, places, or at different times—can reduce the negative impact of competition on survival.

    Source: College Board AP Course and Exam Description

    An ecosystem 生态系统 is all the living things (biotic) and non-living things (abiotic) in an area, interacting together. Organisms depend on each other and on their physical environment, and interactions like predation 捕食, competition 竞争, and symbiosis 共生 (mutualism, commensalism, parasitism) shape the community.

    Explore

    Explore how a population grows

    Change the growth rate $r$ and the carrying capacity $K$. Growth is fast when a population is small, then levels off as resources run short and the ecosystem fills up.

    Vocabulary Train
    English Chinese Pinyin
    ecosystem 生态系统 shēng tài xì tǒng
    predation 捕食 bǔ shí
    competition 竞争 jìng zhēng
    symbiosis 共生 gòng shēng
    1.2

    Terrestrial Biomes

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-1
    Ecosystems are the result of biotic and abiotic interactions.

    ERT-1.B
    Describe the global distribution and principal environmental aspects of terrestrial biomes.

    • ERT-1.B.1 A biome contains characteristic communities of plants and animals that result from, and are adapted to, its climate.
    • ERT-1.B.2 Major terrestrial biomes include taiga, temperate rainforests, temperate seasonal forests, tropical rainforests, shrubland, temperate grassland, savanna, desert, and tundra.
    • ERT-1.B.3 The global distribution of nonmineral terrestrial natural resources, such as water and trees for lumber, varies because of some combination of climate, geography, latitude and altitude, nutrient availability, and soil.
    • ERT-1.B.4 The worldwide distribution of biomes is dynamic; the distribution has changed in the past and may again shift as a result of global climate changes.

    Source: College Board AP Course and Exam Description

    A biome 生物群系 is a large region defined by its climate and characteristic life. Terrestrial biomes (deserts, grasslands, tropical rainforest, temperate forest, taiga, tundra) are determined mainly by temperature and precipitation 降水. Each has plants and animals adapted to those conditions.

    Vocabulary Train
    English Chinese Pinyin
    biome 生物群系 shēng wù qún xì
    precipitation 降水 jiàng shuǐ
    1.3

    Aquatic Biomes

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-1
    Ecosystems are the result of biotic and abiotic interactions.

    ERT-1.C
    Describe the global distribution and principal environmental aspects of aquatic biomes.

    • ERT-1.C.1 Freshwater biomes include streams, rivers, ponds, and lakes. These freshwater biomes are a vital resource for drinking water.
    • ERT-1.C.2 Marine biomes include oceans, coral reefs, marshland, and estuaries. Algae in marine biomes supply a large portion of the Earth's oxygen, and also take in carbon dioxide from the atmosphere.
    • ERT-1.C.3 The global distribution of nonmineral marine natural resources, such as different types of fish, varies because of some combination of salinity, depth, turbidity, nutrient availability, and temperature.

    Source: College Board AP Course and Exam Description

    Aquatic biomes cover more of Earth than land. Freshwater (streams, lakes, wetlands) and marine (open ocean, coral reefs, estuaries) systems differ in salinity 盐度, sunlight, and nutrients. Estuaries 河口 (where rivers meet the sea) and coral reefs are especially productive and biodiverse.

    Vocabulary Train
    English Chinese Pinyin
    salinity 盐度 yán dù
    Estuaries 河口 hé kǒu
    1.4

    The Carbon Cycle

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-1
    Ecosystems are the result of biotic and abiotic interactions.

    ERT-1.D
    Explain the steps and reservoir interactions in the carbon cycle.

    • ERT-1.D.1 The carbon cycle is the movement of atoms and molecules containing the element carbon between sources and sinks.
    • ERT-1.D.2 Some of the reservoirs in which carbon compounds occur in the carbon cycle hold those compounds for long periods of time, while some hold them for relatively short periods of time.
    • ERT-1.D.3 Carbon cycles between photosynthesis and cellular respiration in living things.
    • ERT-1.D.4 Plant and animal decomposition have led to the storage of carbon over millions of years. The burning of fossil fuels quickly moves that stored carbon into atmospheric carbon, in the form of carbon dioxide.

    Source: College Board AP Course and Exam Description

    The carbon cycle 碳循环 moves carbon between the atmosphere, organisms, oceans, and rocks. Photosynthesis removes $\text{CO}_2$; respiration, decomposition, and burning fossil fuels 化石燃料 return it. Burning fossil fuels adds carbon far faster than natural processes remove it.

    The carbon cycle moves carbon among the atmosphere, living things, and fossil fuels The carbon cycle moves carbon among the atmosphere, living things, and fossil fuels

    Vocabulary Train
    English Chinese Pinyin
    carbon cycle 碳循环 tàn xún huán
    fossil fuels 化石燃料 huà shí rán liào
    1.5

    The Nitrogen Cycle

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-1
    Ecosystems are the result of biotic and abiotic interactions.

    ERT-1.E
    Explain the steps and reservoir interactions in the nitrogen cycle.

    • ERT-1.E.1 The nitrogen cycle is the movement of atoms and molecules containing the element nitrogen between sources and sinks.
    • ERT-1.E.2 Most of the reservoirs in which nitrogen compounds occur in the nitrogen cycle hold those compounds for relatively short periods of time.
    • ERT-1.E.3 Nitrogen fixation is the process in which atmospheric nitrogen is converted into a form of nitrogen (primarily ammonia) that is available for uptake by plants and that can be synthesized into plant tissue.
    • ERT-1.E.4 The atmosphere is the major reservoir of nitrogen.

    Source: College Board AP Course and Exam Description

    The nitrogen cycle 氮循环 makes nitrogen usable for life. Nitrogen fixation 固氮 (by bacteria) converts atmospheric $\text{N}_2$ to ammonia; nitrification and assimilation pass it through organisms; denitrification returns $\text{N}_2$ to the air. Fertilizer adds reactive nitrogen, which can pollute water.

    The nitrogen cycle: N is fixed into soil nitrates, passed through food, and returned to the air by denitrification The nitrogen cycle: N$_2$ is fixed into soil nitrates, passed through food, and returned to the air by denitrification

    Vocabulary Train
    English Chinese Pinyin
    nitrogen cycle 氮循环 dàn xún huán
    Nitrogen fixation 固氮 gù dàn
    1.6

    The Phosphorus Cycle

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-1
    Ecosystems are the result of biotic and abiotic interactions.

    ERT-1.F
    Explain the steps and reservoir interactions in the phosphorus cycle.

    • ERT-1.F.1 The phosphorus cycle is the movement of atoms and molecules containing the element phosphorus between sources and sinks.
    • ERT-1.F.2 The major reservoirs of phosphorus in the phosphorus cycle are rock and sediments that contain phosphorus-bearing minerals.
    • ERT-1.F.3 There is no atmospheric component in the phosphorus cycle, and the limitations this imposes on the return of phosphorus from the ocean to land make phosphorus naturally scarce in aquatic and many terrestrial ecosystems. In undisturbed ecosystems, phosphorus is the limiting factor in biological systems.

    Source: College Board AP Course and Exam Description

    The phosphorus cycle 磷循环 has no atmospheric (gas) stage – phosphorus moves through rock, soil, water, and organisms. It is slow and often the limiting nutrient 限制性营养 for growth, so added phosphorus (fertilizer, detergents) can trigger algal blooms.

    The phosphorus cycle: rock weathers to soil phosphate and slowly sediments back, with no gas phase The phosphorus cycle: rock weathers to soil phosphate and slowly sediments back, with no gas phase

    Vocabulary Train
    English Chinese Pinyin
    phosphorus cycle 磷循环 lín xún huán
    limiting nutrient 限制性营养 xiàn zhì xìng yíng yǎng
    1.7

    The Hydrologic (Water) Cycle

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-1
    Ecosystems are the result of biotic and abiotic interactions.

    ERT-1.G
    Explain the steps and reservoir interactions in the hydrologic cycle.

    • ERT-1.G.1 The hydrologic cycle, which is powered by the sun, is the movement of water in its various solid, liquid, and gaseous phases between sources and sinks.
    • ERT-1.G.2 The oceans are the primary reservoir of water at the Earth's surface, with ice caps and groundwater acting as much smaller reservoirs.

    Source: College Board AP Course and Exam Description

    The water cycle 水循环 moves water by evaporation 蒸发, transpiration 蒸腾 (from plants), condensation, precipitation, and runoff. It distributes fresh water and shapes climate; human use and land changes can alter its flow.

    The water cycle: evaporation and transpiration lift water to the air; precipitation and runoff return it The water cycle: evaporation and transpiration lift water to the air; precipitation and runoff return it

    Vocabulary Train
    English Chinese Pinyin
    water cycle 水循环 shuǐ xún huán
    evaporation 蒸发 zhēng fā
    transpiration 蒸腾 zhēng téng
    1.8

    Primary Productivity

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-1
    Energy can be converted from one form to another.

    ENG-1.A
    Explain how solar energy is acquired and transferred by living organisms.

    • ENG-1.A.1 Primary productivity is the rate at which solar energy (sunlight) is converted into organic compounds via photosynthesis over a unit of time.
    • ENG-1.A.2 Gross primary productivity is the total rate of photosynthesis in a given area.
    • ENG-1.A.3 Net primary productivity is the rate of energy storage by photosynthesizers in a given area, after subtracting the energy lost to respiration.
    • ENG-1.A.4 Productivity is measured in units of energy per unit area per unit time (e.g., $\text{kcal/m}^2\text{/yr}$).
    • ENG-1.A.5 Most red light is absorbed in the upper 1m of water, and blue light only penetrates deeper than 100m in the clearest water. This affects photosynthesis in aquatic ecosystems, whose photosynthesizers have adapted mechanisms to address the lack of visible light.

    Source: College Board AP Course and Exam Description

    Primary productivity 初级生产力 is the rate at which producers capture energy (usually by photosynthesis). Gross primary productivity (GPP) is the total captured; net primary productivity (NPP) is what remains after the producers' own respiration – the energy available to the rest of the ecosystem. Warm, wet, sunlit systems (rainforests, reefs) are most productive.

    Worked example. If producers in a grassland capture $20{,}000\ \text{kcal/m}^2/\text{yr}$ of energy (GPP) and burn $8{,}000\ \text{kcal/m}^2/\text{yr}$ in their own respiration, then $\text{NPP}=\text{GPP}-R=20{,}000-8{,}000=12{,}000\ \text{kcal/m}^2/\text{yr}$. Only that NPP – not the full GPP – is available to the consumers above.

    Explore

    Explore GPP, respiration and NPP

    The energy producers capture (GPP) splits into what they burn for their own respiration $R$ and what is left over as new biomass — $\text{NPP} = \text{GPP} - R$, and useful + wasted always equals the input.

    Vocabulary Train
    English Chinese Pinyin
    Primary productivity 初级生产力 chū jí shēng chǎn lì
    1.9

    Trophic Levels

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-1
    Energy can be converted from one form to another.

    ENG-1.B
    Explain how energy flows and matter cycles through trophic levels.

    • ENG-1.B.1 All ecosystems depend on a continuous inflow of high-quality energy in order to maintain their structure and function of transferring matter between the environment and organisms via biogeochemical cycles.
    • ENG-1.B.2 Biogeochemical cycles are essential for life and each cycle demonstrates the conservation of matter.
    • ENG-1.B.3 In terrestrial and near-surface marine communities, energy flows from the sun to producers in the lowest trophic levels and then upward to higher trophic levels.

    Source: College Board AP Course and Exam Description

    Organisms occupy trophic levels 营养级: producers 生产者 (make their own food), then primary, secondary, and tertiary consumers 消费者, with decomposers 分解者 recycling nutrients at every level. Each level depends on the energy captured below it.

    Vocabulary Train
    English Chinese Pinyin
    trophic levels 营养级 yíng yǎng jí
    producers 生产者 shēng chǎn zhě
    consumers 消费者 xiāo fèi zhě
    decomposers 分解者 fēn jiě zhě
    1.10

    Energy Flow and the 10% Rule

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-1
    Energy can be converted from one form to another.

    ENG-1.C
    Determine how the energy decreases as it flows through ecosystems.

    • ENG-1.C.1 The 10% rule approximates that in the transfer of energy from one trophic level to the next, only about 10% of the energy is passed on.
    • ENG-1.C.2 The loss of energy that occurs when energy moves from lower to higher trophic levels can be explained through the laws of thermodynamics.

    Source: College Board AP Course and Exam Description

    Energy flows one way through an ecosystem and is lost as heat at each transfer. The 10% rule: only about 10% of the energy at one trophic level passes to the next; the other 90% powers life processes and escapes as heat. This is why food chains are short and top predators are few.

    Worked example. Continuing from $12{,}000\ \text{kcal/m}^2/\text{yr}$ of NPP at the producer level, the primary consumers receive about $10\%=1{,}200\ \text{kcal}$, secondary consumers $\approx120\ \text{kcal}$, and tertiary consumers only $\approx12\ \text{kcal}$. After three transfers the energy has shrunk a thousand-fold – the arithmetic reason a fourth or fifth trophic level rarely has enough to support it.

    An energy pyramid: only about 10% of energy passes to the next trophic level An energy pyramid: only about 10% of energy passes to the next trophic level

    Explore

    Explore the 10% rule

    Set the energy producers capture and the ecological efficiency, then watch only about a tenth pass to each level up — this is why the apex predator is left with so little and food chains stay short.

    1.11

    Food Chains and Food Webs

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-1
    Energy can be converted from one form to another.

    ENG-1.D
    Describe food chains and food webs, and their constituent members by trophic level.

    • ENG-1.D.1 A food web is a model of an interlocking pattern of food chains that depicts the flow of energy and nutrients in two or more food chains.
    • ENG-1.D.2 Positive and negative feedback loops can each play a role in food webs. When one species is removed from or added to a specific food web, the rest of the food web can be affected.

    Source: College Board AP Course and Exam Description

    A food chain 食物链 is a single line of who-eats-whom; a food web 食物网 links many chains into a realistic picture of feeding relationships. Because species are interconnected, removing one (especially a keystone species 关键种) can disrupt the whole web.

    A food web links many food chains; arrows point the way energy flows A food web links many food chains; arrows point the way energy flows

    Vocabulary Train
    English Chinese Pinyin
    food chain 食物链 shí wù liàn
    food web 食物网 shí wù wǎng
    keystone species 关键种 guān jiàn zhǒng
    1.11

    Exam tips

    • Remember energy flows and is lost (the 10% rule) while matter cycles (carbon, nitrogen, phosphorus, water).
    • Apply the 10% rule down a food chain and know NPP = GPP − respiration (only NPP is available to consumers).
    • Learn each biogeochemical cycle's stores and how humans disturb it (burning fossil fuels adds CO₂; fertiliser adds nitrogen/phosphorus).
    • Producers are most abundant because so little energy reaches the top.
    • Use correct units and show your arithmetic on the free-response math questions (no calculator — keep numbers round).
  • 2 The Living World: Biodiversity
    2.1

    Introduction to Biodiversity

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-2
    Ecosystems have structure and diversity that change over time.

    ERT-2.A
    Explain levels of biodiversity and their importance to ecosystems.

    • ERT-2.A.1 Biodiversity in an ecosystem includes genetic, species, and habitat diversity.
    • ERT-2.A.2 The more genetically diverse a population is, the better it can respond to environmental stressors. Additionally, a population bottleneck can lead to a loss of genetic diversity.
    • ERT-2.A.3 Ecosystems that have a larger number of species are more likely to recover from disruptions.
    • ERT-2.A.4 Loss of habitat leads to a loss of specialist species, followed by a loss of generalist species. It also leads to reduced numbers of species that have large territorial requirements.
    • ERT-2.A.5 Species richness refers to the number of different species found in an ecosystem.

    Source: College Board AP Course and Exam Description

    Biodiversity 生物多样性 is the variety of life, measured at three levels:

    • Genetic diversity – variety of genes within a species. More genetic variety means a population can better respond to environmental stressors 环境压力; a population bottleneck 种群瓶颈 (a sharp drop in numbers) throws that variety away and leaves the survivors vulnerable.
    • Species diversity – the number of species (species richness 物种丰富度) and how evenly individuals are spread among them.
    • Habitat diversity – the variety of habitats in a region.

    More species-rich ecosystems are more resilient 有韧性的: they recover from disruption more readily, because varied species can fill roles when conditions change. Habitat loss removes species in a predictable orderspecialist 特化 species (narrow needs) go first, then the hardier generalist 广适性 species, and species that need large territories decline as their range shrinks.

    Biodiversity has three levels: genetic, species, and habitat Biodiversity has three levels: genetic, species, and habitat

    Vocabulary Train
    English Chinese Pinyin
    Biodiversity 生物多样性 shēng wù duō yàng xìng
    environmental stressors 环境压力 huán jìng yā lì
    population bottleneck 种群瓶颈 zhǒng qún píng jǐng
    species richness 物种丰富度 wù zhǒng fēng fù dù
    resilient 有韧性的 yǒu rèn xìng de
    specialist 特化 tè huà
    generalist 广适性 guǎng shì xìng
    2.2

    Ecosystem Services

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-2
    Ecosystems have structure and diversity that change over time.

    ERT-2.B
    Describe ecosystem services.

    • ERT-2.B.1 There are four categories of ecosystem services: provisioning, regulating, cultural, and supporting.

    ERT-2.C
    Describe the results of human disruptions to ecosystem services.

    • ERT-2.C.1 Anthropogenic activities can disrupt ecosystem services, potentially resulting in economic and ecological consequences.

    Source: College Board AP Course and Exam Description

    Ecosystem services 生态系统服务 are the free benefits nature gives people, in four categories:

    • Provisioning – products: food, fresh water, timber, fibre.
    • Regulating – processes that keep conditions stable: climate regulation, water filtration, pollination, flood control.
    • Cultural – non-material value: recreation, beauty, spiritual and educational value.
    • Supporting – the services that make the others possible: nutrient cycling, soil formation, photosynthesis.

    Anthropogenic 人为的 (human-caused) activities can disrupt these services, with real economic and ecological costs – for example, losing pollinators forces farmers to pay for pollination that bees once did for free.

    Vocabulary Train
    English Chinese Pinyin
    Ecosystem services 生态系统服务 shēng tài xì tǒng fú wù
    Anthropogenic 人为的 rén wéi de
    2.3

    Island Biogeography

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-2
    Ecosystems have structure and diversity that change over time.

    ERT-2.D
    Describe island biogeography.

    • ERT-2.D.1 Island biogeography is the study of the ecological relationships and distribution of organisms on islands, and of these organisms' community structures.
    • ERT-2.D.2 Islands have been colonized in the past by new species arriving from elsewhere.

    ERT-2.E
    Describe the role of island biogeography in evolution.

    • ERT-2.E.1 Many island species have evolved to be specialists versus generalists because of the limited resources, such as food and territory, on most islands. The long-term survival of specialists may be jeopardized if and when invasive species, typically generalists, are introduced and outcompete the specialists.

    Source: College Board AP Course and Exam Description

    Island biogeography 岛屿生物地理学 studies how many species an island (or any isolated habitat patch) holds. The number settles at a balance between two rates:

    • Immigration of new species – higher for islands closer to the mainland.
    • Extinction of resident species – lower on larger islands.

    So big, near islands hold the most species; small, remote ones the fewest. Isolation also drives evolution: island species often become specialists because resources are limited, and many are endemic 特有 – found nowhere else. That makes them fragile. When an invasive species 入侵物种 (usually a tough generalist) arrives, it can outcompete the specialists, which have nowhere else to go.

    Larger and nearer islands hold more species, balancing immigration against extinction Larger and nearer islands hold more species, balancing immigration against extinction

    Vocabulary Train
    English Chinese Pinyin
    Island biogeography 岛屿生物地理学 dǎo yǔ shēng wù dì lǐ xué
    endemic 特有 tè yǒu
    invasive species 入侵物种 rù qīn wù zhǒng
    2.4

    Ecological Tolerance

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-2
    Ecosystems have structure and diversity that change over time.

    ERT-2.F
    Describe ecological tolerance.

    • ERT-2.F.1 Ecological tolerance refers to the range of conditions, such as temperature, salinity, flow rate, and sunlight that an organism can endure before injury or death results.
    • ERT-2.F.2 Ecological tolerance can apply to individuals and to species.

    Source: College Board AP Course and Exam Description

    Every species has a range of tolerance 耐受范围 – the span of conditions (temperature, salinity, pH, sunlight) it can survive. Near the middle is an optimal range 最适范围 where individuals thrive; toward the edges are zones of stress 胁迫区 where they survive but struggle to grow or reproduce; beyond the limits they die. Ecological tolerance 生态耐受性 applies both to a single individual and to a whole species, and it decides where an organism can live and how it copes with change.

    Within its optimal range a species thrives; toward the limits it is stressed, then cannot survive Within its optimal range a species thrives; toward the limits it is stressed, then cannot survive

    Vocabulary Train
    English Chinese Pinyin
    range of tolerance 耐受范围 nài shòu fàn wéi
    optimal range 最适范围 zuì shì fàn wéi
    zones of stress 胁迫区 xié pò qū
    ecological tolerance 生态耐受性 shēng tài nài shòu xìng
    2.5

    Natural Disruptions to Ecosystems

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-2
    Ecosystems have structure and diversity that change over time.

    ERT-2.G
    Explain how natural disruptions, both short- and long-term, impact an ecosystem.

    • ERT-2.G.1 Natural disruptions to ecosystems have environmental consequences that may, for a given occurrence, be as great as, or greater than, many human-made disruptions.
    • ERT-2.G.2 Earth system processes operate on a range of scales in terms of time. Processes can be periodic, episodic, or random.
    • ERT-2.G.3 Earth's climate has changed over geological time for many reasons.
    • ERT-2.G.4 Sea level has varied significantly as a result of changes in the amount of glacial ice on Earth over geological time.
    • ERT-2.G.5 Major environmental change or upheaval commonly results in large swathes of habitat changes.
    • ERT-2.G.6 Wildlife engages in both short- and long-term migration for a variety of reasons, including natural disruptions.

    Source: College Board AP Course and Exam Description

    Natural events disrupt ecosystems across every timescale, and a single natural event can rival or exceed a human-made one. Earth's processes come in three timing patterns:

    • Periodic 周期性 – regular cycles (seasons, tides).
    • Episodic 偶发性 – occasional, irregular events (fires, floods, volcanic eruptions).
    • Random 随机 – no pattern (a meteor strike).

    Over geological time, Earth's climate has shifted for many reasons, and sea level has risen and fallen with the amount of glacial ice – each change reshaping large swaths of habitat. Wildlife responds by migration 迁徙, moving short or long distances to follow conditions.

    Vocabulary Train
    English Chinese Pinyin
    Periodic 周期性 zhōu qī xìng
    Episodic 偶发性 ǒu fā xìng
    random 随机 suí jī
    migration 迁徙 qiān xǐ
    2.6

    Adaptations

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-2
    Ecosystems have structure and diversity that change over time.

    ERT-2.H
    Describe how organisms adapt to their environment.

    • ERT-2.H.1 Organisms adapt to their environment over time, both in short- and long-term scales, via incremental changes at the genetic level.
    • ERT-2.H.2 Environmental changes, either sudden or gradual, may threaten a species' survival, requiring individuals to alter behaviors, move, or perish.

    Source: College Board AP Course and Exam Description

    An adaptation 适应 is an inherited trait that improves survival and reproduction in an environment. Adaptations arise through natural selection 自然选择 – incremental genetic change accumulating over generations, not within a single lifetime. When the environment changes, individuals must alter their behaviour, move, or die; if change comes faster than a population can adapt, it declines. A periodic disturbance such as fire is often part of a healthy cycle, and many species are adapted to it (some pine cones open only in a fire's heat).

    Vocabulary Train
    English Chinese Pinyin
    adaptation 适应 shì yìng
    natural selection 自然选择 zì rán xuǎn zé
    2.7

    Ecological Succession

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-2
    Ecosystems have structure and diversity that change over time.

    ERT-2.I
    Describe ecological succession.

    • ERT-2.I.1 There are two main types of ecological succession: primary and secondary succession.
    • ERT-2.I.2 A keystone species in an ecosystem is a species whose activities have a particularly significant role in determining community structure.
    • ERT-2.I.3 An indicator species is a plant or animal that, by its presence, abundance, scarcity, or chemical composition, demonstrates that some distinctive aspect of the character or quality of an ecosystem is present.

    ERT-2.J
    Describe the effect of ecological succession on ecosystems.

    • ERT-2.J.1 Pioneer members of an early successional species commonly move into unoccupied habitat and over time adapt to its particular conditions, which may result in the origin of new species.
    • ERT-2.J.2 Succession in a disturbed ecosystem will affect the total biomass, species richness, and net productivity over time.

    Source: College Board AP Course and Exam Description

    Ecological succession 生态演替 is the gradual, orderly change in a community over time:

    • Primary succession 初级演替 starts on bare rock with no soil – after a glacier retreats or lava cools. Pioneer species 先锋物种 such as lichens 地衣 arrive first and slowly build soil. It is slow.
    • Secondary succession 次级演替 follows a disturbance that leaves the soil intact – after a fire or abandoned farming – so it is much faster.

    Succession tends toward a relatively stable climax community 顶极群落. Two special roles shape a community out of proportion to their numbers: a keystone species 关键种, whose activities hold the community structure together (remove it and the community collapses – sea otters keeping urchins in check), and an indicator species 指示物种, whose presence or health signals the condition of the whole ecosystem (lichens vanish where the air is polluted).

    Primary succession builds from bare rock; secondary succession regrows from surviving soil Primary succession builds from bare rock; secondary succession regrows from surviving soil

    Vocabulary Train
    English Chinese Pinyin
    Ecological succession 生态演替 shēng tài yǎn tì
    Primary succession 初级演替 chū jí yǎn tì
    pioneer species 先锋物种 xiān fēng wù zhǒng
    lichens 地衣 dì yī
    Secondary succession 次级演替 cì jí yǎn tì
    climax community 顶极群落 dǐng jí qún luò
    keystone species 关键种 guān jiàn zhǒng
    indicator species 指示物种 zhǐ shì wù zhǒng
    2.7

    Exam tips

    • Describe biodiversity at three levels: genetic, species, and habitat, and link higher diversity to greater resilience.
    • Specialist species (narrow needs) are more vulnerable than generalists when a habitat changes.
    • Distinguish primary succession (bare rock, no soil, slow) from secondary (soil intact, faster).
    • Explain a keystone species (outsized effect) and an indicator species (signals ecosystem health).
    • Name the four ecosystem services (provisioning, regulating, cultural, supporting) with examples.
  • 3 Populations
    3.1

    Generalist and Specialist Species

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-3
    Populations change over time in reaction to a variety of factors.

    ERT-3.A
    Identify differences between generalist and specialist species.

    • ERT-3.A.1 Specialist species tend to be advantaged in habitats that remain constant, while generalist species tend to be advantaged in habitats that are changing.

    Source: College Board AP Course and Exam Description

    A generalist 广适性物种 can live in many habitats and eat many foods (raccoon, cockroach) – flexible, so it copes well with change. A specialist 狭适性物种 needs specific conditions or foods (panda, koala) – efficient in a stable habitat but very vulnerable if that habitat changes.

    Vocabulary Train
    English Chinese Pinyin
    generalist 广适性物种 guǎng shì xìng wù zhǒng
    specialist 狭适性物种 xiá shì xìng wù zhǒng
    3.2

    K-Selected and r-Selected Species

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-3
    Populations change over time in reaction to a variety of factors.

    ERT-3.B
    Identify differences between K- and r-selected species.

    • ERT-3.B.1 K-selected species tend to be large, have few offspring per reproduction event, live in stable environments, expend significant energy for each offspring, mature after many years of extended youth and parental care, have long life spans/life expectancy, and reproduce more than once in their lifetime. Competition for resources in K-selected species' habitats is usually relatively high.
    • ERT-3.B.2 r-selected species tend to be small, have many offspring, expend or invest minimal energy for each offspring, mature early, have short life spans, and may reproduce only once in their lifetime. Competition for resources in r-selected species' habitats is typically relatively low.
    • ERT-3.B.3 Biotic potential refers to the maximum reproductive rate of a population in ideal conditions.
    • ERT-3.B.4 Many species have reproductive strategies that are not uniquely r-selected or K-selected, or they change in different conditions at different times.
    • ERT-3.B.5 K-selected species are typically more adversely affected by invasive species than r-selected species, which are minimally affected by invasive species. Most invasive species are r-selected species.

    Source: College Board AP Course and Exam Description

    Two reproductive strategies:

    • $r$-selected species produce many offspring with little care, mature fast, and have short lives (insects, weeds). They colonize quickly and boom-and-bust.
    • $K$-selected species produce few offspring with much care, mature slowly, and live long (elephants, humans). They do well near carrying capacity in stable environments but recover slowly from losses.
    3.3

    Survivorship Curves

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-3
    Populations change over time in reaction to a variety of factors.

    ERT-3.C
    Explain survivorship curves.

    • ERT-3.C.1 A survivorship curve is a line that displays the relative survival rates of a cohort—a group of individuals of the same age—in a population, from birth to the maximum age reached by any one cohort member. There are Type I, Type II, and Type III curves.
    • ERT-3.C.2 Survivorship curves differ for K-selected and r-selected species, with K-selected species typically following a Type I or Type II curve and r-selected species following a Type III curve.

    Source: College Board AP Course and Exam Description

    A survivorship curve 存活曲线 plots how many individuals survive at each age (on a log scale). Type I (humans): most survive to old age, then die – a convex curve. Type II (many birds): a constant death rate at all ages – a straight line. Type III ($r$-selected: fish, insects): most die young, a few survive – a concave curve.

    Type I, II, and III survivorship curves on a log scale Type I, II, and III survivorship curves on a log scale

    Vocabulary Train
    English Chinese Pinyin
    survivorship curve 存活曲线 cún huó qū xiàn
    3.4

    Carrying Capacity

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-3
    Populations change over time in reaction to a variety of factors.

    ERT-3.D
    Describe carrying capacity.

    • ERT-3.D.1 When a population exceeds its carrying capacity (carrying capacity can be denoted as K), overshoot occurs. There are environmental impacts of population overshoot, including resource depletion.

    ERT-3.E
    Describe the impact of carrying capacity on ecosystems.

    • ERT-3.E.1 A major ecological effect of population overshoot is dieback of the population (often severe to catastrophic) because the lack of available resources leads to famine, disease, and/or conflict.

    Source: College Board AP Course and Exam Description

    The carrying capacity 环境容纳量 ($K$) is the maximum population an environment can support long-term. A population may overshoot $K$ when resources are temporarily plentiful, then crash (dieback) as resources run out. Populations tend to fluctuate around $K$.

    Population growth levels off at the carrying capacity of the environment Population growth levels off at the carrying capacity of the environment

    Explore

    Growth up to carrying capacity

    A population grows toward the carrying capacity $K$ its resources can support, then levels off. Push the growth rate up and watch it overshoot and settle.

    Vocabulary Train
    English Chinese Pinyin
    carrying capacity 环境容纳量 huán jìng róng nà liàng
    3.5

    Population Growth and Resource Availability

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-3
    Populations change over time in reaction to a variety of factors.

    ERT-3.F
    Explain how resource availability affects population growth.

    • ERT-3.F.1 Population growth is limited by environmental factors, especially by the available resources and space.
    • ERT-3.F.2 Resource availability and the total resource base are limited and finite over all scales of time.
    • ERT-3.F.3 When the resources needed by a population for growth are abundant, population growth usually accelerates.
    • ERT-3.F.4 When the resource base of a population shrinks, the increased potential for unequal distribution of resources will ultimately result in increased mortality, decreased fecundity, or both, resulting in population growth declining to, or below, carrying capacity.

    Source: College Board AP Course and Exam Description

    With abundant resources a population grows exponentially 指数增长 ($J$-curve). As resources become limited, growth slows to logistic 逻辑斯蒂增长 ($S$-curve), leveling at $K$. Limiting factors 限制因素 (food, water, space, disease) set the ceiling.

    Vocabulary Train
    English Chinese Pinyin
    exponentially 指数增长 zhǐ shù zēng zhǎng
    logistic 逻辑斯蒂增长 luó jí sī dì zēng zhǎng
    Limiting factors 限制因素 xiàn zhì yīn sù
    3.6

    Age Structure Diagrams

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-1
    Human populations change in reaction to a variety of factors, including social and cultural factors.

    EIN-1.A
    Explain age structure diagrams.

    • EIN-1.A.1 Population growth rates can be interpreted from age structure diagrams by the shape of the structure.
    • EIN-1.A.2 A rapidly growing population will, as a rule, have a higher proportion of younger people compared to stable or declining populations.

    Source: College Board AP Course and Exam Description

    An age-structure diagram 年龄结构图 shows the proportion of a population in each age group. A wide base (many young) predicts rapid growth; even bars predict a stable population; a narrow base predicts decline. They forecast a country's future population.

    Population pyramids of a developing and a developed country Population pyramids of a developing and a developed country

    Vocabulary Train
    English Chinese Pinyin
    age-structure diagram 年龄结构图 nián líng jié gòu tú
    3.7

    Total Fertility Rate

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-1
    Human populations change in reaction to a variety of factors, including social and cultural factors.

    EIN-1.B
    Explain factors that affect total fertility rate in human populations.

    • EIN-1.B.1 Total fertility rate (TFR) is affected by the age at which females have their first child, educational opportunities for females, access to family planning, and government acts and policies.
    • EIN-1.B.2 If fertility rate is at replacement levels, a population is considered relatively stable.
    • EIN-1.B.3 Factors associated with infant mortality rates include whether mothers have access to good healthcare and nutrition. Changes in these factors can lead to changes in infant mortality rates over time.

    Source: College Board AP Course and Exam Description

    The total fertility rate 总生育率 (TFR) is the average number of children per woman. A replacement level of about 2.1 keeps a population steady; above it grows, below it shrinks. TFR falls with education, access to family planning, and lower infant mortality.

    Vocabulary Train
    English Chinese Pinyin
    total fertility rate 总生育率 zǒng shēng yù lǜ
    3.8

    Human Population Dynamics

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-1
    Human populations change in reaction to a variety of factors, including social and cultural factors.

    EIN-1.C.1
    Explain how human populations experience growth and decline.

    • EIN-1.C.1 Birth rates, infant mortality rates, and overall death rates, access to family planning, access to good nutrition, access to education, and postponement of marriage all affect whether a human population is growing or declining.
    • EIN-1.C.2 Factors limiting global human population include the Earth's carrying capacity and the basic factors that limit human population growth as set forth by Malthusian theory.
    • EIN-1.C.3 Population growth can be affected by both density-independent factors, such as major storms, fires, heat waves, or droughts, and density-dependent factors, such as access to clean water and air, food availability, disease transmission, or territory size.
    • EIN-1.C.4 The rule of 70 states that dividing the number 70 by the percentage population growth rate approximates the population's doubling time.

    Source: College Board AP Course and Exam Description

    Human population growth depends on birth rate, death rate, and migration. Rapid growth strains resources and increases the ecological footprint 生态足迹. Factors lowering birth rates include education (especially of women), urbanization, and economic development.

    Worked example. A country has a birth rate of $30$ per $1000$ and a death rate of $10$ per $1000$. The natural growth rate is $\dfrac{30-10}{10}=2.0\%$ per year (dividing the per-thousand difference by $10$ converts it to a percent). By the rule of 70, the population doubles in about $\dfrac{70}{2.0}=35$ years. If development cut the growth rate to $1.0\%$, the doubling time would stretch to $\dfrac{70}{1.0}=70$ years.

    Vocabulary Train
    English Chinese Pinyin
    ecological footprint 生态足迹 shēng tài zú jì
    3.9

    Demographic Transition

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-1
    Human populations change in reaction to a variety of factors, including social and cultural factors.

    EIN-1.D
    Define the demographic transition.

    • EIN-1.D.1 The demographic transition refers to the transition from high to lower birth and death rates in a country or region as development occurs and that country moves from a pre-industrial to an industrialized economic system. This transition is typically demonstrated through a four-stage demographic transition model (DTM).
    • EIN-1.D.2 Characteristics of developing countries include higher infant mortality rates and more children in the workforce than developed countries.

    Source: College Board AP Course and Exam Description

    The demographic transition 人口转型 describes how a country's growth changes as it develops, in stages: (1) high birth and death rates (slow growth); (2) death rate falls (rapid growth); (3) birth rate falls (slowing growth); (4) both low (stable). Developed nations are in later stages; many developing nations are in the rapid-growth stages.

    The four stages of the demographic transition The four stages of the demographic transition

    The population grows fastest in stages 2 and 3 – the gap between a still-high birth rate and an already-fallen death rate. That lag is why a country's population keeps climbing long after its death rate drops.

    Vocabulary Train
    English Chinese Pinyin
    demographic transition 人口转型 rén kǒu zhuǎn xíng
    3.9

    Exam tips

    • Use the rule of 70: doubling time ≈ 70 ÷ growth-rate(%); a growth rate is (births − deaths) per 1000 ÷ 10.
    • Read age-structure diagrams: a wide base predicts rapid growth, even bars a stable population.
    • Contrast r-selected (many offspring, little care) and K-selected (few, much care) strategies.
    • Know the demographic transition stages and what lowers birth rates (education, family planning, development).
    • A falling growth rate still means growth — the population only shrinks when deaths exceed births.
  • 4 Earth Systems and Resources
    4.1

    Plate Tectonics

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-4
    Earth's systems interact, resulting in a state of balance over time.

    ERT-4.A
    Describe the geological changes and events that occur at convergent, divergent, and transform plate boundaries.

    • ERT-4.A.1 Convergent boundaries can result in the creation of mountains, island arcs, earthquakes, and volcanoes.
    • ERT-4.A.2 Divergent boundaries can result in seafloor spreading, rift valleys, volcanoes, and earthquakes.
    • ERT-4.A.3 Transform boundaries can result in earthquakes.
    • ERT-4.A.4 Maps that show the global distribution of plate boundaries can be used to determine the location of volcanoes, island arcs, earthquakes, hot spots, and faults.
    • ERT-4.A.5 An earthquake occurs when stress overcomes a locked fault, releasing stored energy.

    Source: College Board AP Course and Exam Description

    Earth's crust is broken into plates 板块 that slowly move on the mantle – plate tectonics 板块构造. At divergent boundaries plates spread apart (new crust); at convergent they collide (mountains, volcanoes, earthquakes); at transform they slide past (earthquakes). Boundaries create hazards but also volcanic soils and mineral resources.

    Vocabulary Train
    English Chinese Pinyin
    plates 板块 bǎn kuài
    plate tectonics 板块构造 bǎn kuài gòu zào
    4.2

    Soil Formation and Erosion

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-4
    Earth's systems interact, resulting in a state of balance over time.

    ERT-4.B
    Describe the characteristics and formation of soil.

    • ERT-4.B.1 Soils are formed when parent material is weathered, transported, and deposited.
    • ERT-4.B.2 Soils are generally categorized by horizons based on their composition and organic material.
    • ERT-4.B.3 Soils can be eroded by winds or water. Protecting soils can protect water quality as soils effectively filter and clean water that moves through them.

    Source: College Board AP Course and Exam Description

    Soil 土壤 forms slowly as rock weathers 风化 and organic matter builds up. Erosion 侵蚀 is the removal of soil by wind and water, sped up by removing vegetation (farming, deforestation, overgrazing). Because soil forms so slowly, erosion faster than formation depletes a vital resource.

    Vocabulary Train
    English Chinese Pinyin
    Soil 土壤 tǔ rǎng
    weathers 风化 fēng huà
    Erosion 侵蚀 qīn shí
    4.3

    Soil Composition and Properties

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-4
    Earth's systems interact, resulting in a state of balance over time.

    ERT-4.C
    Describe similarities and differences between properties of different soil types.

    • ERT-4.C.1 Water holding capacity—the total amount of water soil can hold—varies with different soil types. Water retention contributes to land productivity and fertility of soils.
    • ERT-4.C.2 The particle size and composition of each soil horizon can affect the porosity, permeability, and fertility of the soil.
    • ERT-4.C.3 There are a variety of methods to test the chemical, physical, and biological properties of soil that can aid in a variety of decisions, such as irrigation and fertilizer requirements.
    • ERT-4.C.4 A soil texture triangle is a diagram that allows for the identification and comparison of soil types based on their percentage of clay, silt, and sand.

    Source: College Board AP Course and Exam Description

    Soil is a mix of sand, silt, and clay (its texture 质地), plus organic matter, water, and air, layered in horizons 土层. Texture controls porosity 孔隙度 and permeability 渗透性 – how well soil holds water and nutrients. Loam (a balanced mix) is best for plants.

    Vocabulary Train
    English Chinese Pinyin
    texture 质地 zhì dì
    horizons 土层 tǔ céng
    porosity 孔隙度 kǒng xì dù
    permeability 渗透性 shèn tòu xìng
    4.4

    Earth's Atmosphere

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-4
    Earth's systems interact, resulting in a state of balance over time.

    ERT-4.D
    Describe the structure and composition of the Earth's atmosphere.

    • ERT-4.D.1 The atmosphere is made up of major gases, each with its own relative abundance.
    • ERT-4.D.2 The layers of the atmosphere are based on temperature gradients and include the troposphere, stratosphere, mesosphere, thermosphere, and exosphere.

    Source: College Board AP Course and Exam Description

    The atmosphere 大气层 is layered: the troposphere 对流层 (weather, where we live), the stratosphere 平流层 (holding the ozone layer), and higher layers. It is mostly nitrogen and oxygen, with trace gases (including greenhouse gases) that regulate temperature.

    Clean dry air is about 78% nitrogen, 21% oxygen, and 1% other gases Clean dry air is about 78% nitrogen, 21% oxygen, and 1% other gases

    Vocabulary Train
    English Chinese Pinyin
    atmosphere 大气层 dà qì céng
    troposphere 对流层 duì liú céng
    stratosphere 平流层 píng liú céng
    4.5

    Global Wind Patterns

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-4
    Earth's systems interact, resulting in a state of balance over time.

    ERT-4.E
    Explain how environmental factors can result in atmospheric circulation.

    • ERT-4.E.1 Global wind patterns primarily result from the most intense solar radiation arriving at the equator, resulting in density differences and the Coriolis effect.

    Source: College Board AP Course and Exam Description

    Uneven solar heating drives global wind patterns 全球风带. Warm air rises at the equator and sinks at about 30°, creating convection cells 对流环流 (Hadley, Ferrel, polar) and prevailing winds (trade winds, westerlies). The spinning Earth deflects winds – the Coriolis effect 科里奥利效应 – shaping weather and climate.

    Three circulation cells per hemisphere set the prevailing surface winds Three circulation cells per hemisphere set the prevailing surface winds

    Vocabulary Train
    English Chinese Pinyin
    global wind patterns 全球风带 quán qiú fēng dài
    convection cells 对流环流 duì liú huán liú
    Coriolis effect 科里奥利效应 kē lǐ ào lì xiào yìng
    4.6

    Watersheds

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ERT-4
    Earth's systems interact, resulting in a state of balance over time.

    ERT-4.F
    Describe the characteristics of a watershed.

    • ERT-4.F.1 Characteristics of a given watershed include its area, length, slope, soil, vegetation types, and divides with adjoining watersheds.

    Source: College Board AP Course and Exam Description

    A watershed 流域 is all the land that drains to a common body of water. Everything that happens on the land – farming, paving, pollution – affects the water it drains into, so watersheds are key units for managing water quality.

    Vocabulary Train
    English Chinese Pinyin
    watershed 流域 liú yù
    4.7

    Solar Radiation and Earth's Seasons

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-2
    Most of the Earth's atmospheric processes are driven by input of energy from the sun.

    ENG-2.A
    Explain how the sun's energy affects the Earth's surface.

    • ENG-2.A.1 Incoming solar radiation (insolation) is the Earth's main source of energy and is dependent on season and latitude.
    • ENG-2.A.2 The angle of the sun's rays determines the intensity of the solar radiation. Due to the shape of the Earth, the latitude that is directly horizontal to the solar radiation receives the most intensity.
    • ENG-2.A.3 The highest solar radiation per unit area is received at the equator and decreases toward the poles.
    • ENG-2.A.4 The solar radiation received at a location on the Earth's surface varies seasonally, with the most radiation received during the location's longest summer day and the least on the shortest winter day.
    • ENG-2.A.5 The tilt of Earth's axis of rotation causes the Earth's seasons and the number of hours of daylight in a particular location on the Earth's surface.

    Source: College Board AP Course and Exam Description

    Seasons come from Earth's tilted axis (about 23.5°), not its distance from the Sun. The hemisphere tilted toward the Sun gets more direct sunlight and longer days (summer). The tilt also makes the tropics warm year-round and the poles cold.

    The tilt of the Earth's axis causes the seasons The tilt of the Earth's axis causes the seasons

    4.8

    Earth's Geography and Climate

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-2
    Most of the Earth's atmospheric processes are driven by input of energy from the sun.

    ENG-2.B
    Describe how the Earth's geography affects weather and climate.

    • ENG-2.B.1 Weather and climate are affected not only by the sun's energy but by geologic and geographic factors, such as mountains and ocean temperature.
    • ENG-2.B.2 A rain shadow is a region of land that has become drier because a higher elevation area blocks precipitation from reaching the land.

    Source: College Board AP Course and Exam Description

    Geography shapes climate: latitude (sunlight angle), elevation (cooler with height), proximity to oceans (moderating temperature), and mountains creating a rain shadow 雨影 (wet windward side, dry leeward side). These factors decide which biome forms where.

    Vocabulary Train
    English Chinese Pinyin
    rain shadow 雨影 yǔ yǐng
    4.9

    El Nino and La Nina

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-2
    Most of the Earth's atmospheric processes are driven by input of energy from the sun.

    ENG-2.C
    Describe the environmental changes and effects that result from El Niño or La Niña events (El Niño–Southern Oscillation).

    • ENG-2.C.1 El Niño and La Niña are phenomena associated with changing ocean surface temperatures in the Pacific Ocean. These phenomena can cause global changes to rainfall, wind, and ocean circulation patterns.
    • ENG-2.C.2 El Niño and La Niña are influenced by geological and geographic factors and can affect different locations in different ways.

    Source: College Board AP Course and Exam Description

    El Niño 厄尔尼诺 and La Niña 拉尼娜 are periodic shifts in Pacific Ocean temperatures and winds. El Niño (warm eastern Pacific) and La Niña (cool eastern Pacific) alter rainfall, storms, and fisheries worldwide – for example, floods in some regions and droughts in others.

    Vocabulary Train
    English Chinese Pinyin
    El Niño 厄尔尼诺 è ěr ní nuò
    La Niña 拉尼娜 lā ní nà
    4.9

    Exam tips

    • Seasons come from the Earth's tilt, not its distance from the Sun.
    • Soil forms very slowly, so erosion faster than formation permanently depletes it; know soil texture (sand/silt/clay) and horizons.
    • Explain global wind patterns from uneven heating + the Coriolis effect, and a rain shadow (wet windward, dry leeward).
    • Name the atmospheric layers (troposphere = weather, stratosphere = ozone) and air composition (~78% N₂, 21% O₂).
    • El Niño / La Niña are Pacific temperature shifts that change rainfall worldwide.
  • 5 Land and Water Use
    5.1

    The Tragedy of the Commons

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.A
    Explain the concept of the tragedy of the commons.

    • EIN-2.A.1 The tragedy of the commons suggests that individuals will use shared resources in their own self-interest rather than in keeping with the common good, thereby depleting the resources.

    Source: College Board AP Course and Exam Description

    The tragedy of the commons 公地悲剧: when a resource is shared and open to all (a fishery, the atmosphere, a pasture), each user takes as much as they can for private gain, and the shared resource is overused and degraded for everyone. Solutions require regulation, privatization, or cooperative management.

    Vocabulary Train
    English Chinese Pinyin
    tragedy of the commons 公地悲剧 gōng dì bēi jù
    5.2

    Clearcutting

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.B
    Describe the effect of clearcutting on forests.

    • EIN-2.B.1 Clearcutting can be economically advantageous but leads to soil erosion, increased soil and stream temperatures, and flooding.
    • EIN-2.B.2 Forests contain trees that absorb pollutants and store carbon dioxide. The cutting and burning of trees releases carbon dioxide and contributes to climate change.

    Source: College Board AP Course and Exam Description

    Clearcutting 皆伐 removes all trees from an area at once. It is cheap and efficient but causes erosion 侵蚀, loss of habitat and biodiversity, flooding, and higher soil temperatures. Recovery is slow, and nearby streams suffer from sediment.

    Deforestation lowers biodiversity and causes erosion, flooding, and higher CO2 Deforestation lowers biodiversity and causes erosion, flooding, and higher CO2

    Vocabulary Train
    English Chinese Pinyin
    Clearcutting 皆伐 jiē fá
    erosion 侵蚀 qīn shí
    5.3

    The Green Revolution

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.C
    Describe changes in agricultural practices.

    • EIN-2.C.1 The Green Revolution started a shift to new agricultural strategies and practices in order to increase food production, with both positive and negative results. Some of these strategies and methods are mechanization, genetically modified organisms (GMOs), fertilization, irrigation, and the use of pesticides.
    • EIN-2.C.2 Mechanization of farming can increase profits and efficiency for farms. It can also increase reliance on fossil fuels.

    Source: College Board AP Course and Exam Description

    The Green Revolution 绿色革命 boosted crop yields with high-yield seeds, synthetic fertilizers 化肥, pesticides 农药, irrigation, and mechanization. It fed billions but brought costs: soil degradation, water pollution, high energy and water use, and loss of crop diversity (monoculture 单一栽培).

    NPK fertilisers supply the three elements plants need most NPK fertilisers supply the three elements plants need most

    Vocabulary Train
    English Chinese Pinyin
    Green Revolution 绿色革命 lǜ sè gé mìng
    synthetic fertilizers 化肥 huà féi
    pesticides 农药 nóng yào
    monoculture 单一栽培 dān yī zāi péi
    5.4

    Impacts of Agricultural Practices

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.D
    Describe agricultural practices that cause environmental damage.

    • EIN-2.D.1 Agricultural practices that can cause environmental damage include tilling, slash-and-burn farming, and the use of fertilizers.

    Source: College Board AP Course and Exam Description

    Practices such as tilling, monoculture, and heavy fertilizer/pesticide use cause erosion, soil salinization 土壤盐碱化, nutrient runoff (causing eutrophication 富营养化), and loss of biodiversity. Sustainable methods reduce these harms.

    Vocabulary Train
    English Chinese Pinyin
    soil salinization 土壤盐碱化 tǔ rǎng yán jiǎn huà
    eutrophication 富营养化 fù yíng yǎng huà
    5.5

    Irrigation Methods

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.E
    Describe different methods of irrigation.

    • EIN-2.E.1 The largest human use of freshwater is for irrigation (70%).
    • EIN-2.E.2 Types of irrigation include drip irrigation, flood irrigation, furrow irrigation, drip irrigation, and spray irrigation.

    EIN-2.F
    Describe the benefits and drawbacks of different methods of irrigation.

    • EIN-2.F.1 Waterlogging occurs when too much water is left to sit in the soil, which raises the water table of groundwater and inhibits plants' ability to absorb oxygen through their roots.
    • EIN-2.F.2 Furrow irrigation involves cutting furrows between crop rows and filling them with water. This system is inexpensive, but about 1/3 of the water is lost to evaporation and runoff.
    • EIN-2.F.3 Flood irrigation involves flooding an agricultural field with water. This system sees about 20% of the water lost to evaporation and runoff. This can also lead to waterlogging of the soil.
    • EIN-2.F.4 Spray irrigation involves pumping ground water into spray nozzles across an agricultural field. This system is more efficient than flood and furrow irrigation, with only 1/4 or less of the water lost to evaporation or runoff. However, spray systems are more expensive than flood and furrow irrigation, and also requires energy to run.
    • EIN-2.F.5 Drip irrigation uses perforated hoses to release small amounts of water to plant roots. This system is the most efficient, with only about 5% of water lost to evaporation and runoff. However, this system is expensive and so is not often used.
    • EIN-2.F.6 Salinization occurs when the salts in groundwater remain in the soil after the water evaporates. Over time, salinization can make soil toxic to plants.
    • EIN-2.F.7 Aquifers can be severely depleted if overused for agricultural irrigation, as has happened to the Ogallala Aquifer in the central United States.

    Source: College Board AP Course and Exam Description

    Irrigation 灌溉 supplies water to crops. Drip irrigation is the most efficient (least evaporation); flood and spray methods waste more water and can cause waterlogging and salinization as evaporation leaves salts behind. Over-irrigation depletes aquifers.

    Irrigation methods compared: drip wastes the least water, flooding the most Irrigation methods compared: drip wastes the least water, flooding the most

    Vocabulary Train
    English Chinese Pinyin
    Irrigation 灌溉 guàn gài
    5.6

    Pest Control Methods

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.G
    Describe the benefits and drawbacks of different methods of pest control.

    • EIN-2.G.1 One consequence of using common pest-control methods such as pesticides, herbicides, fungicides, rodenticides, and insecticides is that organisms can become resistant to them through artificial selection. Pest control decreases crop damage by pest and increases crop yields.
    • EIN-2.G.2 Crops can be genetically engineered to increase their resistance to pests and diseases. However, using genetically engineered crops in planting or other ways can lead to loss of genetic diversity of that particular crop.

    Source: College Board AP Course and Exam Description

    Pesticides kill pests and raise yields, but cause problems: they harm non-target species, pollute water, and drive pesticide resistance 抗药性 (survivors breed, so stronger doses are needed – the "pesticide treadmill").

    Vocabulary Train
    English Chinese Pinyin
    pesticide resistance 抗药性 kàng yào xìng
    5.7

    Meat Production Methods

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.H
    Identify different methods of meat production.

    • EIN-2.H.1 Methods of meat production include concentrated animal feeding operations (CAFOs), also called feedlots, and free-range grazing.

    EIN-2.I
    Describe the benefits and drawbacks of different methods of meat production.

    • EIN-2.I.1 Meat production is less efficient than agriculture; it takes approximately 20 times more land to produce the same amount of calories from meat as from plants.
    • EIN-2.I.2 Concentrated animal feeding operation (CAFOs) are used as a way to quickly get livestock ready for slaughter. They tend to be crowded, and animals are fed grains or feed that are not as suitable as grass. Additionally, feedlots generate a large amount of organic waste, which can contaminate ground and surface water. The use of feedlots are less expensive than other methods, which can keep costs to consumers down.
    • EIN-2.I.3 Free range grazing allows animals to graze on grass during their entire lifecycle. Meat from free range animals tends to be free from antibiotics and other chemicals used in feedlots. Organic waste from these animals acts as fertilizer. Free range grazing requires large areas of land and the meat produced is more expensive for consumers.
    • EIN-2.I.4 Overgrazing occurs when too many animals feed on a particular area of land. Overgrazing causes loss of vegetation, which leads to soil erosion.
    • EIN-2.I.5 Overgrazing can cause desertification. Desertification is the degradation of low precipitation regions toward being increasingly arid until they become deserts.
    • EIN-2.I.6 Less consumption of meat could reduce $\text{CO}_2$, methane, and $\text{N}_2\text{O}$ emissions; conserve water; reduce the use of antibiotics and growth hormones; and improve topsoil.

    Source: College Board AP Course and Exam Description

    Producing meat, especially in concentrated animal feeding operations (CAFOs), uses large amounts of land, water, feed, and energy, and generates waste and methane 甲烷 (a greenhouse gas). Meat is far less energy-efficient than plant food because of the 10% rule – higher trophic levels waste more energy.

    Vocabulary Train
    English Chinese Pinyin
    methane 甲烷 jiǎ wán
    5.8

    Impacts of Overfishing

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.J
    Describe causes of and problems related to overfishing.

    • EIN-2.J.1 Overfishing has led to the extreme scarcity of some fish species, which can lessen biodiversity in aquatic systems and harm people who depend on fishing for food and commerce.

    Source: College Board AP Course and Exam Description

    Overfishing 过度捕捞 removes fish faster than they reproduce, collapsing populations (like cod). Bycatch (unwanted catch) and destructive methods (bottom trawling) damage ecosystems. It is a classic tragedy of the commons in the open ocean.

    Explore

    Push a fish stock past its limit

    A population grows toward its carrying capacity $K$, but harvesting faster than it can breed collapses the stock. Raise the pressure and watch the population crash.

    Vocabulary Train
    English Chinese Pinyin
    Overfishing 过度捕捞 guò dù bǔ lāo
    5.9

    Impacts of Mining

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.K
    Describe natural resource extraction through mining.

    • EIN-2.K.1 As the more accessible ores are mined to depletion, mining operations are forced to access lower grade ores. Accessing these ores requires increased use of resources that can cause increased waste and pollution.
    • EIN-2.K.2 Surface mining is the removal of large portions of soil and rock, called overburden, in order to access the ore underneath. An example is strip mining, which removes the vegetation from an area, making the area more susceptible to erosion.

    EIN-2.L
    Describe ecological and economic impacts of natural resource extraction through mining.

    • EIN-2.L.1 Mining wastes include the soil and rocks that are moved to gain access to the ore and the waste, called slag and tailings that remain when the minerals have been removed from the ore. Mining helps to provide low cost energy and material necessary to make products. The mining of coal can destroy habitats, contaminate ground water, and release dust particles and methane.
    • EIN-2.L.2 As coal reserves get smaller, due to a lack of easily accessible reserves, it becomes necessary to access coal through subsurface mining, which is very expensive.

    Source: College Board AP Course and Exam Description

    Mining 采矿 extracts minerals and fuels but disturbs land, especially surface (strip) mining and mountaintop removal. Impacts include habitat destruction, acid mine drainage 酸性矿山废水, and toxic tailings polluting water.

    Vocabulary Train
    English Chinese Pinyin
    Mining 采矿 cǎi kuàng
    acid mine drainage 酸性矿山废水 suān xìng kuàng shān fèi shuǐ
    5.10

    Impacts of Urbanization

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.M
    Describe the effects of urbanization on the environment.

    • EIN-2.M.1 Urbanization can lead to depletion of resources and saltwater intrusion in the hydrologic cycle.
    • EIN-2.M.2 Urbanization, through the burning of fossil fuels and landfills, affects the carbon cycle by increasing the amount of carbon dioxide in the atmosphere.
    • EIN-2.M.3 Impervious surfaces are human-made structures—such as roads, buildings, sidewalks, and parking lots—that do not allow water to reach the soil, leading to flooding.
    • EIN-2.M.4 Urban sprawl is the change in population distribution from high population density areas to low density suburbs that spread into rural lands, leading to potential environmental problems.

    Source: College Board AP Course and Exam Description

    Urbanization 城市化 replaces natural land with impervious surfaces 不透水面 (roads, buildings), increasing runoff and flooding, creating urban heat islands 热岛, and generating pollution and waste. Urban sprawl consumes farmland and habitat.

    Vocabulary Train
    English Chinese Pinyin
    Urbanization 城市化 chéng shì huà
    impervious surfaces 不透水面 bù tòu shuǐ miàn
    urban heat islands 热岛 rè dǎo
    5.11

    Ecological Footprints

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-2
    When humans use natural resources, they alter natural systems.

    EIN-2.N
    Explain the variables measured in an ecological footprint.

    • EIN-2.N.1 Ecological footprints compare resource demands and waste production required for an individual or a society.

    Source: College Board AP Course and Exam Description

    An ecological footprint 生态足迹 measures the land and water a person or population needs to supply resources and absorb wastes. Wealthy, high-consumption nations have much larger footprints. If everyone's footprint exceeds Earth's capacity, resources are being used unsustainably.

    Worked example. Earth provides roughly $1.6$ global hectares (gha) of biocapacity per person. If the average person's footprint is $2.7\ \text{gha}$, humanity is demanding about $\tfrac{2.7}{1.6}\approx1.7$ Earths – living beyond what the planet can renew. Worse, if everyone consumed like a high-income nation at $8\ \text{gha}$ per person, it would take $\tfrac{8}{1.6}=5$ Earths – exactly why footprint-per-person is the key sustainability yardstick.

    Vocabulary Train
    English Chinese Pinyin
    ecological footprint 生态足迹 shēng tài zú jì
    5.12

    Introduction to Sustainability

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-1
    Humans can mitigate their impact on land and water resources through sustainable use.

    STB-1.A
    Explain the concept of sustainability.

    • STB-1.A.1 Sustainability refers to humans living on Earth and their use of resources without depletion of the resources for future generations. Environmental indicators that can guide humans to sustainability include biological diversity, food production, average global surface temperatures and $\text{CO}_2$ concentrations, human population, and resource depletion.
    • STB-1.A.2 Sustainable yield is the amount of a renewable resource that can be taken without reducing the available supply.

    Source: College Board AP Course and Exam Description

    Sustainability 可持续性 means meeting present needs without harming future generations' ability to meet theirs. It balances environmental health, economic viability, and social equity, using resources no faster than they can be replaced.

    Vocabulary Train
    English Chinese Pinyin
    Sustainability 可持续性 kě chí xù xìng
    5.13

    Methods to Reduce Urban Runoff

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-1
    Humans can mitigate their impact on land and water resources through sustainable use.

    STB-1.B
    Describe methods for mitigating problems related to urban runoff.

    • STB-1.B.1 Methods to increase water infiltration include replacing traditional pavement with permeable pavement, planting trees, increased use of public transportation, and building up, not out.

    Source: College Board AP Course and Exam Description

    Reduce runoff with permeable pavement 透水路面, rain gardens and green roofs 绿色屋顶, retention ponds, and preserved vegetation. These let water soak in, filtering pollutants and recharging groundwater instead of flooding streams.

    Vocabulary Train
    English Chinese Pinyin
    permeable pavement 透水路面 tòu shuǐ lù miàn
    green roofs 绿色屋顶 lǜ sè wū dǐng
    5.14

    Integrated Pest Management

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-1
    Humans can mitigate their impact on land and water resources through sustainable use.

    STB-1.C
    Describe integrated pest management.

    • STB-1.C.1 Integrated pest management (IPM) is a combination of methods used to effectively control pest species while minimizing the disruption to the environment. These methods include biological, physical, and limited chemical methods such as biocontrol, intercropping, crop rotation, and natural predators of the pests.

    STB-1.D
    Describe the benefits and drawbacks of integrated pest management (IPM).

    • STB-1.D.1 The use of integrated pest management (IPM) reduces the risk that pesticides pose to wildlife, water supplies, and human health.
    • STB-1.D.2 Integrated pest management (IPM) minimizes disruptions to the environment and threats to human health but can be complex and expensive.

    Source: College Board AP Course and Exam Description

    Integrated pest management 综合虫害管理 (IPM) combines methods – biological controls (natural predators), crop rotation, limited targeted pesticides, and monitoring – to control pests with less chemical use, slowing resistance and protecting non-target species.

    Vocabulary Train
    English Chinese Pinyin
    Integrated pest management 综合虫害管理 zōng hé chóng hài guǎn lǐ
    5.15

    Sustainable Agriculture

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-1
    Humans can mitigate their impact on land and water resources through sustainable use.

    STB-1.E
    Describe sustainable agricultural and food production practices.

    • STB-1.E.1 The goal of soil conservation is to prevent soil erosion. Different methods of soil conservation include contour plowing, windbreaks, perennial crops, terracing, no-till agriculture, and strip cropping.
    • STB-1.E.2 Strategies to improve soil fertility include crop rotation and the addition of green manure and limestone.
    • STB-1.E.3 Rotational grazing is the regular rotation of livestock between different pastures in order to avoid overgrazing in a particular area.

    Source: College Board AP Course and Exam Description

    Sustainable farming protects soil and water: crop rotation 轮作, cover crops, contour plowing 等高耕作, terracing 梯田, reduced tillage, and agroforestry. These cut erosion, maintain fertility, and reduce chemical inputs.

    Vocabulary Train
    English Chinese Pinyin
    crop rotation 轮作 lún zuò
    contour plowing 等高耕作 děng gāo gēng zuò
    terracing 梯田 tī tián
    5.16

    Aquaculture

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-1
    Humans can mitigate their impact on land and water resources through sustainable use.

    STB-1.F
    Describe the benefits and drawbacks of aquaculture.

    • STB-1.F.1 Aquaculture has expanded because it is highly efficient, requires only small areas of water, and requires little fuel.
    • STB-1.F.2 Aquaculture can contaminate wastewater, and fish that escape may compete or breed with wild fish. The density of fish in aquaculture can lead to increases in disease incidences, which can be transmitted to wild fish.

    Source: College Board AP Course and Exam Description

    Aquaculture 水产养殖 (fish farming) eases pressure on wild stocks and is efficient, but can pollute water with waste and antibiotics, spread disease to wild fish, and destroy habitat (like mangroves for shrimp farms).

    Vocabulary Train
    English Chinese Pinyin
    Aquaculture 水产养殖 shuǐ chǎn yǎng zhí
    5.17

    Sustainable Forestry

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-1
    Humans can mitigate their impact on land and water resources through sustainable use.

    STB-1.G
    Describe methods for mitigating human impact on forests.

    • STB-1.G.1 Some of the methods for mitigating deforestation include reforestation, using and buying wood harvested by ecologically sustainable forestry techniques, and reusing wood.
    • STB-1.G.2 Methods to protect forests from pathogens and insects include integrated pest management (IPM) and the removal of affected trees.
    • STB-1.G.3 Prescribed burn is a method by which forests are set on fire under controlled conditions in order to reduce the occurrence of natural fires.

    Source: College Board AP Course and Exam Description

    Sustainable forestry keeps forests productive: selective cutting 择伐 instead of clearcutting, replanting, leaving buffer strips along streams, and long rotation times. It maintains habitat, prevents erosion, and lets forests keep providing ecosystem services.

    Vocabulary Train
    English Chinese Pinyin
    selective cutting 择伐 zé fá
    5.17

    Exam tips

    • Explain the tragedy of the commons — shared, unowned resources get overused — and how rules/ownership prevent it.
    • Weigh the trade-offs of the green revolution, irrigation (salinisation, aquifer depletion), and mining/urbanisation.
    • Compute an ecological footprint in "number of Earths" (footprint ÷ biocapacity per person); it is measured per person.
    • List the harms of deforestation (erosion, flooding, lost habitat, more CO₂).
    • Define sustainability (meeting needs without harming future generations) and give sustainable methods (IPM, crop rotation, quotas).
  • 6 Energy Resources and Consumption
    6.1

    Renewable and Nonrenewable Resources

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.A
    Identify differences between nonrenewable and renewable energy sources.

    • ENG-3.A.1 Nonrenewable energy sources are those that exist in a fixed amount and involve energy transformation that cannot be easily replaced.
    • ENG-3.A.2 Renewable energy sources are those that can be replenished naturally, at or near the rate of consumption, and reused.

    Source: College Board AP Course and Exam Description

    A renewable resource 可再生资源 replenishes on a human timescale (sun, wind, water, biomass); a nonrenewable resource 不可再生资源 exists in fixed amounts that take millions of years to form (fossil fuels, nuclear fuel). Nonrenewables will eventually run out and often pollute more.

    Vocabulary Train
    English Chinese Pinyin
    renewable resource 可再生资源 kě zài shēng zī yuán
    nonrenewable resource 不可再生资源 bù kě zài shēng zī yuán
    6.2

    Global Energy Consumption

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.B
    Describe trends in energy consumption.

    • ENG-3.B.1 The use of energy resources is not evenly distributed between developed and developing countries.
    • ENG-3.B.2 The most widely used sources of energy globally are fossil fuels.
    • ENG-3.B.3 As developing countries become more developed, their reliance on fossil fuels for energy increases.
    • ENG-3.B.4 As the world becomes more industrialized, the demand for energy increases.
    • ENG-3.B.5 Availability, price, and governmental regulations influence which energy sources people use and how they use them.

    Source: College Board AP Course and Exam Description

    Global energy use is rising, especially in developing nations. Most energy still comes from fossil fuels 化石燃料. Wealthy nations consume the most per person; access to energy shapes economic development.

    Explore

    Trace energy from source to use

    A Sankey diagram shows how energy flows from sources to useful work — and how much is lost. Most primary energy is wasted as heat before it does anything useful.

    Vocabulary Train
    English Chinese Pinyin
    fossil fuels 化石燃料 huà shí rán liào
    6.3

    Fuel Types and Uses

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.C
    Identify types of fuels and their uses.

    • ENG-3.C.1 Wood is commonly used as fuel in the forms of firewood and charcoal. It is often used in developing countries because it is easily accessible.
    • ENG-3.C.2 Peat is partially decomposed organic material that can be burned for fuel.
    • ENG-3.C.3 Three types of coal used for fuel are lignite, bituminous, and anthracite. Heat, pressure, and depth of burial contribute to the development of various coal types and their qualities.
    • ENG-3.C.4 Natural gas, the cleanest of the fossil fuels, is mostly methane.
    • ENG-3.C.5 Crude oil can be recovered from tar sands, which are a combination of clay, sand, water, and bitumen.
    • ENG-3.C.6 Fossil fuels can be made into specific fuel types for specialized uses (e.g., in motor vehicles).
    • ENG-3.C.7 Cogeneration occurs when a fuel source is used to generate both useful heat and electricity.

    Source: College Board AP Course and Exam Description

    Different fuels suit different needs: coal and natural gas for electricity, oil for transportation, and biomass for heating and cooking in many regions. Each has trade-offs in cost, availability, and pollution.

    6.4

    Distribution of Natural Energy Resources

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.D
    Identify where natural energy resources occur.

    • ENG-3.D.1 The global distribution of natural energy resources, such as ores, coal, crude oil, and gas, is not uniform and depends on regions' geologic history.

    Source: College Board AP Course and Exam Description

    Energy resources are unevenly distributed – oil is concentrated in some regions, coal in others, and renewables depend on local sun, wind, or rivers. This uneven distribution drives trade, economics, and geopolitics.

    6.5

    Fossil Fuels

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.E
    Describe the use and methods of fossil fuels in power generation.

    • ENG-3.E.1 The combustion of fossil fuels is a chemical reaction between the fuel and oxygen that yields carbon dioxide and water and releases energy.
    • ENG-3.E.2 Energy from fossil fuels is produced by burning those fuels to generate heat, which then turns water into steam. That steam turns a turbine, which spins a generator, producing electricity.
    • ENG-3.E.3 Humans use a variety of methods to extract fossil fuels from the earth for energy generation.

    ENG-3.F
    Describe the effects of fossil fuels on the environment.

    • ENG-3.F.1 Hydrologic fracturing (fracking) can cause groundwater contamination and the release of volatile organic compounds.

    Source: College Board AP Course and Exam Description

    Fossil fuels (coal, oil, natural gas) formed from ancient organisms. They are energy-dense and reliable but nonrenewable and the main source of $\text{CO}_2$ and air pollution. Coal is the dirtiest; natural gas burns cleaner but leaks methane 甲烷.

    Vocabulary Train
    English Chinese Pinyin
    methane 甲烷 jiǎ wán
    6.6

    Nuclear Power

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.G
    Describe the use of nuclear energy in power generation.

    • ENG-3.G.1 Nuclear power is generated through fission, where atoms of Uranium-235, which are stored in fuel rods, are split into smaller parts after being struck by a neutron. Nuclear fission releases a large amount of heat, which is used to generate steam, which powers a turbine and generates electricity.
    • ENG-3.G.2 Radioactivity occurs when the nucleus of a radioactive isotope loses energy by emitting radiation.
    • ENG-3.G.3 Uranium-235 remains radioactive for a long time, which leads to the problems associated with the disposal of nuclear waste.
    • ENG-3.G.4 Nuclear power generation is a nonrenewable energy source. Nuclear power is considered a cleaner energy source because it does not produce air pollutants, but it does release thermal pollution and hazardous solid waste.

    ENG-3.H
    Describe the effects of the use of nuclear energy on the environment.

    • ENG-3.H.1 Three Mile Island, Chernobyl, and Fukushima are three cases where accidents or natural disasters led to the release of radiation. These releases have had short- and long-term impacts on the environment.
    • ENG-3.H.2 A radioactive element's half-life can be used to calculate a variety of things, including the rate of decay and the radioactivity level at specific points in time.

    Source: College Board AP Course and Exam Description

    Nuclear power 核能 splits uranium (fission 裂变) to boil water and drive turbines. It produces no $\text{CO}_2$ and lots of energy from little fuel, but risks include radioactive waste 核废料 (long-lived), the danger of meltdowns, and high cost.

    Worked example. Radioactive waste decays by its half-life – the time for half of it to decay. Suppose an isotope has a half-life of $30$ years and a reactor leaves $100\ \text{g}$ of it. After $30$ years $50\ \text{g}$ remains; after $60$ years $25\ \text{g}$; after $90$ years (three half-lives) $100\times\left(\tfrac12\right)^3=12.5\ \text{g}$. Because the drop is halving, not linear, the waste stays hazardous for many half-lives – the core reason it must be stored safely for centuries.

    Nuclear fission of a uranium-235 nucleus releases energy Nuclear fission of a uranium-235 nucleus releases energy

    Vocabulary Train
    English Chinese Pinyin
    Nuclear power 核能 hé néng
    fission 裂变 liè biàn
    waste 核废料 hé fèi liào
    6.7

    Energy from Biomass

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.I
    Describe the effects of the use of biomass in power generation on the environment.

    • ENG-3.I.1 Burning of biomass produces heat for energy at a relatively low cost, but it also produces carbon dioxide, carbon monoxide, nitrogen oxides, particulates, and volatile organic compounds. The overharvesting of trees for fuel also causes deforestation.
    • ENG-3.I.2 Ethanol can be used as a substitute for gasoline. Burning ethanol does not introduce additional carbon into the atmosphere via combustion, but the energy return on energy investment for ethanol is low.

    Source: College Board AP Course and Exam Description

    Biomass 生物质 (wood, crops, waste, biofuels like ethanol) is renewable and can be carbon-neutral if replanted, but burning it causes air pollution, and growing fuel crops competes with food and habitat.

    Vocabulary Train
    English Chinese Pinyin
    Biomass 生物质 shēng wù zhì
    6.8

    Solar Energy

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.J
    Describe the use of solar energy in power generation.

    • ENG-3.J.1 Photovoltaic solar cells capture light energy from the sun and transform it directly into electrical energy. Their use is limited by the availability of sunlight.
    • ENG-3.J.2 Active solar energy systems use solar energy to heat a liquid through mechanical and electric equipment to collect and store the energy captured from the sun.
    • ENG-3.J.3 Passive solar energy systems absorb heat directly from the sun without the use of mechanical and electric equipment, and energy cannot be collected or stored.

    ENG-3.K
    Describe the effects of the use of solar energy in power generation on the environment.

    • ENG-3.K.1 Solar energy systems have low environmental impact and produce clean energy, but they can be expensive. Large solar energy farms may negatively impact desert ecosystems.

    Source: College Board AP Course and Exam Description

    Solar 太阳能 converts sunlight to electricity (photovoltaic panels) or heat. It is renewable and clean during use, but intermittent (no sun at night), needs space, and has manufacturing impacts.

    Vocabulary Train
    English Chinese Pinyin
    Solar 太阳能 tài yáng néng
    6.9

    Hydroelectric Power

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.L
    Describe the use of hydroelectricity in power generation.

    • ENG-3.L.1 Hydroelectric power can be generated in several ways. Dams built across rivers collect water in reservoirs. The moving water can be used to spin a turbine. Turbines can also be placed in small rivers, where the flowing water spins the turbine.
    • ENG-3.L.2 Tidal energy uses the energy produced by tidal flows to turn a turbine.

    ENG-3.M
    Describe the effects of the use of hydroelectricity in power generation on the environment.

    • ENG-3.M.1 Hydroelectric power does not generate air pollution or waste, but construction of the power plants can be expensive, and there may be a loss of or change in habitats following the construction of dams.

    Source: College Board AP Course and Exam Description

    Hydroelectric 水电 power uses flowing water (dams) to spin turbines – renewable and low-emission, but dams flood habitat, block fish migration, trap sediment, and displace people.

    Vocabulary Train
    English Chinese Pinyin
    Hydroelectric 水电 shuǐ diàn
    6.10

    Geothermal Energy

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.N
    Describe the use of geothermal energy in power generation.

    • ENG-3.N.1 Geothermal energy is obtained by using the heat stored in the Earth's interior to heat up water, which is brought back to the surface as steam. The steam is used to drive an electric generator.

    ENG-3.O
    Describe the effects of the use of geothermal energy in power generation on the environment.

    • ENG-3.O.1 The cost of accessing geothermal energy can be prohibitively expensive, as is not easily accessible in many parts of the world. In addition, it can cause the release of hydrogen sulfide.

    Source: College Board AP Course and Exam Description

    Geothermal 地热能 taps Earth's internal heat for electricity and heating. It is renewable and reliable, but only practical where hot rock is near the surface (volcanic regions) and can release underground gases.

    Vocabulary Train
    English Chinese Pinyin
    Geothermal 地热能 dì rè néng
    6.11

    Hydrogen Fuel Cell

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.P
    Describe the use of hydrogen fuel cells in power generation.

    • ENG-3.P.1 Hydrogen fuel cells are an alternate to non-renewable fuel sources. They use hydrogen as fuel, combining the hydrogen and oxygen in the air to form water and release energy (electricity) in the process. Water is the product (emission) of a fuel cell.

    ENG-3.Q
    Describe the effects of the use of hydrogen fuel cells in power generation on the environment.

    • ENG-3.Q.1 Hydrogen fuel cells have low environmental impact and produce no carbon dioxide when the hydrogen is produced from water. However, the technology is expensive and energy is still needed to create the hydrogen gas used in the fuel cell.

    Source: College Board AP Course and Exam Description

    A hydrogen fuel cell 氢燃料电池 combines hydrogen and oxygen to make electricity, with water as the only emission at use. But producing hydrogen usually requires energy (often from fossil fuels), and storage is difficult.

    A hydrogen-oxygen fuel cell makes electricity, with water as the only product A hydrogen-oxygen fuel cell makes electricity, with water as the only product

    Vocabulary Train
    English Chinese Pinyin
    hydrogen fuel cell 氢燃料电池 qīng rán liào diàn chí
    6.12

    Wind Energy

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.R
    Describe the use of wind energy in power generation.

    • ENG-3.R.1 Wind turbines use the kinetic energy of moving air to spin a turbine, which spins a generator, producing electricity.

    ENG-3.S
    Describe the effects of the use of wind energy in power generation on the environment.

    • ENG-3.S.1 Wind energy is a renewable, clean source of energy. However, birds and bats may be killed if they fly into the spinning turbine blades.

    Source: College Board AP Course and Exam Description

    Wind 风能 turbines convert moving air to electricity – renewable, clean, and low-operating-cost, but intermittent, land- or sea-intensive, and a hazard to birds and bats. Best where winds are strong and steady.

    Vocabulary Train
    English Chinese Pinyin
    Wind 风能 fēng néng
    6.13

    Energy Conservation

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    ENG-3
    Humans use energy from a variety of sources, resulting in positive and negative consequences.

    ENG-3.T
    Describe methods for conserving energy.

    • ENG-3.T.1 Some of the methods for conserving energy around a home include adjusting the thermostat to reduce the use of heat and air conditioning, conserving water, use of energy-efficient appliances, and conservation landscaping.
    • ENG-3.T.2 Methods for conserving energy on a large scale include improving fuel economy for vehicles, using BEVs (battery electric vehicles) and hybrid vehicles, using public transportation, and implementing green building design features.

    Source: College Board AP Course and Exam Description

    Energy conservation 节能 reduces demand through efficiency (LED lighting, insulation, efficient appliances, public transport) and behavior. Saving energy is often the cheapest and cleanest option – the energy you do not use needs no fuel and makes no pollution.

    Worked example. Replacing a $60\ \text{W}$ incandescent bulb with a $10\ \text{W}$ LED that gives the same light saves $50\ \text{W}$. Running it $5$ hours a day saves $50\ \text{W}\times5\ \text{h}=250\ \text{Wh}=0.25\ \text{kWh}$ per day, or about $0.25\times365\approx91\ \text{kWh}$ per year. Multiply that by every bulb in a city and conservation rivals a new power plant – at far lower cost.

    Vocabulary Train
    English Chinese Pinyin
    Energy conservation 节能 jié néng
    6.13

    Exam tips

    • Separate renewable (sun, wind, water) from non-renewable (fossil fuels, nuclear) and weigh each source's trade-offs.
    • Fossil fuels are energy-dense but emit CO₂; nuclear emits no CO₂ but leaves long-lived waste.
    • Do half-life math: after $n$ half-lives a fraction $(\tfrac12)^n$ remains.
    • Note that solar and wind are intermittent and need storage or backup.
    • Conservation (efficiency) is often the cheapest, cleanest option — the energy not used needs no fuel.
  • 7 Atmospheric Pollution
    7.1

    Introduction to Air Pollution

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-2
    Human activities have physical, chemical, and biological consequences for the atmosphere.

    STB-2.A
    Identify the sources and effects of air pollutants.

    • STB-2.A.1 Coal combustion releases air pollutants including carbon dioxide, sulfur dioxide, toxic metals, and particulates.
    • STB-2.A.2 The combustion of fossil fuels releases nitrogen oxides into the atmosphere. They lead to the production of ozone, formation of photochemical smog, and convert to nitric acid in the atmosphere, causing acid rain. Other pollutants produced by fossil fuel combustion include carbon monoxide, hydrocarbons, and particulate matter.
    • STB-2.A.3 Air quality can be affected through the release of sulfur dioxide during the burning of fossil fuels, mainly diesel fuels.
    • STB-2.A.4 Through the Clean Air Act, the Environmental Protection Agency (EPA) regulated the use of lead, particularly in fuels, which dramatically decreased the amount of lead in the atmosphere.
    • STB-2.A.5 Air pollutants can be primary or secondary pollutants.

    Source: College Board AP Course and Exam Description

    Air pollution 空气污染 is harmful substances in the atmosphere. Primary pollutants 一次污染物 are emitted directly (carbon monoxide, nitrogen oxides, sulfur dioxide, particulates); secondary pollutants 二次污染物 form in the air from reactions (like ozone in smog). Most come from burning fossil fuels in vehicles, power plants, and industry.

    Vocabulary Train
    English Chinese Pinyin
    Air pollution 空气污染 kōng qì wū rǎn
    Primary pollutants 一次污染物 yī cì wū rǎn wù
    secondary pollutants 二次污染物 èr cì wū rǎn wù
    7.2

    Photochemical Smog

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-2
    Human activities have physical, chemical, and biological consequences for the atmosphere.

    STB-2.B
    Explain the causes and effects of photochemical smog and methods to reduce it.

    • STB-2.B.1 Photochemical smog is formed when nitrogen oxides and volatile organic hydrocarbons react with heat and sunlight to produce a variety of pollutants.
    • STB-2.B.2 Many environmental factors affect the formation of photochemical smog.
    • STB-2.B.3 Nitrogen oxide is produced early in the day. Ozone concentrations peak in the afternoon and are higher in the summer because ozone is produced by chemical reactions between oxygen and sunlight.
    • STB-2.B.4 Volatile Organic Compounds (VOCs), such as formaldehyde and gasoline, evaporate or sublimate at room temperature. Trees are a natural source of VOCs.
    • STB-2.B.5 Photochemical smog often forms in urban areas because of the large number of motor vehicles there.
    • STB-2.B.6 Photochemical smog can be reduced through the reduction of nitrogen oxide and VOCs.
    • STB-2.B.7 Photochemical smog can harm human health in several ways, including causing respiratory problems and eye irritation.

    Source: College Board AP Course and Exam Description

    Photochemical smog 光化学烟雾 forms when sunlight drives reactions among nitrogen oxides and volatile organic compounds from car exhaust, producing ground-level ozone 臭氧. It is worst in sunny, car-heavy cities and harms lungs. (Ground-level ozone is a pollutant, unlike the protective ozone layer high up.)

    Vocabulary Train
    English Chinese Pinyin
    Photochemical smog 光化学烟雾 guāng huà xué yān wù
    ozone 臭氧 chòu yǎng
    7.3

    Thermal Inversion

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-2
    Human activities have physical, chemical, and biological consequences for the atmosphere.

    STB-2.C
    Describe thermal inversion and its relationship with pollution.

    • STB-2.C.1 During a thermal inversion, the normal temperature gradient in the atmosphere is altered as the air temperature at the Earth's surface is cooler than the air at higher altitudes.
    • STB-2.C.2 Thermal inversion traps pollution close to the ground, especially smog and particulates.

    Source: College Board AP Course and Exam Description

    A thermal inversion 逆温 traps pollution near the ground. Normally warm air rises and carries pollutants away, but in an inversion a layer of warm air sits above cooler air, capping it. Pollutants accumulate below – causing dangerous smog episodes, especially in valleys.

    Normally warm air rises and disperses pollution; an inversion caps it near the ground Normally warm air rises and disperses pollution; an inversion caps it near the ground

    Vocabulary Train
    English Chinese Pinyin
    thermal inversion 逆温 nì wēn
    7.4

    Atmospheric CO2 and Particulates

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-2
    Human activities have physical, chemical, and biological consequences for the atmosphere.

    STB-2.D
    Describe natural sources of $CO_2$ and particulates.

    • STB-2.D.1 $CO_2$ appears naturally in the atmosphere from sources such as respiration, decomposition, and volcanic eruptions.
    • STB-2.D.2 There are a variety of natural sources of particulate matter.

    Source: College Board AP Course and Exam Description

    Rising atmospheric $\text{CO}_2$ from fossil fuels enhances the greenhouse effect and warms the climate. Particulate matter 颗粒物 (tiny solid/liquid particles, PM2.5 and PM10) penetrates deep into lungs, causing respiratory and heart disease, and reduces visibility.

    Vocabulary Train
    English Chinese Pinyin
    Particulate matter 颗粒物 kē lì wù
    7.5

    Indoor Air Pollutants

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-2
    Human activities have physical, chemical, and biological consequences for the atmosphere.

    STB-2.E
    Identify indoor air pollutants.

    • STB-2.E.1 Carbon monoxide is an indoor air pollutant that is classified as an asphyxiant.
    • STB-2.E.2 Indoor air pollutants that are classified as particulates include asbestos, dust, and smoke.
    • STB-2.E.3 Indoor air pollutants can come from natural sources, human-made sources, and combustion.
    • STB-2.E.4 Common natural source indoor air pollutants include radon, mold, and dust.
    • STB-2.E.5 Common human-made indoor air pollutants include insulation, Volatile Organic Compounds (VOCs) from furniture, paneling and carpets; formaldehyde from building materials, furniture, upholstery, and carpeting; and lead from paints.
    • STB-2.E.6 Common combustion air pollutants include carbon monoxide, nitrogen oxides, sulfur dioxide, particulates, and tobacco smoke.
    • STB-2.E.7 Radon-222 is a naturally occurring radioactive gas that is produced by the decay of uranium found in some rocks and soils.

    STB-2.F
    Describe the effects of indoor air pollutants.

    • STB-2.F.1 Radon gas can infiltrate homes as it moves up through the soil and enters homes via the basement or cracks in the walls or foundation. It is also dissolved in groundwater that enters homes through a well.
    • STB-2.F.2 Exposure to radon gas can lead to radon-induced lung cancer, which is the second leading cause of lung cancer in America.

    Source: College Board AP Course and Exam Description

    Indoor air can be more polluted than outdoor. Common indoor pollutants include radon (radioactive gas from the ground, a lung-cancer risk), carbon monoxide, asbestos 石棉, tobacco smoke, mold, and VOCs from paints and furnishings. Ventilation and source control reduce exposure.

    Vocabulary Train
    English Chinese Pinyin
    radon dōng
    asbestos 石棉 shí mián
    7.6

    Reduction of Air Pollutants

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-2
    Human activities have physical, chemical, and biological consequences for the atmosphere.

    STB-2.G
    Explain how air pollutants can be reduced at the source.

    • STB-2.G.1 Methods to reduce air pollutants include regulatory practices, conservation practices, and alternative fuels.
    • STB-2.G.2 A vapor recovery nozzle is an air pollution control device on a gasoline pump that prevents fumes from escaping into the atmosphere when fueling a motor vehicle.
    • STB-2.G.3 A catalytic converter is an air pollution control device for internal combustion engines that converts pollutants (CO, $NO_x$, and hydrocarbons) in exhaust into less harmful molecules ($CO_2$, $N_2$, $O_2$, and $H_2O$).
    • STB-2.G.4 Wet and dry scrubbers are air pollution control devices that remove particulates and/or gases from industrial exhaust streams.
    • STB-2.G.5 Methods to reduce air pollution from coal-burning power plants include scrubbers and electrostatic precipitators.

    Source: College Board AP Course and Exam Description

    Air pollution is cut by technology and policy: catalytic converters 催化转化器 on cars, scrubbers 洗涤器 and electrostatic precipitators 静电除尘器 on smokestacks, cleaner fuels, and laws like the Clean Air Act setting emission limits. Reducing fossil-fuel use addresses the root cause.

    A catalytic converter turns harmful NO and CO into harmless N2 and CO2 A catalytic converter turns harmful NO and CO into harmless N2 and CO2

    Vocabulary Train
    English Chinese Pinyin
    catalytic converters 催化转化器 cuī huà zhuǎn huà qì
    scrubbers 洗涤器 xǐ dí qì
    electrostatic precipitators 静电除尘器 jìng diàn chú chén qì
    7.7

    Acid Rain

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-2
    Human activities have physical, chemical, and biological consequences for the atmosphere.

    STB-2.H
    Describe acid deposition.

    • STB-2.H.1 Acid rain and deposition is due to nitrogen oxides and sulfur oxides from anthropogenic and natural sources in the atmosphere.
    • STB-2.H.2 Nitric oxides that cause acid deposition come from motor vehicles and coal-burning power plants. Sulfur dioxides that cause acid deposition come from coal-burning power plants.

    STB-2.I
    Describe the effects of acid deposition on the environment.

    • STB-2.I.1 Acid deposition mainly affects communities that are downwind from coal-burning power plants.
    • STB-2.I.2 Acid rain and deposition can lead to the acidification of soils and bodies of water and corrosion of human-made structures.
    • STB-2.I.3 Regional differences in soils and bedrock affect the impact that acid deposition has on the region—such as limestone bedrock's ability to neutralize the effect of acid rain on lakes and ponds.

    Source: College Board AP Course and Exam Description

    Acid rain 酸雨 forms when sulfur dioxide and nitrogen oxides react with water in the air to make sulfuric and nitric acids, which fall far downwind. It acidifies lakes and soils (harming fish and trees), leaches nutrients, and corrodes buildings. Reducing $\text{SO}_2$ and $\text{NO}_x$ emissions is the fix.

    Nitrogen and sulfur oxides form nitric and sulfuric acid in rain Nitrogen and sulfur oxides form nitric and sulfuric acid in rain

    Explore

    How acidic is acid rain?

    Acid rain forms when sulfur and nitrogen oxides dissolve into rain, dropping its pH well below the normal ~5.6. Each pH unit down is ten times more acidic.

    Vocabulary Train
    English Chinese Pinyin
    Acid rain 酸雨 suān yǔ
    7.8

    Noise Pollution

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-2
    Human activities have physical, chemical, and biological consequences for the atmosphere.

    STB-2.J
    Describe human activities that result in noise pollution and its effects.

    • STB-2.J.1 Noise pollution is sound at levels high enough to cause physiological stress and hearing loss.
    • STB-2.J.2 Sources of noise pollution in urban areas include transportation, construction, and domestic and industrial activity.
    • STB-2.J.3 Some effects of noise pollution on animals in ecological systems include stress, the masking of sounds used to communicate or hunt, damaged hearing, and causing changes to migratory routes.

    Source: College Board AP Course and Exam Description

    Noise pollution 噪声污染 is unwanted or harmful sound in the environment. Major sources are road traffic, aircraft, trains, industry, and construction. In people, long or loud exposure causes hearing loss 听力损失, stress 压力, sleep loss, and higher blood pressure. It also disturbs wildlife 野生动物: it masks the sounds animals use to communicate, navigate, and find mates, and underwater noise from ships is especially harmful to whales and dolphins. It is reduced by sound barriers, quieter engines and mufflers, and land-use planning such as buffer zones around airports.

    Vocabulary Train
    English Chinese Pinyin
    noise pollution 噪声污染 zào shēng wū rǎn
    hearing loss 听力损失 tīng lì sǔn shī
    stress 压力 yā lì
    wildlife 野生动物 yě shēng dòng wù
    7.8

    Exam tips

    • Distinguish primary pollutants (emitted directly: CO, NOₓ, SO₂, particulates) from secondary (form in the air: ground-level ozone).
    • Ground-level ozone is a pollutant, but the ozone layer high up is protective — do not confuse them.
    • Explain how a thermal inversion traps pollution near the ground.
    • Acid rain (from SO₂ and NOₓ) often falls far downwind, making it an international problem.
    • Link control methods to pollutants (catalytic converters, scrubbers, cleaner fuels, emission laws).
  • 8 Aquatic and Terrestrial Pollution
    8.1

    Sources of Pollution

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.A
    Identify differences between point and nonpoint sources of pollution.

    • STB-3.A.1 A point source refers to a single, identifiable source of a pollutant, such as a smokestack or waste discharge pipe.
    • STB-3.A.2 Nonpoint sources of pollution are diffused and can therefore be difficult to identify, such as pesticide spraying or urban runoff.

    Source: College Board AP Course and Exam Description

    Pollution sources are point or nonpoint. A point source 点源 comes from a single, identifiable place (a factory pipe, a sewage outfall) – easy to locate and regulate. A nonpoint source 非点源 is spread out (farm runoff, urban street runoff, car exhaust) – much harder to control because it comes from everywhere.

    Vocabulary Train
    English Chinese Pinyin
    point source 点源 diǎn yuán
    nonpoint source 非点源 fēi diǎn yuán
    8.2

    Human Impacts on Ecosystems

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.B
    Describe the impacts of human activities on aquatic ecosystems.

    • STB-3.B.1 Organisms have a range of tolerance for various pollutants. Organisms have an optimum range for each factor where they can maintain homeostasis. Outside of this range, organisms may experience physiological stress, limited growth, reduced reproduction, and in extreme cases, death.
    • STB-3.B.2 Coral reefs have been suffering damage due to a variety of factors, including increasing ocean temperature, sediment runoff, and destructive fishing practices.
    • STB-3.B.3 Oil spills in marine waters cause organisms to die from the hydrocarbons in oil. Oil that floats on the surface of water can coat the feathers of birds and fur of marine mammals. Some components of oil sink to the ocean floor, killing some bottom-dwelling organisms.
    • STB-3.B.4 Oil that washes up on the beach can have economic consequences on the fishing and tourism industries.
    • STB-3.B.5 Oceanic dead zones are areas of low oxygen in the world's oceans caused by increased nutrient pollution.
    • STB-3.B.6 An oxygen sag curve is a plot of dissolved oxygen levels versus the distance from a source of pollution, usually excess nutrients and biological refuse.
    • STB-3.B.7 Heavy metals used for industry, especially mining and burning of fossil fuels, can reach the groundwater, impacting the drinking water supply.
    • STB-3.B.8 Litter that reaches aquatic ecosystems, besides being unsightly, can create intestinal blockage and choking hazards for wildlife and introduce toxic substances to the food chain.
    • STB-3.B.9 Increased sediment in waterways can reduce light infiltration, which can affect primary producers and visual predators. Sediment can also settle, disrupting habitats.
    • STB-3.B.10 When elemental sources of mercury enter aquatic environments, bacteria in the water convert it to highly toxic methylmercury.

    Source: College Board AP Course and Exam Description

    Human activities – pollution, habitat destruction, overharvesting, introducing species – degrade ecosystems and reduce biodiversity. Because species are interconnected, harming one part can ripple through the whole system.

    8.3

    Endocrine Disruptors

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.C
    Describe endocrine disruptors.

    • STB-3.C.1 Endocrine disruptors are chemicals that can interfere with the endocrine system of animals.

    STB-3.D
    Describe the effects of endocrine disruptors on ecosystems.

    • STB-3.D.1 Endocrine disruptors can lead to birth defects, developmental disorders, and gender imbalances in fish and other species.

    Source: College Board AP Course and Exam Description

    Endocrine disruptors 内分泌干扰物 are chemicals (some pesticides, plasticizers like BPA) that mimic or block hormones, disrupting growth, reproduction, and development in wildlife and humans even at very low doses.

    Vocabulary Train
    English Chinese Pinyin
    Endocrine disruptors 内分泌干扰物 nèi fēn mì gān rǎo wù
    8.4

    Human Impacts on Wetlands and Mangroves

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.E
    Describe the impacts of human activity on wetlands and mangroves.

    • STB-3.E.1 Wetlands are areas where water covers the soil, either part or all of the time.
    • STB-3.E.2 Wetlands provide a variety of ecological services, including water purification, flood protection, water filtration, and habitat.
    • STB-3.E.3 Threats to wetlands and mangroves include commercial development, dam construction, overfishing, and pollutants from agriculture and industrial waste.

    Source: College Board AP Course and Exam Description

    Wetlands 湿地 and mangroves 红树林 filter pollutants, store floodwater, and nurse young fish, but they are drained and cleared for farms, shrimp ponds, and development. Losing them removes valuable ecosystem services and coastal protection.

    Vocabulary Train
    English Chinese Pinyin
    Wetlands 湿地 shī dì
    mangroves 红树林 hóng shù lín
    8.5

    Eutrophication

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.F
    Explain the environmental effects of excessive use of fertilizers and detergents on aquatic ecosystems.

    • STB-3.F.1 Eutrophication occurs when a body of water is enriched in nutrients.
    • STB-3.F.2 The increase in nutrients in eutrophic aquatic environments causes an algal bloom. When the algal bloom dies, microbes digest the algae, along with the oxygen in the water, leading to a decrease in the dissolved oxygen levels in the water. The lack of dissolved oxygen can result in large die-offs of fish and other aquatic organisms.
    • STB-3.F.3 Hypoxic waterways are those bodies of water that are low in dissolved oxygen.
    • STB-3.F.4 Compared to eutrophic waterways, oligotrophic waterways have very low amounts of nutrients, stable algae populations, and high dissolved oxygen.
    • STB-3.F.5 Anthropogenic causes of eutrophication are agricultural runoff and wastewater release.

    Source: College Board AP Course and Exam Description

    Eutrophication 富营养化 happens when excess nutrients (nitrogen, phosphorus from fertilizer and sewage) trigger algal blooms 藻华. When the algae die, decomposers use up the oxygen, creating hypoxic 缺氧 "dead zones" that suffocate fish.

    Extra fertiliser makes algae bloom, then the water loses its oxygen Extra fertiliser makes algae bloom, then the water loses its oxygen

    Vocabulary Train
    English Chinese Pinyin
    Eutrophication 富营养化 fù yíng yǎng huà
    algal blooms 藻华 zǎo huá
    hypoxic 缺氧 quē yǎng
    8.6

    Thermal Pollution

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.G
    Describe the effects of thermal pollution on aquatic ecosystems.

    • STB-3.G.1 Thermal pollution occurs when heat released into the water produces negative effects to the organisms in that ecosystem.
    • STB-3.G.2 Variations in water temperature affect the concentration of dissolved oxygen because warm water does not contain as much oxygen as cold water.

    Source: College Board AP Course and Exam Description

    Thermal pollution 热污染 is heat added to water, usually from power-plant cooling. Warm water holds less dissolved oxygen and stresses aquatic life adapted to cooler temperatures.

    Vocabulary Train
    English Chinese Pinyin
    Thermal pollution 热污染 rè wū rǎn
    8.7

    Persistent Organic Pollutants (POPs)

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.H
    Describe the effect of persistent organic pollutants (POPs) on ecosystems.

    • STB-3.H.1 Persistent organic pollutants (POPs) do not easily break down in the environment because they are synthetic, carbon-based molecules (such as DDT and PCBs).
    • STB-3.H.2 Persistent organic pollutants (POPs) can be toxic to organisms because they are soluble in fat, which allows them to accumulate in organisms' fatty tissues.
    • STB-3.H.3 Persistent organic pollutants (POPs) can travel over long distances via wind and water before being redeposited.

    Source: College Board AP Course and Exam Description

    Persistent organic pollutants 持久性有机污染物 (POPs, like DDT and PCBs) resist breakdown, so they last for decades, travel far, and are fat-soluble, so they build up in organisms. This sets up bioaccumulation and biomagnification.

    Vocabulary Train
    English Chinese Pinyin
    Persistent organic pollutants 持久性有机污染物 chí jiǔ xìng yǒu jī wū rǎn wù
    8.8

    Bioaccumulation and Biomagnification

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.I
    Describe bioaccumulation and biomagnification.

    • STB-3.I.1 Bioaccumulation is the selective absorption and concentration of elements or compounds by cells in a living organism, most commonly fat-soluble compounds.
    • STB-3.I.2 Biomagnification is the increase in concentration of substances per unit of body tissue that occurs in successively higher trophic levels of a food chain or in a food web.

    STB-3.J
    Describe the effects of bioaccumulation and biomagnification.

    • STB-3.J.1 Some effects that can occur in an ecosystem when a persistent substance is biomagnified in a food chain include eggshell thinning and developmental deformities in top carnivores of the higher trophic levels.
    • STB-3.J.2 Humans also experience harmful effects from biomagnification, including issues with the reproductive, nervous, and circulatory systems.
    • STB-3.J.3 DDT, mercury, and PCBs are substances that bioaccumulate and have significant environmental impacts.

    Source: College Board AP Course and Exam Description

    Bioaccumulation 生物累积 is the build-up of a toxin within one organism over its life. Biomagnification 生物放大 is the increase in concentration up the food chain – top predators end up with the highest levels, which is why large predatory fish carry the most mercury.

    Worked example. Suppose lake water holds DDT at just $0.01\ \text{ppm}$. Plankton concentrate it to $0.5\ \text{ppm}$, small fish to $2\ \text{ppm}$, large fish to $10\ \text{ppm}$, and a fish-eating eagle to $25\ \text{ppm}$. From water to eagle the concentration has multiplied about $\dfrac{25}{0.01}=2500$-fold – which is why a top predator can be poisoned even when the water itself looks only lightly polluted.

    Explore

    Toxins concentrate up the food chain

    Bioaccumulation builds a toxin up in one organism; biomagnification concentrates it at each step up the food chain, so top predators carry the highest doses.

    Vocabulary Train
    English Chinese Pinyin
    Bioaccumulation 生物累积 shēng wù lěi jī
    Biomagnification 生物放大 shēng wù fàng dà
    8.9

    Solid Waste Disposal

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.K
    Describe solid waste disposal methods.

    • STB-3.K.1 Solid waste is any discarded material that is not a liquid or gas. It is generated in domestic, industrial, business, and agricultural sectors.
    • STB-3.K.2 Solid waste is most often disposed of in landfills. Landfills can contaminate groundwater and release harmful gases.
    • STB-3.K.3 Electronic waste, or e-waste, is composed of discarded electronic devices including televisions, cell phones, and computers.
    • STB-3.K.4 A sanitary municipal landfill consists of a bottom liner (plastic or clay), a storm water collection system, a leachate collection system, a cap, and a methane collection system.

    STB-3.L
    Describe the effects of solid waste disposal methods.

    • STB-3.L.1 Factors in landfill decomposition include the composition of the trash and conditions needed for microbial decomposition of the waste.
    • STB-3.L.2 Solid waste can also be disposed of through incineration, where waste is burned at high temperatures. This method significantly reduces the volume of solid waste but releases air pollutants.
    • STB-3.L.3 Some items are not accepted in sanitary landfills and may be disposed of illegally, leading to environmental problems. One example is used rubber tires, which when left in piles can become breeding grounds for mosquitoes that can spread disease.
    • STB-3.L.4 Some countries dispose of their waste by dumping it in the ocean. This practice, along with other sources of plastic, has led to large floating islands of trash in the oceans. Additionally, wildlife can become entangled in the waste, as well as ingest it.

    Source: College Board AP Course and Exam Description

    Solid waste is buried in sanitary landfills 卫生填埋场 (lined to limit leachate) or burned in incinerators 焚烧炉 (reduces volume but emits pollutants). Landfills take space and can leak; both have environmental costs, so reducing waste is preferred.

    Vocabulary Train
    English Chinese Pinyin
    sanitary landfills 卫生填埋场 wèi shēng tián mái chǎng
    incinerators 焚烧炉 fén shāo lú
    8.10

    Waste Reduction Methods

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.M
    Describe changes to current practices that could reduce the amount of generated waste and their associated benefits and drawbacks.

    • STB-3.M.1 Recycling is a process by which certain solid waste materials are processed and converted into new products.
    • STB-3.M.2 Recycling is one way to reduce the current global demand on minerals, but this process is energy-intensive and can be costly.
    • STB-3.M.3 Composting is the process of organic matter such as food scraps, paper, and yard waste decomposing. The product of this decomposition can be used as fertilizer. Drawbacks to composting include odor and rodents.
    • STB-3.M.4 E-waste can be reduced by recycling and reuse. E-wastes may contain hazardous chemicals, including heavy metals such as lead and mercury, which can leach from landfills into groundwater if they are not disposed of properly.
    • STB-3.M.5 Landfill mitigation strategies range from burning waste for energy to restoring habitat on former landfills for use as parks.
    • STB-3.M.6 The combustion of gases produced from decomposition of organic material in landfills can be used to turn turbines and generate electricity. This process reduces landfill volume.

    Source: College Board AP Course and Exam Description

    The waste hierarchy is reduce, reuse, recycle 减量再利用回收, plus composting 堆肥 for organic waste. Reducing consumption is best (no waste to manage); recycling and composting recover materials and cut landfill use.

    Vocabulary Train
    English Chinese Pinyin
    reduce, reuse, recycle 减量、再利用、回收 jiǎn liàng 、 zài lì yòng 、 huí shōu
    composting 堆肥 duī féi
    8.11

    Sewage Treatment

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-3
    Human activities, including the use of resources, have physical, chemical, and biological consequences for ecosystems.

    STB-3.N
    Describe best practices in sewage treatment.

    • STB-3.N.1 Primary treatment of sewage is the physical removal of large objects, often through the use of screens and grates, followed by the settling of solid waste in the bottom of a tank.
    • STB-3.N.2 Secondary treatment is a biological process in which bacteria break down organic matter into carbon dioxide and inorganic sludge, which settles in the bottom of a tank. The tank is aerated to increase the rate at which the bacteria break down the organic matter.
    • STB-3.N.3 Tertiary treatment is the use of ecological or chemical processes to remove any pollutants left in the water after primary and secondary treatment.
    • STB-3.N.4 Prior to discharge, the treated water is exposed to one or more disinfectants (usually, chlorine, ozone, or UV light) to kill bacteria.

    Source: College Board AP Course and Exam Description

    Sewage treatment 污水处理 cleans wastewater in stages: primary (settling out solids), secondary (bacteria break down organic matter), and sometimes tertiary (removing nutrients and disinfecting). This protects waterways from pathogens and nutrient pollution.

    Treating water to make it safe: sedimentation, filtration, then disinfection Treating water to make it safe: sedimentation, filtration, then disinfection

    Vocabulary Train
    English Chinese Pinyin
    Sewage treatment 污水处理 wū shuǐ chǔ lǐ
    8.12

    Lethal Dose 50% (LD50)

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-3
    Pollutants can have both direct and indirect impacts on the health of organisms, including humans.

    EIN-3.A
    Define lethal dose 50% ($LD_{50}$).

    • EIN-3.A.1 Lethal dose 50% ($LD_{50}$) is the dose of a chemical that is lethal to 50% of the population of a particular species.

    Source: College Board AP Course and Exam Description

    The LD50 半数致死量 is the dose of a substance that kills 50% of a test population. A lower LD50 means a more toxic substance (less is needed to be deadly). It is a standard way to compare toxicity.

    Worked example. Chemical A has an LD50 of $5\ \text{mg}$ per kg of body weight; chemical B, $500\ \text{mg/kg}$. Because A's value is $100$ times smaller, A is about $100\times$ more toxic. For a $70\ \text{kg}$ adult, the dose of A expected to be lethal to half of people is $5\ \text{mg/kg}\times70\ \text{kg}=350\ \text{mg}$ – a tiny amount, whereas B would take $500\times70=35{,}000\ \text{mg}$ ($35\ \text{g}$).

    Vocabulary Train
    English Chinese Pinyin
    LD50 半数致死量 bàn shù zhì sǐ liàng
    8.13

    Dose Response Curve

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-3
    Pollutants can have both direct and indirect impacts on the health of organisms, including humans.

    EIN-3.B
    Evaluate dose response curves.

    • EIN-3.B.1 A dose response curve describes the effect on an organism or mortality rate in a population based on the dose of a particular toxin or drug.

    Source: College Board AP Course and Exam Description

    A dose–response curve 剂量反应曲线 plots the effect against the dose. Generally, a higher dose causes a greater effect. Some chemicals have a threshold 阈值 (no effect below it); for others any exposure carries risk. These curves guide safety limits.

    Vocabulary Train
    English Chinese Pinyin
    dose–response curve 剂量反应曲线 jì liàng fǎn yìng qū xiàn
    threshold 阈值 yù zhí
    8.14

    Pollution and Human Health

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-3
    Pollutants can have both direct and indirect impacts on the health of organisms, including humans.

    EIN-3.C
    Identify sources of human health issues that are linked to pollution.

    • EIN-3.C.1 It can be difficult to establish a cause and effect between pollutants and human health issues because humans experience exposure to a variety of chemicals and pollutants.
    • EIN-3.C.2 Dysentery is caused by untreated sewage in streams and rivers.
    • EIN-3.C.3 Mesothelioma is a type of cancer caused mainly by exposure to asbestos.
    • EIN-3.C.4 Respiratory problems and overall lung function can be impacted by elevated levels of tropospheric ozone.

    Source: College Board AP Course and Exam Description

    Pollution harms health directly (respiratory disease from air pollution, poisoning from contaminated water) and indirectly. Dose, duration, and individual sensitivity all affect the outcome. The poor are often most exposed and least protected.

    8.15

    Pathogens and Infectious Diseases

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-3
    Pollutants can have both direct and indirect impacts on the health of organisms, including humans.

    EIN-3.D
    Explain human pathogens and their cycling through the environment.

    • EIN-3.D.1 Pathogens adapt to take advantage of new opportunities to infect and spread through human populations.
    • EIN-3.D.2 Specific pathogens can occur in many environments regardless of the appearance of sanitary conditions.
    • EIN-3.D.3 As equatorial-type climate zones spread north and south in to what are currently subtropical and temperate climate zones, pathogens, infectious diseases, and any associated vectors are spreading into these areas where the disease has not previously been known to occur.
    • EIN-3.D.4 Poverty-stricken, low-income areas often lack sanitary waste disposal and have contaminated drinking water supplies, leading to havens and opportunities for the spread of infectious diseases.
    • EIN-3.D.5 Plague is a disease carried by organisms infected with the plague bacteria. It is transferred to humans via the bite of an infected organism or through contact with contaminated fluids or tissues.
    • EIN-3.D.6 Tuberculosis is a bacterial infection that typically attacks the lungs. It is spread by breathing in the bacteria from the bodily fluids of an infected person.
    • EIN-3.D.7 Malaria is a parasitic disease caused by bites from infected mosquitoes. It is most often found in sub-Saharan Africa.
    • EIN-3.D.8 West Nile virus is transmitted to humans via bites from infected mosquitoes.
    • EIN-3.D.9 Severe acute respiratory syndrome (SARS) is a form of pneumonia. It is transferred by inhaling or touching infected fluids.
    • EIN-3.D.10 Middle East Respiratory Syndrome (MERS) is a viral respiratory illness that is transferred from animals to humans.
    • EIN-3.D.11 Zika is a virus caused by bites from infected mosquitoes. It can be transmitted through sexual contact.
    • EIN-3.D.12 Cholera is a bacterial disease that is contracted from infected water.

    Source: College Board AP Course and Exam Description

    Pathogens 病原体 (bacteria, viruses, parasites) spread through contaminated water and food, causing diseases like cholera, dysentery, and malaria. Clean water, sanitation, and vector control are the main defenses; environmental change can spread disease into new areas.

    Vocabulary Train
    English Chinese Pinyin
    Pathogens 病原体 bìng yuán tǐ
    8.15

    Exam tips

    • Trace eutrophication step by step: nutrient runoff → algal bloom → decay → oxygen depletion → fish die.
    • Bioaccumulation builds up in one organism; biomagnification increases up the food chain, so top predators are hit hardest.
    • Read an LD50: a lower value means more toxic; multiply by body mass for a lethal dose.
    • Order the waste hierarchy reduce > reuse > recycle, and the stages of sewage treatment.
    • Link pathogens to contaminated water and to clean-water/sanitation defences.
  • 9 Global Change
    9.1

    Stratospheric Ozone Depletion

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-4
    Local and regional human activities can have impacts at the global level.

    STB-4.A
    Explain the importance of stratospheric ozone to life on Earth.

    • STB-4.A.1 The stratospheric ozone layer is important to the evolution of life on Earth and the continued health and survival of life on Earth.
    • STB-4.A.2 Stratospheric ozone depletion is caused by anthropogenic factors, such as chlorofluorocarbons (CFCs), and natural factors, such as the melting of ice crystals in the atmosphere at the beginning of the Antarctic spring.
    • STB-4.A.3 A decrease in stratospheric ozone increases the UV rays that reach the Earth's surface. Exposure to UV rays can lead to skin cancer and cataracts in humans.

    Source: College Board AP Course and Exam Description

    The ozone layer 臭氧层 high in the stratosphere absorbs harmful ultraviolet 紫外线 radiation. CFCs 氯氟烃 (chlorofluorocarbons, once used in coolants and sprays) drift up and release chlorine that destroys ozone, thinning it (the Antarctic "ozone hole"). More UV reaching the surface raises skin cancer, cataracts, and crop damage.

    Vocabulary Train
    English Chinese Pinyin
    ozone layer 臭氧层 chòu yǎng céng
    ultraviolet 紫外线 zǐ wài xiàn
    CFCs 氯氟烃 lǜ fú tīng
    9.2

    Reducing Ozone Depletion

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-4
    Local and regional human activities can have impacts at the global level.

    STB-4.B
    Describe chemicals used to substitute for chlorofluorocarbons (CFCs).

    • STB-4.B.1 Ozone depletion can be mitigated by replacing ozone-depleting chemicals with substitutes that do not deplete the ozone layer. Hydrofluorocarbons (HFCs) are one such replacement, but some are strong greenhouse gases.

    Source: College Board AP Course and Exam Description

    The Montreal Protocol 蒙特利尔议定书 (1987) phased out CFCs worldwide and is a rare environmental success – the ozone layer is slowly recovering. Substitutes (like HFCs and HCFCs) replaced CFCs, though some are themselves greenhouse gases.

    Vocabulary Train
    English Chinese Pinyin
    Montreal Protocol 蒙特利尔议定书 méng tè lì ěr yì dìng shū
    9.3

    The Greenhouse Effect

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-4
    Local and regional human activities can have impacts at the global level.

    STB-4.C
    Identify the greenhouse gases.

    • STB-4.C.1 The principal greenhouse gases are carbon dioxide, methane, water vapor, nitrous oxide, and chlorofluorocarbons (CFCs).
    • STB-4.C.2 While water vapor is a greenhouse gas, it doesn't contribute significantly to global climate change because it has a short residence time in the atmosphere.
    • STB-4.C.3 The greenhouse effect results in the surface temperature necessary for life on Earth to exist.

    STB-4.D
    Identify the sources and potency of the greenhouse gases.

    • STB-4.D.1 Carbon dioxide, which has a global warming potential (GWP) of 1, is used as a reference point for the comparison of different greenhouse gases and their impacts on global climate change. Chlorofluorocarbons (CFCs) have the highest GWP, followed by nitrous oxide, then methane.

    Source: College Board AP Course and Exam Description

    The greenhouse effect 温室效应 keeps Earth warm: greenhouse gases 温室气体 let sunlight in but trap outgoing infrared heat. This natural effect makes Earth livable. The problem is the enhanced greenhouse effect – humans adding extra gases that trap more heat.

    Greenhouse gases absorb the heat the Earth gives off and send some back Greenhouse gases absorb the heat the Earth gives off and send some back

    Vocabulary Train
    English Chinese Pinyin
    greenhouse effect 温室效应 wēn shì xiào yìng
    greenhouse gases 温室气体 wēn shì qì tǐ
    Exercise sheet
    9.4

    Increases in the Greenhouse Gases

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-4
    Local and regional human activities can have impacts at the global level.

    STB-4.E
    Identify the threats to human health and the environment posed by an increase in greenhouse gases.

    • STB-4.E.1 Global climate change, caused by excess greenhouse gases in the atmosphere, can lead to a variety of environmental problems including rising sea levels resulting from melting ice sheets and ocean water expansion, and disease vectors spreading from the tropics toward the poles. These problems can lead to changes in population dynamics and population movements in response.

    Source: College Board AP Course and Exam Description

    Human activities raise greenhouse gases: $\text{CO}_2$ from burning fossil fuels and deforestation, methane 甲烷 from livestock, landfills, and rice paddies, and nitrous oxide from fertilizers. Methane traps far more heat per molecule than $\text{CO}_2$ but is less abundant.

    Vocabulary Train
    English Chinese Pinyin
    methane 甲烷 jiǎ wán
    Exercise sheet
    9.5

    Global Climate Change

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-4
    Local and regional human activities can have impacts at the global level.

    STB-4.F
    Explain how changes in climate, both short- and long-term, impact ecosystems.

    • STB-4.F.1 The Earth has undergone climate change throughout geologic time, with major shifts in global temperatures causing periods of warming and cooling as recorded with $\text{CO}_2$ data and ice cores.
    • STB-4.F.2 Effects of climate change include rising temperatures, melting permafrost and sea ice, rising sea levels, and displacement of coastal populations.
    • STB-4.F.3 Marine ecosystems are affected by changes in sea level, some positively, such as in newly created habitats on now-flooded continental shelves, and some negatively, such as deeper communities that may no longer be in the photic zone of seawater.
    • STB-4.F.4 Winds generated by atmospheric circulation help transport heat throughout the Earth. Climate change may change circulation patterns, as temperature changes may impact Hadley cells and the jet stream.
    • STB-4.F.5 Oceanic currents, or the ocean conveyor belt, carry heat throughout the world. When these currents change, it can have a big impact on global climate, especially in coastal regions.
    • STB-4.F.6 Climate change can affect soil through changes in temperature and rainfall, which can impact soil's viability and potentially increase erosion.
    • STB-4.F.7 Earth's polar regions are showing faster response times to global climate change because ice and snow in these regions reflect the most energy back out to space, leading to a positive feedback loop.
    • STB-4.F.8 As the Earth warms, this ice and snow melts, meaning less solar energy is radiated back into space and instead is absorbed by the Earth's surface. This in turn causes more warming of the polar regions.
    • STB-4.F.9 Global climate change response time in the Arctic is due to positive feedback loops involving melting sea ice and thawing tundra, and the subsequent release of greenhouse gases like methane.
    • STB-4.F.10 One consequence of the loss of ice and snow in polar regions is the effect on species that depend on the ice for habitat and food.

    Source: College Board AP Course and Exam Description

    Global climate change 气候变化 is the long-term shift in climate from the enhanced greenhouse effect: rising average temperatures, melting ice, rising sea levels 海平面, more extreme weather, and shifting rainfall. It disrupts ecosystems, agriculture, and human communities worldwide.

    Vocabulary Train
    English Chinese Pinyin
    Global climate change 气候变化 qì hòu biàn huà
    sea levels 海平面 hǎi píng miàn
    Exercise sheet
    9.6

    Ocean Warming

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-4
    Local and regional human activities can have impacts at the global level.

    STB-4.G
    Explain the causes and effects of ocean warming.

    • STB-4.G.1 Ocean warming is caused by the increase in greenhouse gases in the atmosphere.
    • STB-4.G.2 Ocean warming can affect marine species in a variety of ways, including loss of habitat, and metabolic and reproductive changes.
    • STB-4.G.3 Ocean warming is causing coral bleaching, which occurs when the loss of algae within corals cause the corals to bleach white. Some corals recover and some die.

    Source: College Board AP Course and Exam Description

    As the climate warms, oceans absorb most of the extra heat. Ocean warming causes coral bleaching 珊瑚白化 (corals expel their algae and can die), shifts species ranges, reduces dissolved oxygen, and – with melting ice – raises sea level through thermal expansion.

    Vocabulary Train
    English Chinese Pinyin
    coral bleaching 珊瑚白化 shān hú bái huà
    9.7

    Ocean Acidification

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    STB-4
    Local and regional human activities can have impacts at the global level.

    STB-4.H
    Explain the causes and effects of ocean acidification.

    • STB-4.H.1 Ocean acidification is the decrease in pH of the oceans, primarily due to increased $\text{CO}_2$ concentrations in the atmosphere, and can be expressed as chemical equations.
    • STB-4.H.2 As more $\text{CO}_2$ is released into the atmosphere, the oceans, which absorb a large part of that $\text{CO}_2$, become more acidic.
    • STB-4.H.3 Anthropogenic activities that contribute to ocean acidification are those that lead to increased $\text{CO}_2$ concentrations in the atmosphere: burning of fossil fuels, vehicle emissions, and deforestation.
    • STB-4.H.4 Ocean acidification damages coral because acidification makes it difficult for them to form shells, due to the loss of calcium carbonate.

    Source: College Board AP Course and Exam Description

    The ocean absorbs about a quarter of our $\text{CO}_2$, which forms carbonic acid – ocean acidification 海洋酸化. Lower pH makes it harder for corals, shellfish, and plankton to build calcium carbonate 碳酸钙 shells and skeletons, threatening marine food webs.

    Explore

    How the ocean acidifies

    Oceans absorb CO$_2$, which forms carbonic acid and lowers seawater pH. Even a small drop is a big rise in acidity (the scale is logarithmic) and harms shell-builders.

    Vocabulary Train
    English Chinese Pinyin
    ocean acidification 海洋酸化 hǎi yáng suān huà
    calcium carbonate 碳酸钙 tàn suān gài
    9.8

    Invasive Species

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-4
    The health of a species is closely tied to its ecosystem, and minor environmental changes can have a large impact.

    EIN-4.A
    Explain the environmental problems associated with invasive species and strategies to control them.

    • EIN-4.A.1 Invasive species are species that can live, and sometimes thrive, outside of their normal habitat. Invasive species can sometimes be beneficial, but they are considered invasive when they threaten native species.
    • EIN-4.A.2 Invasive species are often generalist, r-selected species and therefore may outcompete native species for resources.
    • EIN-4.A.3 Invasive species can be controlled through a variety of human interventions.

    Source: College Board AP Course and Exam Description

    An invasive species 入侵物种 is a non-native species that spreads and harms its new ecosystem. With no natural predators, it outcompetes natives, spreads disease, and reduces biodiversity (kudzu, zebra mussels, Burmese pythons). Human trade and travel move them around.

    Vocabulary Train
    English Chinese Pinyin
    invasive species 入侵物种 rù qīn wù zhǒng
    9.9

    Endangered Species

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-4
    The health of a species is closely tied to its ecosystem, and minor environmental changes can have a large impact.

    EIN-4.B
    Explain how species become endangered and strategies to combat the problem.

    • EIN-4.B.1 A variety of factors can lead to a species becoming threatened with extinction, such as being extensively hunted, having limited diet, being outcompeted by invasive species, or having specific and limited habitat requirements.
    • EIN-4.B.2 Not all species will be in danger of extinction when exposed to the same changes in their ecosystem. Species that are able to adapt to changes in their environment or that are able to move to a new environment are less likely to face extinction.
    • EIN-4.B.3 Selective pressures are any factors that change the behaviors and fitness of organisms within an environment.
    • EIN-4.B.4 Species in a given ecosystem compete for resources like territory, food, mates, and habitat, and this competition may lead to endangerment or extinction.
    • EIN-4.B.5 Strategies to protect animal populations include criminalizing poaching, protecting animal habitats, and legislation.

    Source: College Board AP Course and Exam Description

    An endangered species 濒危物种 is at risk of extinction. Causes are summarized as HIPPO: Habitat loss, Invasive species, Pollution, Population (human) growth, and Overharvesting. Protection includes laws (the Endangered Species Act), protected areas, and captive breeding.

    Explore

    A population under pressure

    When deaths outpace births, a population falls toward extinction. Below a critical size, low genetic diversity and chance events make recovery harder.

    Vocabulary Train
    English Chinese Pinyin
    endangered species 濒危物种 bīn wēi wù zhǒng
    9.10

    Human Impacts on Biodiversity

    Syllabus
    Enduring UnderstandingLearning ObjectiveEssential Knowledge

    EIN-4
    The health of a species is closely tied to its ecosystem, and minor environmental changes can have a large impact.

    EIN-4.C
    Explain how human activities affect biodiversity and strategies to combat the problem.

    • EIN-4.C.1 HIPPCO (habitat destruction, invasive species, population growth, pollution, climate change, and over exploitation) describes the main factors leading to a decrease in biodiversity.
    • EIN-4.C.2 Habitat fragmentation occurs when large habitats are broken into smaller, isolated areas. Causes of habitat fragmentation include the construction of roads and pipelines, clearing for agriculture or development, and logging.
    • EIN-4.C.3 The scale of habitat fragmentation that has an adverse effect on the inhabitants of a given ecosystem will vary from species to species within that ecosystem.
    • EIN-4.C.4 Global climate change can cause habitat loss via changes in temperature, precipitation, and sea level rise.
    • EIN-4.C.5 Some organisms have been somewhat or completely domesticated and are now managed for economic returns, such as honeybee colonies and domestic livestock. This domestication can have a negative impact on the biodiversity of that organism.
    • EIN-4.C.6 Some ways humans can mitigate the impact of loss of biodiversity include creating protected areas, use of habitat corridors, promoting sustainable land use practices, and restoring lost habitats.

    Source: College Board AP Course and Exam Description

    Together, habitat loss, climate change, pollution, invasive species, and overexploitation are driving a rapid loss of biodiversity – some call it a sixth mass extinction. Reducing these pressures, conserving habitat, and sustainable practices are the ways to slow it and protect the ecosystem services all life depends on.

    In-situ and ex-situ conservation protect species In-situ and ex-situ conservation protect species

    9.10

    Exam tips

    • Keep ozone depletion (CFCs let in more UV) and climate change (greenhouse gases trap more heat) as two different problems.
    • Explain the natural greenhouse effect and the enhanced version from extra CO₂ and methane.
    • Connect ocean warming (coral bleaching) and ocean acidification (CO₂ → carbonic acid → weaker shells).
    • An invasive species is dangerous because it has no natural predators in its new home.
    • Summarise threats to biodiversity with HIPPO (Habitat loss, Invasive species, Pollution, Population, Overharvesting).

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IGCSE & A-Level