AP ENVIRONMENTAL SCIENCE Scoring Guide

FRQ_Unit 2-3

1. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific
examples.

The diagram below illustrates three ecological communities that are isolated but in close proximity to one another.
The density of the deer population in each community differs, as indicated in the diagram.

(a) Based on the diagram, describe the relationship between the deer population and biodiversity in Forest B.

(b) Based on the information in the diagram, identify a plant species in an area of medium deer density that would
serve as an indicator that the density of the deer population is increasing, even if you could not directly observe
any deer.

(c) If there are no predators of deer in the forests, explain why the density of the deer population will reach a level
where the density will not increase further.

(d) The forests shown in the diagram are also the preferred habitat of woodland voles. The voles are known to
have many offspring per litter that quickly reach reproductive age. Identify the reproductive strategy of the voles.

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Deer are common tick hosts. Possums are hosts for young ticks and eat many of the young ticks before they can
feed. Other species such as squirrels and mice are not as effective at removing ticks.

(e) A local homeowner proposes improving the squirrel habitat in Forest B to reduce the tick population. Make a
claim using evidence to support or oppose the homeowner’s proposal.

(f) Homeowners living near Forest A believe deer are eating their red maple trees. Make a claim based on
evidence that supports or refutes the belief of these homeowners.

Some forested areas of the country have large, flat-topped boulders left behind by glaciers. The tops of the
boulders have become covered with lichens, grasses, shrubs, and even some small trees. Deer can jump onto the
top of shorter boulders to graze; however, none of the deer can jump onto the tallest boulders. Scientists sampled
vegetation from the tops of these boulders, some of which were grazed by deer and some of which were not.
Scientists observed that the most diverse plant growth occurred on the boulders that could not be reached by deer.

(g) Identify the independent variable for the investigation.

(h) Identify one modification that could be made to the investigation that will alter the results and explain how it
alters the results.

(i) The boulders studied in the investigation described above were deposited by a glacial retreat approximately
14,000 years ago. Describe the steps that led to the establishment of the forest once soil formed in the study area.

(j) Describe a natural occurrence that could require re-establishing a forest in an area with previously established
soil.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes the relationship between deer population and biodiversity in forest B as the density of the deer
population and the biodiversity are both at an intermediate/medium level.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies a plant species in an area of medium deer density that would serve as an indicator that the density
of the deer population is increasing, even if you could not directly observe any deer, such as one of the following:

· Sugar Maple

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· American Holly Shrub

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response explains why the density of the deer population will reach a level where the density will not increase further,
such as one of the following:

· The deer will deplete the ecosystem of resources and the population will level off as it reaches the carrying capacity of
the ecosystem.

· The deer will deplete the ecosystem of resources and the population will overshoot the carrying capacity of the
ecosystem leading to a rapid population decline or crash.

· Deer compete for a limited number of resources in the ecosystem, which limits the amount of deer that can survive.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the reproductive strategy of voles as r‑selected species/r-strategists.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response makes a claim using evidence to support or oppose the homeowner’s proposal that improving the squirrel
habitat in Forest B will reduce the tick population, such as one of the following:

· The homeowner’s proposal should be opposed because squirrels are not very effective at removing ticks, so improving
their habitat would not significantly reduce the tick population in the area.

· The homeowner’s proposal should be opposed because squirrels are not effective at removing young ticks and
improving their habitat, which will likely increase their population will likely increase the tick population.

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Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response makes a claim based on evidence that supports or refutes the belief of homeowners living near Forest A that
deer are eating their red maple trees, such as one of the following:

· The homeowners claim should be supported. Because deer feed on red maples when there is medium to high density of
deer, there is a good chance that the deer are eating the homeowners red maple trees.

· The homeowners claim should be supported. The density of deer is high in Forest A and there is less food available
therefor deer are likely eating the red maple trees in the neighborhood.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the independent variable for the investigation as the height of the boulders.

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies one modification that could be made to the investigation that will alter the results and explain how
it alters the results, such as one of the following:

· Add barriers to prevent deer from jumping onto some of the low boulders. Biodiversity/amount of vegetation may
increase on the shorter boulders.

· Provide stepping stones or some other means of allowing the deer to access the taller boulders. Biodiversity/amount of
vegetation may decrease on the tall boulders.

· Conduct the investigation at different times of the year. There may be biodiversity/amount of vegetation during different
seasons.

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· Increase the length of the study to determine if deer can adapt or change their behavior to reach vegetation on taller
boulders. The biodiversity/amount of vegetation would change.

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes the steps that likely led to establishing a forest once soil formed in the study area, such as the
following:

· Early successional plants (e.g., grasses, annual plants) are replaced by intermediate species/mid-successional plants (e.g.,
shrubs, other perennials, small trees) and lastly late-successional/climax species (e.g., larger, long-lived trees) are
established.

Part J

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes a natural occurrence that could require re‑establishing a forest in an area with previously
established soil, such as one of the following:

· A fire/wildfire that burns all vegetation would alter the ecosystem and would lead to succession/secondary succession.

· A landslide that destroys all vegetation leaving only soil behind would alter the ecosystem and lead to secondary
succession.

· A natural disaster (tsunami, earthquake, tornado) that destroys the vegetation but leaves soil).

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2. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific
examples.

The diagram below illustrates three ecological communities that are isolated but in close proximity to one another.
The density of the deer population in each community differs, as indicated in the diagram.

(a) Based on the diagram, describe the relationship between the deer population and biodiversity in Forest C.

(b) Based on the information in the diagram, identify a species of plant that is resistant to deer consumption.

(c) If each of the three forests is near a different but identical housing development, identify the forest nearest
which homeowners will most likely consider deer to be pests, and explain how the deer could have become pests.

(d) Most species of deer are known to eat many different types of plants. Other than being herbivores, identify the
category of species that explains how deer are very adaptable to new environments.

Deer are common tick hosts. Possums are hosts for young ticks and eat many of the young ticks before they can
feed. Other species such as squirrels and mice are not as effective at removing ticks.

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(e) A local homeowner proposes protecting the habitat of the possums in Forest A to reduce the tick population.
Describe a possible disadvantage or unintended consequence of the homeowner’s proposal.

(f) Homeowners living near Forest C believe deer are eating their sugar maple trees. Make a claim based on
evidence that supports or refutes the belief of these homeowners.

Some forested areas of the country have large, flat-topped boulders left behind by glaciers. The tops of the
boulders have become covered with lichens, grasses, shrubs, and even some small trees. Deer can jump onto the
top of shorter boulders to graze; however, none of the deer can jump onto the tallest boulders. Scientists sampled
vegetation from the tops of these boulders, some of which were grazed by deer and some of which were not.
Scientists observed that the most diverse plant growth occurred on the boulders that could not be reached by deer.

(g) Identify the control group for the investigation.

(h) Identify the hypothesis for the investigation.

(i) The boulders studied in the investigation described above were deposited by a glacial retreat approximately
14,000 years ago. These boulders then eroded over time to form components of the soil in the forest. Describe a
different natural occurrence that could lead to soil formation from similar initial conditions.

(j) Describe an anthropogenic occurrence that could require re-establishing a forest in an area with previously
established soil.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes the relationship between deer population and biodiversity in forest C, such as one of the following:

· In Forest C, the density of the deer population is low and the biodiversity is high.

· There is an inverse relationship between deer population and plant biodiversity.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies a plant species that is resistant to deer consumption, such as one of the following:

· Hayseed fern

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· Lush grass

· White Oak

· Eastern Hemlock

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the forest nearest which homeowners will most likely consider deer to be pests and explains how
the deer could have become pests if each of the three forests is near a different but identical housing development, such as
one of the following:

· The deer will most likely become pests near Forest A. As resources are depleted, deer may leave the boundaries of the
forest in search of food. They may eat plants growing in the yards of nearby homeowners becoming a nuisance.

· The deer will most likely become pests near Forest A. If deer are carrying ticks, the ticks could spread to the residents of
the housing development, especially because there is a high density of deer in the area.

· The deer are more likely to become pests in Forest A because they are likely to be hit by cars and cause damage to
property and lives.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the category of species, other than being herbivores, that explains how deer are very adaptable to
new environments as the deer are generalist species.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes a possible disadvantage or unintended consequence of the homeowner’s proposal of protecting the
habitat of the possums in Forest A to reduce the tick population, such as one of the following:

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· Possums could become a nuisance if the population size grows. Possums are attracted to trash, compost piles, animal
food and could set up habitat near homes.

· Possums can cause damage if they enter homes when they chew through materials to try to get out.

· Possums may transmit diseases, such as fleas, to pets or humans.

· Possums can become aggressive if threatened and could attack pets.

· If the possum population increases in could cause a change in the population of predator/prey species of the possum
which could disrupt the food chain/food web/cause a trophic cascade.

· The deer population could increase because of a decrease in ticks.

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response makes a claim based on evidence that supports or refutes the belief of homeowners living near Forest C that
deer are eating their sugar maple trees, such as one of the following:

· It is unlikely that deer are eating the homeowners’ sugar maples. There is low deer density near Forest C and there are
plenty of food resources available to the deer.

· It is unlikely that the deer are eating the homeowner’s sugar maples. There are other species that are grazed on as deer
density increases (red maples, Greenbriar vines) before sugar maples.

· It is unlikely the deer are eating the homeowners’ sugar maples. There are sugar maples in Forest C and it is more likely
the deer would eat those before venturing into homeowners’ yards.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the control group for the investigation, such as one of the following:

· The boulders that are inaccessible to deer

· The boulders that were not grazed by deer

· The high/tall boulders

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Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the hypothesis for the investigation, such as one of the following:

· As the height of boulders increases, the biodiversity of the vegetation increases.

· As the height of boulders decreases, the biodiversity of the vegetation decreases.

· If the deer cannot reach the boulders, the biodiversity increases.

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes a different natural occurrence that could lead to soil formation from similar initial conditions, such
as one of the following:

· A lava flow left behind following the eruption of a volcano is similar to bare bedrock left behind by glaciers since there
is no soil or vegetation after the lava cools.

· A landslide that leaves behind bare rock is similar to bare bedrock left behind by glaciers since there is no soil or
vegetation in the area/no surviving plants and animals.

Part J

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes an anthropogenic occurrence that could require re‑establishing a forest in an area with previously
established soil, such as one of the following:

· An abandoned farm would alter the ecosystem and would lead to succession/secondary succession.

· Clearcutting a forest would alter the ecosystem and would lead to succession/secondary succession.

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· A forest fire set by humans would burn the area and lead to secondary succession.

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FRQ_Unit 2-3

3. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific
examples.

The diagram depicts the mainland, five different islands, a geological hot spot, and the surrounding plate
boundaries in a tropical region. The table shows the plant and animal species present on each island and the main
geographic features of each island.

Plate Tectonics and Island Formation

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Island Island
Island A Island B Island D
C E
Grasses, shrubs, Lichen,
Plant Grasses, shrubs, Grasses, Grasses, shrubs, some
mangroves, flowering some
species mangroves, trees shrubs flowering plants
plants, trees grasses
Insects, A few
Insects, snails, worms, Insects, snails, worms, Insects, snails, worms,
Animal snails, small
birds, small mammals, birds, small mammals, a birds, small mammals, a
species worms, insects,
large mammals few large mammals few large mammals
birds worms
Geographic A mix of forests and Sand and Mostly grasslands with
Primarily forested Bare rock
features grasslands grass some young forests

(a) Based on the information in the diagram, identify the island that is in the earliest stage of succession.

(b) Based on the information in the diagram and the theory of island biogeography, explain why Island D has
lower biodiversity than Island A.

(c) Describe why an herbivore would be well suited to survive on Island C.

(d) Based on the diagram, identify and describe the type of plate boundary between Plate and Plate .

(e) A geologist asserts that Island A is the oldest island in the group of islands off the coast of the mainland. Make
a claim using evidence that supports or refutes the geologist’s assertion.

A class of Environmental Science students wanted to recreate a small model of an ecosystem similar to that
on Island C to aid in their study of the interactions between plants, worms, and snails. The students were exploring
how earthworms act as an important species in the cycling of nutrients. The students built three different
terrariums like the one shown below and altered the number of earthworms in each terrarium in the following
manner.

• Terrarium had zero earthworms added.

• Terrarium had five earthworms added.
• Terrarium had ten earthworms added.

One snail was added to each terrarium, and each system contained the same number of grass seedlings, the same
type of loam soil, and the same amount of water. After three weeks, the students measured the amount of
ammonia in the soil.

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Sample Island Terrarium Ecosystem

(f) Identify the control terrarium for the investigation.

(g) Identify one biotic modification that could be made to the investigation that could alter the results.

(h) Describe the role of earthworms in the cycling of nitrogen in the terrariums.

(i) Describe the role of the snail in the cycling of carbon in the terrariums.

(j) The amount of energy found in the plant matter in Terrarium was determined to be kilocalories.
Explain why the number of kilocalories measured in the plants in the terrarium is greater than the number of
kilocalories available to the snail or to the earthworm.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the island that is in the earliest stage of succession as Island E.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response explains why Island D has lower biodiversity than Island A, such as one of the following:

· Island D is smaller than Island A, so it will have fewer habitats and thus fewer species.

· Island D is farther from the mainland than Island A, so Island D will have a lower immigration rate/be able to support
fewer species/have a higher extinction rate.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes why an herbivore would be well suited to survive on Island C, such as one of the following:

· Herbivores are primary consumers that eat plants/producers, which are present on Island C.

· Grasses and shrubs are found on Island C so there would be a food source for an herbivore on Island C.

· There are fewer predators of herbivores present among the animal species on Island C, so the herbivore would be less
likely to be prey.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies and describes the type of plate boundary between Plate 1 and Plate 2, such as the following:

· A convergent boundary is shown between Plate 1 and Plate 2 because the plates are moving toward each other/pushing
against each other.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response makes a claim using evidence that supports or refutes the geologist’s assertion that Island A is the oldest
island in the group of islands off the coast of the mainland, such as one of the following:

· The geologist’s assertion is supported based on the diagram because the islands were likely formed as Plate 2 moved
over the stationary hot spot. Island A is the farthest from the hot spot, so it was likely the first island that was formed.

· Established forests also suggest Island A is in a later successional stage than the other islands indicating it is older than
the other islands supporting the geologist’s assertion.

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the control terrarium for the investigation as Terrarium 1.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies one biotic modification that could be made to the investigation that could alter the results, such as
one of the following:

· Add more/less snails

· Add more/less grass seeds

· Add a different type of plant

· Use a variety of plants

· Use different soils with different soil organisms

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response describes the role of earthworms in the cycling of nitrogen in the terrariums, such as one of the following:

· Earthworms release nitrogenous wastes in the soil. These wastes can be broken down by soil microbes or taken up by
plants.

· Earthworms mechanically break down organic matter that can more easily be decomposed by soil microbes that release
nitrogen (ammonia/ammonifiers).

· Decomposers, like earthworms, breakdown dead organic matter and release ammonia or nitrate.

· When earthworms die, they are a source of organic nitrogen for soil bacteria/fungi/decomposers.

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes the role of the snail in the cycling of carbon in the terrariums, such as one of the following:

· The snail takes in carbon through consumption; they eat plant tissues that contain carbon/organic compounds.

· During cellular respiration, snails break down organic compounds/sugars and release carbon dioxide into the
atmosphere.

· During decomposition, the snail tissue is broken down and the stored organic material is converted to carbon dioxide.

· Snail shells store carbon for longer periods of time.

Part J

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response explains why the number of kilocalories measured in the plants in the terrarium is greater than the number
of kilocalories available to the snail or to the earthworm, such as one of the following:

· The transfer of energy from one trophic level to the next is not 100% efficient. Only a small part of the energy moves

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from one level to the next.

· The plant uses some energy for survival/growth/reproduction and some energy is lost as heat energy and cannot be
passed on.

· Only a small portion of the energy in the previous trophic level will be available to the next trophic level based on the
10% rule.

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4. Populations of large terrestrial animals, such as African elephants and snow leopards, are in decline around the
world. Many of these large animals are now on the verge of extinction.

(a) Using the data provided in the table above, plot the elephant population data as points on the grid below,
placing the independent variable on the x-axis. Clearly label the axes.

(b) Calculate the percent loss of elephants in Africa from 1970 to 2000. Show all work.

(c) The International Union for Conservation of Nature (IUCN) estimates that the elephant population will decline
by 20 percent between 2015 and 2022. Use this estimate to calculate how many elephants will be left in Africa in

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2022. Show all work.

(d) Most large terrestrial mammals are K-strategists. Identify one characteristic of a K-strategist and explain how
the characteristic you identified can make these mammals prone to extinction.

(e) Identify and discuss TWO conservation strategies that could be implemented to prevent the extinction of large
terrestrial mammals, such as the African elephant or snow leopard.

Part A

2 points are earned: 1 point for correctly labeled and scaled axes and 1 point for correct plotting of data with no more
than one error.

0 1 2

The student response earns all of the following points:

2 points are earned: 1 point for correctly labeled and scaled axes and 1 point for correct plotting of data with no more
than one error.

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Part B

2 points are earned: 1 point for the correct setup and 1 point for the correct answer.

2,000,000 - 400,000 = 1,600,000

2 x 106 - 4 x 105 = 1.6 x 106

1,600,000/2,000,000 × 100 = 80%

(1.6 x 106 / 2 x 106)x 100 = 80%

0 1 2

The student response earns all of the following points:

2 points are earned: 1 point for the correct setup and 1 point for the correct answer.

2,000,000 - 400,000 = 1,600,000

2 x 106 - 4 x 105 = 1.6 x 106

1,600,000/2,000,000 × 100 = 80%

(1.6 x 106 / 2 x 106)x 100 = 80%

Part C

2 points are earned: 1 point for the correct setup and 1 point for the correct answer.

0.80 × 600,000 = 480,000 elephants 0.80 × (6 × 105)= 480,000 elephants

OR

(0.20 × 600,000 = 120,000), then 600,000 − 120,000 = 480,000 elephants

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(0.20 × (6 x 105) = 1.2 × 105), then 6 × 105 – 1.2 × 105 = 4.8 × 105 elephants

0 1 2

The student response earns all of the following points:

2 points are earned: 1 point for the correct setup and 1 point for the correct answer.

0.80 × 600,000 = 480,000 elephants 0.80 × (6 × 105)= 480,000 elephants

OR

(0.20 × 600,000 = 120,000), then 600,000 − 120,000 = 480,000 elephants

(0.20 × (6 x 105) = 1.2 × 105), then 6 × 105 – 1.2 × 105 = 4.8 × 105 elephants

Part D

2 points are earned: 1 point for a correct identification of a characteristic of a K-strategist and 1 point for an explanation
of how this characteristic makes mammals prone to extinction.

0 1 2

The student response earns all of the following points:

2 points are earned: 1 point for a correct identification of a characteristic of a K-strategist and 1 point for an explanation
of how this characteristic makes mammals prone to extinction.

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Part E

2 points are earned: 1 point for each correct discussion of a conservation strategy that was identified.

•More laws limiting hunting -> less poaching, greater animal survival

•Better enforcement of animal or habitat protection laws -> less poaching, greater animal survival

•Laws restricting or prohibiting trade of these species or their parts -> no market, less poaching

•Establishment/expansion of preserves/parks -> safe habitat in which to live and reproduce, reduce poaching

•Education about ecological value of animals -> increased public support

•Development of ecotourism industry -> creation of market for tourism, less poaching

•Tusk dyeing (elephants), horn removal (rhinos) -> devalue animal parts, less poaching

•Captive breeding programs aimed at reintroduction -> increased population or genetic diversity

•Armed protection (guards) for animals -> less poaching

•Movement of threatened species to new location -> greater survival, increased genetic diversity

0 1 2

The student response earns all of the following points:

2 points are earned: 1 point for each correct discussion of a conservation strategy that was identified.

•More laws limiting hunting -> less poaching, greater animal survival

•Better enforcement of animal or habitat protection laws -> less poaching, greater animal survival

•Laws restricting or prohibiting trade of these species or their parts -> no market, less poaching

•Establishment/expansion of preserves/parks -> safe habitat in which to live and reproduce, reduce poaching

•Education about ecological value of animals -> increased public support

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•Development of ecotourism industry -> creation of market for tourism, less poaching

•Tusk dyeing (elephants), horn removal (rhinos) -> devalue animal parts, less poaching

•Captive breeding programs aimed at reintroduction -> increased population or genetic diversity

•Armed protection (guards) for animals -> less poaching

•Movement of threatened species to new location -> greater survival, increased genetic diversity

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5. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific
examples.

The diagram depicts the mainland, five different islands, a geological hot spot, and the surrounding plate
boundaries in a tropical region. The table shows the plant and animal species present on each island and the main
geographic features of each island.

Plate Tectonics and Island Formation

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FRQ_Unit 2-3

Island Island
Island A Island B Island D
C E
Grasses, shrubs, Lichen,
Plant Grasses, shrubs, Grasses, Grasses, shrubs, some
mangroves, flowering some
species mangroves, trees shrubs flowering plants
plants, trees grasses
Insects, A few
Insects, snails, worms, Insects, snails, worms, Insects, snails, worms,
Animal snails, small
birds, small mammals, birds, small mammals, a birds, small mammals, a
species worms, insects,
large mammals few large mammals few large mammals
birds worms
Geographic A mix of forests and Sand and Mostly grasslands with
Primarily forested Bare rock
features grasslands grass some young forests

(a) Based on the information in the diagram, identify the island that is in the latest stage of succession.

(b) Based on the information in the diagram and the theory of island biogeography, explain why Island B has
more biodiversity than Island E.

(c) Describe why a generalist species would be well suited to survive on Island E.

(d) Based on the diagram, identify and describe the type of plate boundary between Plate and Plate .

(e) A geologist asserts that Island C is younger than Island D in the group of islands off the coast of the mainland.
Make a claim using evidence that supports or refutes the geologist’s assertion.

A class of Environmental Science students wanted to recreate a small model of an ecosystem similar to that
on Island C to aid in their study of the interactions between plants, worms, and snails. The students were exploring
how earthworms act as an important species in the cycling of nutrients. The students built three different
terrariums like the one shown below and altered the number of earthworms in each terrarium in the following
manner.

Terrarium had zero earthworms added.

Terrarium had five earthworms added.
Terrarium had ten earthworms added.

One snail was added to each terrarium, and each system contained the same number of grass seedlings, the same
type of loam soil, and the same amount of water. After three weeks, the students measured the amount of
ammonia in the soil.

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Sample Island Terrarium Ecosystem

(f) Identify the independent variable for the investigation.

(g) Identify one variable that was not mentioned in the description above that could affect the results of the
investigation.

(h) Describe the role of plants in the cycling of nitrogen in the terrariums.

(i) Describe the role of earthworms in the cycling of carbon in the terrariums.

(j) The amount of energy found in the plant matter in Terrarium was determined to be kilocalories.
Explain why the number of kilocalories measured in the snail in the terrarium was only kilocalories.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the island that is in the latest stage of succession as Island A.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response explains why Island B has more biodiversity than Island E, such as one of the following:

· Island B is larger than Island E, so it will have more habitats and thus more species.

· Island B is closer to the mainland than Island E, so it will have a higher immigration rate/be able to support more species
than Island E.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes why a generalist species would be well suited to survive on Island E, such as one of the following:

· Generalist species can survive well in changing habitats, like those on Island E since it is in the early stages of
succession.

· Generalists are able to feed on many different food types and are more likely to be able to feed on the few species
available on Island E.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies and describe the type of plate boundary between Plate 2 and Plate 4, such as the following:

· A divergent boundary is shown between Plate 2 and Plate 4 because the plates are moving away from each other.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response makes a claim using evidence that supports or refutes the geologist’s assertion that Island C is younger than
Island D in the group of islands off the coast of the mainland, such as one of the following:

· The geologist’s assertion is refuted based on the diagram because the islands were likely formed as Plate 2 moved over
the stationary hot spot. Island C is farther away from the hot spot than Island D, so it had to have formed before Island D
and is therefore older than Island D.

· The geologist’s assertion is accepted because Island C has fewer species and is not a far along in the successional
process as Island D.

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the independent variable for the investigation as the number of earthworms.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies one variable that was not mentioned in the description above that could affect the results of the
investigation, such as one of the following:

· Amount/intensity of Sunlight

· Soil moisture/ /texture/composition

· Humidity

· Oxygen/carbon dioxide concentration

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response describes the role of plants in the cycling of nitrogen in the terrariums, such as one of the following:

· Plants take up nitrates/nitrites and ammonia/ammonium from the soil and assimilate into proteins/plant tissue.

· Dead/decaying plant tissue is broken down by decomposers and nitrogen in plant tissues/organic compounds are
converted to ammonia/ammonium.

· Plants are a source of nitrogen containing compounds for organisms that consume them and the nitrogen is assimilated
into their tissue.

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes the role of the earthworms in the cycling of carbon in the terrariums, such as one of the following:

· The earthworms take in carbon through consumption; they eat plant/animal tissues that contain carbon/organic
compounds.

· During cellular respiration, earthworms break down organic compounds/sugars and release carbon dioxide.

· During decomposition earthworms breakdown dead plant and animal tissues and release carbon dioxide.

· Decomposition of dead earthworms by microbes breaks down tissues and releases carbon dioxide.

Part J

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response explains why the number of kilocalories measured in the snail in the terrarium was only 273 kilocalories,
such as one of the following:

· The transfer of energy from one trophic level to the next is not 100% efficient. Only a small part of the energy moves
from one level to the next.

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· The plant uses some energy for survival/growth/reproduction and some energy is lost as heat energy and cannot be
passed on.

· Energy transformations are not 100% efficient so during transfer from producers to consumers, only a small portion of
the energy in the previous trophic level was available to the next trophic level.

6. Directions: The suggested time for answering this question is about 22 minutes. Where calculations are required,
clearly show how you arrived at your answer. Where explanation or discussion is required, support your answers
with relevant information and/or specific examples.

On a field trip to two local ponds, a group of students observed a difference between the two ponds in the diversity
of worms and insect larvae living in the mud and debris near the edges of the ponds. Numerous factors, both biotic
and abiotic, influence the distribution of aquatic organisms.

a. The students decided that they would investigate some of the abiotic factors. List three water-quality tests
that could be conducted and explain what information each test provides. Include in your answers a
description of the impact of each factor on the distribution of aquatic organisms.

b. Larvae of a certain insect are found in pond A but not in pond B. Design a controlled experiment that
would help explain the observed distribution of these insect larvae. Be sure to include the following in
your design.

1. Formulate a hypothesis.

2. Identify the variable that will be manipulated.

3. Outline the field and/or laboratory procedures that will be followed. Describe what data you will
collect.

4. Discuss the possible results and relate them to the distribution of the insect.

c. What are indicator species and how are they used to assess environmental quality? Give a specific
example of such a species and its use.

Part A

5 points maximum

1 point to be awarded for each abiotic test linked with a description of what it measures; for example the nitrate test
measures the concentration of nitrates (maximum 3 tests).

For each parameter an additional point to be awarded for an "impact" statement that links it to a specific effect on
organisms. For example increased nitrate levels can lead to algal blooms and ultimately lower dissolved oxygen levels. No
credit was given for stating an organism can only survive in a specific range of nitrates. Statements so general they could
apply to numerous water quality tests were not accepted.

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0 1 2 3 4 5

The student earns five of the available points.

5 points maximum

1 point to be awarded for each abiotic test linked with a description of what it measures; for example the nitrate test
measures the concentration of nitrates (maximum 3 tests).

For each parameter an additional point to be awarded for an "impact" statement that links it to a specific effect on
organisms. For example increased nitrate levels can lead to algal blooms and ultimately lower dissolved oxygen levels. No
credit was given for stating an organism can only survive in a specific range of nitrates. Statements so general they could
apply to numerous water quality tests were not accepted.

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Part B

4 points maximum

• Hypothesis (1 point) - States a specific, testable explanation for the distribution of insect larvae.

• Variable (1 point) - Identifies one, specific independent variable.

Not accepted as too general: chemicals, pollutants, chemicals, toxin(s), pesticides, a factor

Accepted: pesticide, fungicide, herbicide

• Procedures (internal Max 3 points) - Outlines experimental procedures for:

(1 pt) manipulates the independent variable

(1 pt control group(s) present.

Data (1 pt) - Describes quantifiable data related to the

dependent variable (number of larvae, size, movement, mortality).

Elaboration (1 pt) - repeated trials, description of how other variables are controlled, etc

• Results/Discussion (1 point) - Connection of the data collected to the larvae distribution in the two ponds

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0 1 2 3 4

Student response earns four of the available points.

4 points maximum

• Hypothesis (1 point) - States a specific, testable explanation for the distribution of insect larvae.

• Variable (1 point) - Identifies one, specific independent variable.

Not accepted as too general: chemicals, pollutants, chemicals, toxin(s), pesticides, a factor

Accepted: pesticide, fungicide, herbicide

• Procedures (internal Max 3 points) - Outlines experimental procedures for:

(1 pt) manipulates the independent variable

(1 pt control group(s) present.

Data (1 pt) - Describes quantifiable data related to the

dependent variable (number of larvae, size, movement, mortality).

Elaboration (1 pt) - repeated trials, description of how other variables are controlled, etc

• Results/Discussion (1 point) - Connection of the data collected to the larvae distribution in the two ponds

Part C

3 points maximum

Definition of indicator species (1 pt) - Species whose presence or absence serves as an early warning sign of
environmental change or degradation of a natural community.

Example (1 pt) - Specific example of an indicator species

"Use" (1 pt) - Species is linked to a specific environmental change (activity, community,

physical property).

One point to be awarded if an atypical indicator species is used and an environmental change is indicated. Example: An
algal bloom indicates an increased level of phosphates.

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Indicator Species:

Accepted: songbirds, amphibians (frogs, salamanders, toads), trout, benthic invertebrates (mayfly, caddisfly, riffle beetle,
dobson fly larvae) water bird, E. coli (fecal wastes), shell fish (tissues analyzed for pesticides, heavy metals), top level
consumers (northern spotted owl, wolf, bear, mountain lion, great hornbill), Elodea, Ceratophyllum, eel grass, alligator,
lichen, dinoflagellates, fathead minnow, salmon, oysters, water penny, water pollution tolerant organisms (sludge worms,
aquatic worms, midge larvae, tubifex worms, pouch snails, blood midges). Note: "use" point was only awarded for this
last category if student notes presence of these organisms is significance in the absence of other sensitive species.

Not Accepted: canary, elephant fish (test species not used in natural environment)

0 1 2 3

The student response earns three of the available points.

3 points maximum

Definition of indicator species (1 pt) - Species whose presence or absence serves as an early warning sign of
environmental change or degradation of a natural community.

Example (1 pt) - Specific example of an indicator species

"Use" (1 pt) - Species is linked to a specific environmental change (activity, community,

physical property).

One point to be awarded if an atypical indicator species is used and an environmental change is indicated. Example: An
algal bloom indicates an increased level of phosphates.

Indicator Species:

Accepted: songbirds, amphibians (frogs, salamanders, toads), trout, benthic invertebrates (mayfly, caddisfly, riffle beetle,
dobson fly larvae) water bird, E. coli (fecal wastes), shell fish (tissues analyzed for pesticides, heavy metals), top level
consumers (northern spotted owl, wolf, bear, mountain lion, great hornbill), Elodea, Ceratophyllum, eel grass, alligator,
lichen, dinoflagellates, fathead minnow, salmon, oysters, water penny, water pollution tolerant organisms (sludge worms,
aquatic worms, midge larvae, tubifex worms, pouch snails, blood midges). Note: "use" point was only awarded for this
last category if student notes presence of these organisms is significance in the absence of other sensitive species.

Not Accepted: canary, elephant fish (test species not used in natural environment)

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7. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific
examples.

The diagram depicts the mainland, five different islands, a geological hot spot, and the surrounding plate
boundaries in a tropical region. The table shows the plant and animal species present on each island and the main
geographic features of each island.

Plate Tectonics and Island Formation

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Island Island
Island A Island B Island D
C E
Grasses, shrubs, Lichen,
Plant Grasses, shrubs, Grasses, Grasses, shrubs, some
mangroves, flowering some
species mangroves, trees shrubs flowering plants
plants, trees grasses
Insects, A few
Insects, snails, worms, Insects, snails, worms, Insects, snails, worms,
Animal snails, small
birds, small mammals, birds, small mammals, a birds, small mammals, a
species worms, insects,
large mammals few large mammals few large mammals
birds worms
Geographic A mix of forests and Sand and Mostly grasslands with
Primarily forested Bare rock
features grasslands grass some young forests

(a) Based on the information in the diagram, identify the island that is most likely to have recently experienced
the effects of a volcanic eruption.

(b) Based on the information in the diagram and the theory of island biogeography, explain why Island A has
more biodiversity than Island D.

(c) Describe why a specialist species would be well suited to survive on Island B.

(d) Based on the diagram, identify and describe the type of plate boundary between Plate and Plate .

(e) A geologist asserts that Island E is the youngest island in the group of islands off the coast of the mainland.
Make a claim using evidence that supports or refutes the geologist’s assertion.

A class of Environmental Science students wanted to recreate a small model of an ecosystem similar to that
on Island C to aid in their study of the interactions between plants, worms, and snails. The students were exploring
how earthworms act as an important species in the cycling of nutrients. The students built three different
terrariums like the one shown and altered the number of earthworms in each terrarium in the following manner.

• Terrarium had zero earthworms added.

• Terrarium had five earthworms added.
• Terrarium had ten earthworms added.

One snail was added to each terrarium, and each system contained the same number of grass seedlings, the same
type of loam soil, and the same amount of water. After three weeks, the students measured the amount of
ammonia in the soil.

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Sample Island Terrarium Ecosystem

(f) Identify the dependent variable for the investigation.

(g) Identify one abiotic modification that could be made to the investigation that could alter the results.

(h) Describe the role of snails in the cycling of nitrogen in the terrariums.

(i) Describe the role of plants in the cycling of carbon in the terrariums.

(j) The amount of energy found in the snail in Terrarium was determined to be kilocalories. Explain why
the number of kilocalories in the plant matter would be estimated to be kilocalories.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the island that is most likely to have recently experienced the effects of a volcanic eruption Island
E.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response explains why island A has more biodiversity than island D, such as one of the following:

· Island A is larger than Island D, so Island A will have more habitat and thus more species.

· Island A is closer to the mainland than Island D, so Island A will have a higher immigration rate/be able to support more
species/have a lower extinction rate.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes why a specialist species would be well suited to survive on island B, such as one of the following:

· Specialist species have specific dietary requirements/eat specific foods so an island like B would provide specialists with
a stable habitat and available food sources.

· Diversity of plants is higher on Island B, so there is an increase in food options/niche space.

· There are a number of animals that perhaps compete for food sources, so a specialist would be well-suited to reduce
competition by becoming a specialist.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies and describes the type of plate boundary between Plate 2 and Plate 5, such as the following:

· A convergent boundary is shown between Plate 2 and Plate 5 because the plates are moving toward each other/pushing
against each other.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response makes a claim using evidence that supports or refutes the geologist’s assertion that Island E is the youngest
island in the group of islands off the coast of the mainland, such as one of the following:

· The geologist’s assertion is supported based on the diagram because the islands were likely formed as plate 2 moved
over the stationary hot spot. Island E is the closest to the hot spot, so it was likely the last island that was formed.

· The presence of bare rock, lichen and grasses indicate that Island E is in the earliest stage of succession. Indicating that
the island is the youngest island supporting the geologist’s assertion.

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies the dependent variable for the investigation as the amount of ammonia in soil.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response identifies one abiotic modification that could be made to the investigation that could alter the results, such as
one of the following:

· Increase/decrease the amount of light

· Add nitrogen/phosphorus/fertilizer to the soil

· Change the soil type in the terrarium

· Increase/decrease moisture

· Increase/decrease temperature

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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FRQ_Unit 2-3

0 1

The response describes the role of snails in the cycling of nitrogen in the terrariums, such as one of the following:

· Animals like snails take up nitrogen from consumption of plants and use the nitrogen to build proteins/create animal
tissues.

· Animal waste/organic matter is broken down by decomposers and nitrogen compounds are converted to ammonium in
the soil.

· Dead snails are decomposed by microbes and ammonia is released.

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response describes the role of the plants in the cycling of carbon in the terrariums, such as one of the following:

· Plants take in carbon dioxide through photosynthesis and convert it to organic materials/sugars/plant tissue.

· Plants release carbon dioxide during cellular respiration from the breakdown of sugars/organic matter.

· Plants are consumed by herbivores/animals and carbon is moved up the food chain through organic matter.

· Dead plants are decomposed by microbes and carbon dioxide is released.

Part J

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response explains why the number of kilocalories in the plant matter would be estimated to be 3,500 kilocalories,
such as one of the following:

· The transfer of energy from one trophic level to the next is not 100% efficient. Only a small part of the energy moves
from one level to the next.

· Only a small portion of the energy in the previous trophic level will be available to the next trophic level based on the

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10% rule.

· The plant uses some energy for survival/growth/reproduction and some energy is lost as heat energy and cannot be
passed on.

8. Write your answers in the spaces provided. Refer to the figure or diagram to answer the question. Where
explanation or discussion is required, support your answers with relevant information and/or specific examples.

The zebra mussel is originally native to the Black and Caspian Seas of Asia. Zebra mussels were first detected in
the Hudson River of New York in 1991. Before the arrival of zebra mussels, the Hudson River supported
populations of native unionid mussels.

(a) Describe one way an invasive species, such as the zebra mussel, can decrease the carrying capacity for a native
species in an ecosystem.

b) Identify one characteristic of an -selected species that could increase the likelihood of the -selected species
being a more successful invasive species than -selected species.

(c) The table below shows changes in the population densities of zebra and unionid mussels from 1991-2015, in
six year intervals.

Native Unionid and Zebra Mussel Density in the Hudson River

Year Zebra Mussel Unionid Mussel

1991 0 8
1997 3,250 2
2003 2,500 2
2009 2,000 2
2015 2,750 3

(i) Based on the data shown in the table, calculate the percent change in the population density of unionid mussels
from 1991 to 1997. Show your work.

(ii) Based on the pattern shown in the table, calculate the percent change in the population density of zebra
mussels from 2009 to 2015.

(d) Scientists want to reduce the population of zebra mussels in the Hudson River.

(i) Propose a solution for reducing the zebra mussel population in the Hudson River.

(ii) Describe one potential negative ecological consequence of your proposed solution for reducing the zebra
mussel population in the Hudson River.

Part (a)

Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.

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0 1

The response describes one way that invasive species can decrease the carrying capacity for native species in an
ecosystem, such as:

Invasive species can prey on the food sources of the native species.
Invasive species can outcompete native species for resources such as food or water.
Invasive species can outcompete native species for habitat.
Invasive species can act as pathogens for the food sources of the native species, reducing the amount of
food available for the native species.

Part (b)

Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.

If the response contains more than one characteristic, only the first characteristic is scored.

0 1

The response identifies one of the characteristics of an r-selected species that could increase the likelihood of being
invasive, such as:

Higher reproductive rates

Shorter gestation periods
Thrives in disturbed/changing environments
Matures quickly
More offspring
More reproductive events in a life span
Shorter generation times

Part (c)(i)

Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.

The students must show their work for full credit. Students do not need to include units in the setup.

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0 1

The response does not show the correct setup or does not have the correct final calculation.

One point is earned for the correct setup as shown below (the equation is not necessary for credit).

One point is earned for the correct final calculation.

The unionid mussels decreased by 75%.

Part (c)(ii)

Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.

The students must show their work for full credit. Students do not need to include units in the setup.

0 1 2

The response shows the correct setup and has the correct final calculation.

One point is earned for the correct setup as shown below (the equation is not necessary for credit).

One point is earned for the correct final calculation.

The zebra mussels increased by 37%.

Part (d)(i)

Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.

0 1

The response proposes a realistic solution for reducing the zebra mussel population in the Hudson River, such as:

Introduce a predator to eat the zebra mussels

Introduce a chemical to kill the zebra mussels

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Introduce a pathogen to kill the zebra mussels

Physically remove the zebra mussels

Part (d)(ii)

Select a point value 1) to view scoring criteria, solutions, and/or examples and 2) to score the response.

0 1

The response describes one potential negative consequence to a realistic solution proposed in (d)(i) for reducing the zebra
mussel population in the Hudson River.

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