Strive for a 5: Preparing for the AP® Environmental Science Exam by Andrew Friedland; Rick Relyea; Suzanne Carmody; Courtney Mayer; Elisa McCracken - Third Edition, 2019 from Macmillan Student Store

Strive for a 5: Preparing for the AP® Environmental Science Exam

Third Edition ©2019 Andrew Friedland; Rick Relyea; Suzanne Carmody; Courtney Mayer; Elisa McCracken

Strive for a 5: Preparing for the AP® Environmental Science Examination is a workbook designed to help students evaluate their understanding of the material covered in the student textbook, to reinforce key concepts, and to prepare students for success on the AP® Environmental Science Exam....
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Strive for a 5: Preparing for the AP® Environmental Science Exam by Andrew Friedland; Rick Relyea; Suzanne Carmody; Courtney Mayer; Elisa McCracken - Third Edition, 2019 from Macmillan Student Store

Aligned to the updated 2019-2020 AP® Environmental Science Curriculum Framework

Strive for a 5: Preparing for the AP® Environmental Science Examination is a workbook designed to help students evaluate their understanding of the material covered in the student textbook, to reinforce key concepts, and to prepare students for success on the AP® Environmental Science Exam. There are two sections in the Strive for a 5, a study guide section and a test preparation section. The study guide contains a detailed reading guide for students to use as they study the chapter with between 100 and 200 comprehension questions per chapter. There are also vocabulary exercises, math practice problems, and review questions, as well as FRQ practice questions and two full practice cumulative exams.

Features

Study Guide
The study guide section is organized by chapter. As each chapter is covered in your class, you can use the study guide to help you identify and reinforce the important concepts in environmental science. Each chapter contains the following features:

  • Chapter and Module Opening Material: Before you read the chapter, preview the chapter’s key topics, the opening case study, and “Do the Math” boxes. Module exercises begin with a list of learning goals.
  • Key Terms: The key terms you will need to understand and be able to discuss are listed here, in order of presentation in the module. You should consider creating flashcards for each key term.
  • While You Read: Answer these questions to help you actively read each module. This will aid in your understanding and retention of the material you’re covering. Questions in this section are designed to help you focus on and start applying the key concepts you should master after reading the unit.
  • Practice the Math: Do these problems to reinforce the important math skills introduced in the “Do the Math” boxes in the chapter.
  • Review Key Terms: At the end of each module, test your knowledge of new key terms.
    Check Your Understanding: At the end of the chapter, review and practice the important concepts by answering these questions.
  • Practice for Free-Response Questions: Answer these questions to help you remember and apply chapter material, in preparation to answer full free-response questions.
  • Review and Reflect: Solidify your knowledge of chapter material and create exam study tools you will use throughout the course.
  • Unit Multiple-Choice Review Exams: Test your understanding and retention at the end of each unit with a multiple-choice exam containing 20-30 questions.

Test Preparation
After the chapter-by-chapter study section, you will find two full-length exams with 80 multiple-choice and free-response questions, like the actual exam. After completing the practice exams, check the answers and look closely at the questions you answered incorrectly. Be sure to spend extra time with the material that you find challenging.

New to This Edition

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Table of Contents

Andrew Friedland

Andrew Friedland is the Richard and Jane Pearl Professor in Environmental Studies at Dartmouth College and co-author of the Environmental Science for the AP Course, 3e® textbook series. He was the founding chair of the AP® Test Development Committee (College Board®) for Environmental Science. He has a strong interest in high school science education, and in the early years of AP® environmental science he participated in many trainer and teacher workshops. For more than 15 years, Andy has been a guest lecturer at various Advanced Placement® Institutes for Secondary Teachers and in high school APES classrooms. He also served on the College Board AP® Environmental Science Curriculum Development and Assessment Committee. Andy regularly teaches introductory environmental science and energy courses at Dartmouth and has taught courses in forest biogeochemistry, global change, and soil science, as well as study abroad courses in Kenya. He created an online introductory environmental science course that is accessible through edX.org and YouTube. Andy received a BA degree in both biology and environmental studies, and a PhD in earth and environmental science, from the University of Pennsylvania. For almost four decades, he has been investigating the effects of air pollution on the cycling of carbon, nitrogen, and lead in high-elevation forests of New England and the Northeast. During the last decade, he has examined the impact of increased demand for wood as a fuel, and the subsequent effect on carbon stored deep in forest soils. Andy has served on panels for the National Science Foundation, USDA Forest Service, and Science Advisory Board of the Environmental Protection Agency. He has authored or coauthored 80 peer-reviewed publications and one other book, Writing Successful Science Proposals, Third Edition (Yale University Press). In 2015, he was named a Fellow of the American Association for the Advancement of Science. Andy is passionate about saving energy and at his home has installed a 4 kW photovoltaic tracker that follows the sun during the day.

Rick Relyea

Rick Relyea is the David Darrin Senior ‘40 Endowed Chair in Biological Sciences and the director of the Darrin Freshwater Institute at Rensselaer Polytechnic Institute. He received a BS in environmental forest biology from the SUNY College of Environmental Science and Forestry, an MS in wildlife management from Texas Tech University, and a PhD in ecology and evolution from the University of Michigan. He has authored more than 200 scientific articles and book chapters and presented research seminars throughout the world. Rick was a professor at the University of Pittsburgh for 15 years, where he was named the Chancellor’s Distinguished Researcher and received the Tina and David Bellet Teaching Excellence Award. In 2014, he moved to Rensselaer Polytechnic Institute to direct The Jefferson Project, which is the most technologically advanced research endeavor to study freshwater lakes. Rick has a strong interest in high school education, including hosting high school science teachers who conduct research in his laboratory. He is co-author of Environmental Science for the AP® Course, also published by BFW publishers.

Suzanne Carmody

Courtney Mayer

Elisa McCracken

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