AP Biology Summer Assignment - Immaculate High School · AP Biology Summer Assignment 2016 –...

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2016-2017 AP Biology Summer Assignment Immaculate High School Mrs. Henry Room 312 Welcome to AP Biology! The two main goals of AP Biology are to help you develop a conceptual framework for modern biology and to gain a deeper appreciation of science as a process (as opposed to an accumulation of facts). Because of the rapid pace of learning in the life sciences our primary emphasis is on developing an understanding of unifying concepts that connect the major topics of biology. The AP Biology Curriculum centers around the four Big Ideas and you will need to not only know these but also understand how they all relate to every aspect of biology: - Big Idea 1: The process of evolution drives the diversity and unity of life. - Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. - Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes. - Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties. What to do before the first day of school: AP Biology was designed by a select group of college professors and high school science teachers to be equivalent to an introductory college biology course. Visit the College Board site (below) to explore what an AP Biology course is like: o https://apstudent.collegeboard.org/exploreap?affiliateId=apcentral&bannerId=exploreap1 AP Biology Summer Assignment 2016 Mandatory Assignment #1 First, I would like to know a little about who you are so your first assignment is to send me an email. I will reply so you have electronic record that your assignment was received. Here is what I would like you to email me at [email protected] before the end of July: Subject Line: AP Biology 16-17 Body: Your full name (& nickname that you go by if you have one) & stuff about you! 1. What other science classes have you taken? Are planning to take next year? 2. What do you like to do (hobbies, sports, music, interests, etc.)? 3. Do you have a job or plan on getting a job next year? What kind? 4. What are your personal strengths when it comes to learning new material? 5. What causes you to struggle in a course? 6. What is the most effective way for you to prepare for a test? 7. How many AP classes have you taken so far? 8. How many AP classes are you taking this year (please list)? 9. Was there anything that you liked or disliked about your earlier biology class? 10. What are you looking forward to the most in AP Biology? 11. What are you most anxious about in AP Biology? 12. Why are you taking AP Biology? What do you hope to accomplish/gain?

Transcript of AP Biology Summer Assignment - Immaculate High School · AP Biology Summer Assignment 2016 –...

2016-2017 AP Biology Summer Assignment Immaculate High School

Mrs. Henry Room 312

Welcome to AP Biology!

The two main goals of AP Biology are to help you develop a conceptual framework for modern biology and to gain a deeper appreciation of science as a process (as opposed to an accumulation of facts). Because of the rapid pace of learning in the life sciences our primary emphasis is on developing an understanding of unifying concepts that connect the major topics of biology. The AP Biology Curriculum centers around the four Big Ideas and you will need to not only know these but also understand how they all relate to every aspect of biology:

- Big Idea 1: The process of evolution drives the diversity and unity of life.

- Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.

- Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.

- Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.

What to do before the first day of school:

AP Biology was designed by a select group of college professors and high school science teachers to be equivalent to an introductory college biology course. Visit the College Board site (below) to explore what an AP Biology course is like:

o https://apstudent.collegeboard.org/exploreap?affiliateId=apcentral&bannerId=exploreap1

AP Biology Summer Assignment 2016 – Mandatory Assignment #1

First, I would like to know a little about who you are so your first assignment is to send me an email. I will reply so you have electronic record that your assignment was received. Here is what I would like you to email me at [email protected] before the end of July:

Subject Line: AP Biology 16-17 Body: Your full name (& nickname that you go by if you have one) & stuff about you!

1. What other science classes have you taken? Are planning to take next year?

2. What do you like to do (hobbies, sports, music, interests, etc.)? 3. Do you have a job or plan on getting a job next year? What kind? 4. What are your personal strengths when it comes to learning new material? 5. What causes you to struggle in a course? 6. What is the most effective way for you to prepare for a test? 7. How many AP classes have you taken so far? 8. How many AP classes are you taking this year (please list)? 9. Was there anything that you liked or disliked about your earlier biology class? 10. What are you looking forward to the most in AP Biology? 11. What are you most anxious about in AP Biology? 12. Why are you taking AP Biology? What do you hope to accomplish/gain?

AP Biology Summer Assignment 2016 – Mandatory Assignment #2 Chapter Intro

AP Biology is a very rigorous course designed to introduce you to one of the most fascinating and useful of all modern sciences. Due to the large amount of material that needs to be covered during the year, a summer reading/research assignment is essential. This component of your summer assignment will require you to use your previous knowledge and the internet to research the introductory topics.

The answers can be found online. What you get out of this class will be based on what you are willing to

put into the class. Students who have performed most successfully on the AP exam are those students who are willing to work steadily throughout the summer and school year and who are willing to work independently to gain a deeper knowledge of the curriculum from what will be covered in class.

The Chapter Explorations component of your summer assignment should be placed in either a one-inch or

one and a half inch diameter three-ring binder with tabbed and labeled dividers. You should type all of the questions and write your answers, by hand, below the questions. DO NOT PUT THE QUESTIONS ON ONE PAGE AND THE ANSWERS ON ANOTHER PAGE. A suggestion is to look over the questions first and estimate the amount of space that you will need for each answer. Then, insert spaces between the questions before you print them. Write neatly; if I can’t read your writing I can’t give you credit for your answers.

Unit 1: Chemistry and Cells

1. Ch. 2 -Use illustrations to describe how the structure of a water molecule allows it to form hydrogen bonds with other water molecules.

2. Ch. 3 - We are called “carbon-based life-forms.” What about the carbon atom makes it an ideal atom to form the “backbone” or skeleton for most biological compounds?

3. Ch. 3 - Fill in the blanks in the table describing the 4 main groups of organic compounds in living things.

Compound Carbohydrates Lipids Proteins Nucleic Acids

Atoms found in all members of this group

C,H,O,N,P

Major purposes Longterm energy

storage, regulation Regulation, transport, protection, structural support

Examples Sugars, Starches, Cellulose, Chitin

5. Ch. 4 – Describe the similarities and differences between prokaryotic and eukaryotic cells. Then, select 3 eukaryotic cell organelles that you think you will enjoy studying. For each one, draw and explain the function of this organelle and tell what you find most interesting about it.

6. Ch. 5 – Describe the differences between passive and active transport. For each of these types of cell transport,

describe several different examples AP Biology Summer Assignment 2016 – Mandatory Assignment #3 Biology Prefixes and Suffixes Because vocabulary in this course can be a stumbling block, you need to take some time to review the scientific Latin/Greek roots that form many of our scientific terms. o Print and complete the Biology Prefixes and Suffixes. Some of these should have been learned in your Biology class so hopefully most of them will just be review. It will make life in AP Biology much easier if you KNOW these prefixes and suffixes.

AP Biology Summer Assignment 2016 – Mandatory Assignment #4 Review

Complete the review packet attached and have it ready to turn in on DAY ONE of the 2016- 2017. The new AP biology curriculum stresses the importance of being able to analyze and graph data. Graphing exercises are located at the end of this packet.

AP Biology Summer Assignment 2016 – Optional Assignment #5 Summer Scavenger Hunt

Complete the task listed, and provide the appropriate documentation (indicated in parentheses). For every five that you complete and document successfully, you will earn five bonus points on your first course exam.

1. See a movie in a theater. (ticket stub needed) 2. Feed three different species of birds. (photos needed) 3. Grow a plant. (living plant brought to class on day 1)

4. Go to two state parks and take a walk. (photos AND maps needed) 5. Visit a Zoo. (photo AND ticket stub needed) 6. Visit an Observatory. (photo AND ticket stub needed) 7. Go to a water-based amusement park. (photo AND ticket stub needed) 8. Go to the Ocean. Collect sand in a jar. (jar of sand AND photo needed)

9. Sleep outside,underneath the stars. (photo needed) 10. Find an animal in the wild (no dangerous ones!). (photo of animal AND photo of you standing where the

animal was) 11. Read more than one book. (list, photos, AND 3 sentence summaries needed) 12. Play a board game (photo needed) 13. Set up a geocaching tournament for you and your friends. (photo and map) 14. Identify three species of trees in your neighborhood. (leaves & genus/species of each needed). 15. Hold five earthworms OR two slugs. (photo needed)

Summer Assignment Overview Checklist

Finally, be prepared for an exam during the first couple of days of school!!! This exam will be on Chemistry and some common biology terms (made from the prefixes and suffixes that you went over on the summer assignment).

Task #

Due Date

Task Description

Objective

Check it off when complete

1

July 31st

Mandatory Assignment #1 - Letter of introduction email sent to me

So I can begin to get to know you as a student.

2

First day of class

Mandatory Assignment #2 – Chapter Explorations Assignment

To review prior knowledge

3

First day of class

Mandatory Assignment #3 – Biology Prefixes and Suffixes Assignment

(Biology Prefixes and Suffixes sheets attached)

To offer additional practice regarding scientific prefixes and suffixes you will frequently come across in AP Biology this next school year.

4

First Day of class

Mandatory Assignment #4 – Science Review Packet (Graphing and Data Analysis Packet attached)

To offer additional practice and a tutorial on Scientific thinking and Statistical Analysis in Biology.

5

First Day of class

OPTIONAL ASSIGNMENT Summer Scavenger Hunt

Have some fun this summer... you deserve it and you will need the rest!

Name ______________________________Date ______________

Biology Prefixes and Suffixes-The Language of Science

The main reason students find it difficult to understand science is because of all the hard to write, spell and read words. Actually, scientific vocabulary is a mix of small words that are linked together to have different meanings. If you learn the meanings of the little words, you'll find scientific vocabulary much easier to understand. Find the mean to the following Greek/Latin root words.

Word Meaning

a / an

meso

leuco

aero

anti

amphi

aqua / hydro

arthro

auto

bi / di

bio

cephal

chloro

chromo

cide

cyto

derm

haplo

ecto (exo)

endo

epi

gastro

genesis

herba

hetero

homo

ov

kary

neuro

Word Meaning

hemo

hyper

hypo

intra

-itis

lateral

-logy

-lysis

-meter

mono

morph

micro

macro

multi / poly

pod

-phobia

-philia

proto

photo

psuedo

synthesis

sub

troph

therm

tri

zoo, zoa

-tropism

-taxis

-stasis

Once you have completed the table on the previous page, use it to develop a definition, in your own words, for each of the following terms.

1. Hydrology

2. Cytolysis

3. Protozoa

4. Epidermis

5. Spermatogenesis

6. exoskeleton

7. Abiotic

8. Pathogen

9. psuedopod

10. Hemophilia

11. Endocystosis

12. herbicide

13. Anaerobic

14. Bilateral

15. autotroph

16. Monosaccharide

17. Arthropod

18. polymorphic

19. Hypothermia

20. Biogenesis

soma

saccharo

primi / archea

phyll

zyg / zygous

phago

path / pathy

sym / syn

Science Skills Review Packet This is a review of basic science skills, including graphing, chemistry and biology– we will not spend mush class time on all these concepts, as they should have been learned already. Please make sure that you know them and if not, be sure to study through them. Please hand write in pencil or pen. Chemistry Review:

1. Contrast the term element with compound.

2. Know the symbols of the following elements and their charge: a. Carbon:

b.Hydrogen:

c. Oxygen:

d.Nitrogen:

e. Phosphorus:

f. Sulfur:

3. Label the diagram below and define the terms that you label.

4. Contrast the terms atomic mass and atomic number.

5. What determines interactions between atoms? Why are valence electrons important?

6. Define the following terms: a. Chemical bond

b.Covalent bond

c. Nonpolar covalent bond

d.Polar covalent bond

7. Know both the molecular formula for the following compounds.

a. Oxygen gas

b. Carbon dioxide

c. Glucose

d. Nitrogen gas

e. Ammonia

f. Water (you would be surprised at how many people missed this!!!)

8. How do ionic bonds compare with covalent bonds?

9. What are hydrogen bonds

10. Define the following terms:

a. Solute

b. Solvent

c. Aqueous solution

d. Hydrophilic

e. Hydrophobic

f. Molarity

11. What defines an acid and a base?

12. What is special about carbon that makes it the central atom in the chemistry of life?

Biology Review: 13. Define the following:

a. Biology:

b. Hypothesis:

c. Observation:

d. Homeostasis:

14. What are the main characteristics of life (minimum of 5)?

15. Scientists are testing a new pain reducing drug in a trial with 50 patients. Group A gets the drug while group B gets a placebo pill. Level of pain is being recorded for each patient.

a. What is the control group:

b. Experimental group:

c. Independent variable:

d. Dependent variable:

16. Using the picture to the right:

a. Explain equilibrium:

b. Label the most concentrated side of the

membrane in the first picture.

17. Complete the diagram comparing DNA and RNA:

18. Label each number on the following

pictures:

19. The tall allele, T, is dominant to the short allele, t, in Mendel’s pea plants. You examine a pea plant that has a phenotype of short. What is its genotype?

20. If two plants with the genes Tt and Tt breed, what are the possible genes of their children? (Hint: create a punnett square)

1. 8.

2. 9.

3. 10.

4. 11.

5. 12.

6. 13.

7. ---------- 14.

A. B. C. D. E.

AB. AC. AD. AE. BC.

Graphing Practice Graphing is an important procedure used by scientists to display the data that is collected during a controlled

experiment. Line graphs must be constructed correctly to accurately portray the data collected. Many times the

wrong construction of a graph detracts from the acceptance of an individual’s hypothesis

A graph contains five major parts:

a. Title

b. The independent variable

c. The dependent variable

d. The scales for each variable

e. A legend

The TITLE: depicts what the graph is about. By reading the title, the reader should get an idea about the graph.

It should be a concise statement placed above the graph.

The INDEPENDENT VARIABLE: is the variable that can be controlled by the experimenter. It usually

includes time (dates, minutes, hours, etc.), depth (feet, meters), and temperature (Celsius). This variable is

placed on the X axis (horizontal axis).

The DEPENDENT VARIABLE: is the variable that is directly affected by the independent variable. It is the

result of what happens because of the independent variable. Example: How many oxygen bubbles are produced

by a plant located five meters below the surface of the water? The oxygen bubbles are dependent on the depth

of the water. This variable is placed on the Y-axis or vertical axis.

The SCALES for each Variable: In constructing a graph one needs to know where to plot the points

representing the data. In order to do this a scale must be employed to include all the data points. This must also

take up a conservative amount of space. It is not suggested to have a run on scale making the graph too hard to

manage. The scales should start with 0 and climb based on intervals such as: multiples of 2, 5, 10, 20, 25, 50, or

100. The scale of numbers will be dictated by your data values.

The LEGEND: is a short descriptive narrative concerning the graph's data. It should be short and concise and

placed under the graph.

The MEAN for a group of variables: To determine the mean for a group of variables, divide the sum of the

variables by the total number of variables to get an average.

The MEDIAN for a group of variables: To determine median or “middle” for an even number of values, put

the values in ascending order and take the average of the two middle values. e.g. 2, 3, 4, 5, 9, 10 Add 4+5

(2 middle values) and divide by 2 to get 4.5

The MODE for a group of variables: The mode for a group of values is the number that occurs most frequently.

e.g. 2, 5, 8, 2, 6, 11 The number 2 is the mode because it occurred most often (twice)

Rules and Tips for Graphing:

1. Always use a pencil to draw your graph. It’s easier to fix mistakes (Or use Excel!).

2. Always draw lines with a ruler. Do not freehand. Use at least half of your paper for the graph.

3. Make sure Independent Variable is on the X-axis and Dependent Variable is on the Yaxis.

4. Include all parts: Title, Axis Labels WITH Units, Legend

5. If you are graphing multiple subjects, use different colored or patterned lines and explain what they are in the

legend.

6. Choose an appropriate graph to explain your data. Examples:

a. LINE: Measuring a change in something over time

b. BAR: Comparing individuals to each other with only one data point.

c. PIE: Show percentages that add up to 100%.

PROCEDURE 1: Using the following data, answer the questions below and then construct a line graph.

Depth in meters Number of Bubbles / minute Plant A Number of Bubbles / minute Plant B

2 29 21

5 36 27

10 45 40

16 32 50

25 20 34

30 10 20

1. What is the dependent variable and why?

2. What is the independent variable and why?

4. What are the mean, median, and mode of all 3 columns of data? a). Depth : Mean____________Median__________Mode________

b). Bubble Plant A.: Mean ____________Median_________Mode________

c). Bubbles Plant B: Mean ____________Median_________Mode________

Title:

5. Come up with an explanation for the data in this graph, including the varying rates in plant A and B.

LEGEND:

PROCEDURE 2:

Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not enough insulin

being produced by these cells, the amount of glucose in the blood will remain high. A blood glucose level

above 140 for an extended period of time is not considered normal. This disease, if not brought under

control, can lead to severe complications and even death.

Answer the following questions concerning the data below and then graph it.

Time After Eating hours Glucose ml / Liter of Blood Person A Glucose ml / Liter of Blood Person B

0.5 170 180

1 155 195

1.5 140 230

2 135 245

2.5 140 235

3 135 225

4 130 200

1. What is the dependent variable and why?

2. What is the independent variable and why?

4. Which, if any, of the above individuals (A or B) has diabetes?

5. What data do you have to support your hypothesis?

6. If the time period were extended to 6 hours, what would the expected blood glucose level for Person

B?

Title:

LEGEND:

7. What conclusions can be determined from the data in graph 2?

PROCEDURE 3:

The chart to the right is the raw data of the ml of water expelled

by the contractile vacuole of a bacteria in different types of

solutions.

This data was then summarized using averages in the table

below.

Solution Baseline Saline Deionized

Average (in mL) 16.4 7.30 25.87

Standard deviation (error) 6.10 3.43 5.23

1. Construct a bar graph of the amount of water expelled for each

solution type.

2. Each group has an error value or “standard deviation”. Show this

on your graph using lines above and below each bar. Use the

example to the right of “Experiment 1” as a guide.

1. Why are averages used to construct graphs?

2. What does “standard deviation” mean?

3. Come up with a possible hypothesis to explain the data.

LEGEND:

.