AP Biology Summer Assignment Overview -...
Transcript of AP Biology Summer Assignment Overview -...
AP Biology Summer Assignment Overview 2015 – 2016 School Year
Dear prospective AP Biology student,
Welcome to AP Biology! The AP Biology curriculum has recently been revised. The entire course now focuses
on the four “Big Ideas” below:
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.
Course outline:
http://media.collegeboard.com/digitalServices/pdf/ap/IN120084785_BiologyCED_Effective_Fall_2012_Revised_lkd.pdf
(You can just google “ap biology course description” and find the link.)
One of the main changes in the AP Biology curriculum is in the laboratory component. AP Biology students
are expected to design many of their own experiments instead of the traditional “cook-book” type labs. This is
more of an inquiry based approach to science. We will work throughout the year developing the skills
necessary to design inquiry based experiments; however, you will get started with this during the summer by
designing your own plant experiment. Please understand that this is also new for me, but we can do it!
Our AP Biology course has very high expectations, and there is little time to waste. To ensure that you are
successful in the class and on the AP Exam in May, we need to start before class begins. I hope that these
assignments will be helpful in easing the transition back to school in August and that you will take them
seriously. I do want you to have a summer break, but working a little bit each week will not hurt too much. I
also think that the assignments that I have provided are not very lengthy, but they do have to be planned out
by you.
If you have any questions or need clarification, please feel free to contact me. My email address is
[email protected]. I will check it periodically throughout the summer. Have a great summer! I look forward to
a successful year with you in AP Biology!
Sincerely,
Mr. Burrow
2015—2016 ECHS AP Biology Summer Assignment The AP Biology summer assignment has 4 purposes:
• To exercise your brain over the summer and keep it in top form so that those neurons are firing away come August, • To review major concepts and terms taught in previous science classes, • To allow you to earn strong grades to start the year out with confidence, and • To design an inquiry based experiment.
Assignment Due Dates:
Wednesday, August 26 Assignment 1: Chemistry Review due in class (daily grade)
Wednesday September 2
Assignment 2: Digital Scavenger Hunt due in class (major grade) Assignment 3: Plant Experimental Design due in class (daily grade)
ONLY the design! We will do the experiment in the Fall. Friday, September 4
Assignment 4: Scientific Root Words, Prefixes, and Suffixes notecards due in class (daily grade) I strongly suggest you start them now to save time during the busy first two weeks of school. (After the due date, each week you will be assigned a number of these terms to learn, and you will have a quiz.)
Assignment #1: Chemistry Review
Name:_____________________________
Rationale: At the beginning of the year we will jump right in and learn about biological molecules. We will not take time to review
the basic chemistry you have learned. Your assignment is to review the chemistry you will need upon entering AP Biology.
Instructions: Search YouTube for “Basic Chemistry Concepts Part I” by ThePenguinProf, and watch BOTH parts I and II.
Take notes on information that is new to you. For further information, I recommend watching the first several videos in the
“Crash Course Chemistry” series. In the first couple weeks of school, you will have a couple of quizzes over the videos and
over the following questions.
1. Which 4 elements are most common in living organisms?
2. Using the partial periodic table to the right, fill in the table
below. Atomic numbers are above each element’s symbol,
atomic masses are below. Round each atomic mass to the
nearest whole number.
Atom Atomic
Number
Atomic
Mass
Protons Neutrons Electrons
Be
C
Al
Cl -1
3. Deuterium is an isotope of hydrogen with an atomic mass of 2. Normal hydrogen atoms have an atomic mass of 1.
a) How many protons does deuterium have? ______________
b) How many neutrons? __________________
4. Draw the Lewis Dot Structure for the following elements:
a) C
b) H
c) O
d) N
5. For each of the elements in the previous question, how many covalent bonds will an atom of this element tend to
make?
6. Why (in terms of protons, neutrons, and/or electrons) are Neon and Argon considered inert or unreactive?
7. Write several sentences relating the meanings of the following terms: element, atom, compound, molecule, ion
8. When an atom or compound becomes ionized, it has gained or lost: _________________
9. Consider these three types of bonds: hydrogen, ionic, covalent.
A) Which bond is the strongest of the three? What makes it so strong?
B) Which bond is intermediate in terms of strength? Why is it weaker than the strongest?
C) Which bond is the weakest? Why? 10. H2O is water. Which type of atom in water (H or O) would have more of a negative charge, and why?
What type of covalent bond is found in water?
11. Which of these substances would contain a triple covalent bond? N2, CO2, H2, O2
Why does it contain a triple covalent bond?
12. Draw the Lewis Dot structures for Carbon (atomic number = 6) and Hydrogen (atomic # = 1).
How many hydrogen atoms would need to bond covalently with one carbon to make all the atoms happy?
Would these covalent bonds be more or less polar than the bonds in water (H2O)?
13. H+ (hydrogen with a charge of +1) is more commonly known as “a proton”. Explain why, describing this ion’s number
of protons, neutrons, and electrons.
Instructions for Video #2: Google “How radioactive isotopes track biological molecules”.
YouTube: http://www.youtube.com/watch?v=k16VeDo_jMo
14. What is a radioactive isotope?
15. Explain in your own words how radioactive isotopes can be used to determine whether phosphorus is a component of
DNA or of protein.
Assignment #2: Digital Scavenger Hunt
For this part of your summer assignment, you will be refamiliarizing yourself with science terms that we will be using at different points throughout the year. Following the instructions will be the list of terms from which you can choose. ***Take your camera/phone along with you on vacation, and you can knock these out very quickly.***
Select 40 terms.
Define all 40 of these terms.
“Collect” 40 items from the list of terms below.
When I say “collect,” I mean you should collect that item by finding it and taking a photograph (digital or paper printed) of that item. You will create a portfolio with all of the terms. You do not need to find the exact item on the list, say for example, if it is an internal part to an organism, but you must apply the term to the specimen you find and briefly explain in your document how this specimen represents the term. This can be done by adding text next to your picture in Microsoft Word. * EXAMPLE: If you choose the term “phloem,” you could submit a photograph you have taken of a plant leaf or a plant stem and then explain in your document what phloem is and specifically where phloem is in your specimen.
ORIGINAL PHOTOS ONLY: You cannot use an image from any publication or the Web. You must have taken the photograph yourself. The best way to prove that is to place an item in all of your photographs that only you could have added each time, something that you might usually have on you like a pen or a coin or a key or your phone, etc.
NATURAL ITEMS ONLY: Some specimens may be used for more than one item, but all must be from something that you have found in nature. Take a walk around your yard, neighborhood, and town. DON’T SPEND ANY MONEY! Research what the term means and in what organisms it can be found… and then go out and find one.
TEAM WORK: You may work with other students in the class to complete this project, but each student must turn in his or her own project with a unique set of terms chosen. There are 110 choices… probability says there is a very small chance that any two students will have most of the same 40 terms chosen.
DIGITAL SCAVENGER HUNT TERMS 1. adaptation of an animal 2. adaptation of a plant 3. abscisic acid 4. actin 5. amniotic egg 6. amylase 7. angiosperm 8. animal that has a segmented body 9. annelid 10. anther & filament of stamen 11. arthropod 12. archaebacteria 13. autotroph 14. auxin producing area of a plant 15. basidiomycete 16. Batesian mimicry 17. biological magnification 18. bryophyte 19. C 4 plant 20. Calvin cycle 21. carbohydrate – fibrous 22. cambium 23. cellulose 24. chitin 25. chlorophyta 26. cnidarian 27. coelomate 28. conifer leaf 29. commensalism 30. connective tissue 31. cuticle layer of a plant 32. deciduous leaf 33. deuterostome 34. dicot plant with flower & leaf 35. diploid chromosome number 36. echinoderm
37. ectotherm 38. endosperm 39. endotherm 40. enzyme 41. epithelial tissue 42. ethylene 43. eubacteria 44. eukaryote 45. exoskeleton 46. fermentation 47. flower ovary 48. frond 49. fruit – dry with seed 50. fruit – fleshy with seed 51. gametophyte 52. gastropod 53. genetically modified organism 54. gibberellins 55. glycogen 56. gymnosperm cone 57. haploid chromosome number 58. heartwood 59. hermaphrodite 60. insect 61. K-strategist 62. keratin 63. leaf – gymnosperm 64. lepidoptera 65. lichen 66. lignin 67. lipid used for energy storage 68. littoral zone organism 69. long-day plant 70. meristem 71. modified leaf of a plant 72. modified root of a plant 73. modified stem of a plant 74. monocot plant with flower & leaf
75. muscle fiber – striated 76. mutualism 77. mycelium 78. mycorrhizae 79. myosin 80. nematode 81. niche 82. nymph stage of an insect 83. parasite 84. parenchyma cells 85. phloem 86. pine cone – female 87. platyhelminthes 88. pollen 89. pollinator 90. porifera 91. prokaryote 92. protein – fibrous 93. protein – globular 94. protostome 95. pteridophyte 96. r-strategist 97. radial symmetry 98. rhizome 99. scale from animal with two-chambered heart 100. spore 101. sporophyte 102. stem – herbaceous 103. stem – woody 104. stigma & style of carpel 105. tendril of a plant 106. thorn of a plant 107. unicellular organism 108. vascular plant tissue 109. xerophyte 110. xylem **Assignment adapted from Kim Foglia 2008
Assignment #3: Plant Experimental Design
***Your job at this point is to PLAN and DESIGN the experiment that you will be doing. You will perform the
experiment when school starts.***
Design and conduct an experiment about plants. You may choose to investigate something to do with plant growth, light,
fertilizer, root development, pollination, etc. Any topic about plants is okay, but please do AP level work.
Go online and search for ideas. Don't stress about this; instead, have fun while learning! It will be okay if everything
doesn't turn out "right." This assignment is supposed to get you to think like a scientist, ask questions, and try to find
answers.
I suggest that you use plants that you can commonly find at a local nursery, Home Depot, Lowes, or sprout your own from
seeds. Some suggestions are: beans, tomatoes, peppers, petunias, or marigolds. Try to choose something hardy and
easy to grow.
You will be required to keep a Lab Notebook (Journal) for this lab. It will have the following:
Lab Notebook:
_______ All entries are dated and organized (all stages of experiment, multiple entries for data) (10)
_______ Background research about your plant topic is included; you may print some things or include web links (10)
_______ Question / problem is clearly stated (5)
_______ Hypothesis is clearly stated (5)
_______ Independent and dependent variables are clearly stated (5)
_______ Controls are described (5)
_______ Materials needed are listed (5)
_______ Procedures are clearly listed; drawings included as needed (10)
_______ Data has been recorded in a student designed chart or table (10)
_______ Analysis of data is described (10)
_______ Errors or problems encountered are indicated throughout the lab journal (5)
_______ Conclusions are clearly stated (20)
You will put a poster together at the conclusion of the experiment.
Plant Experiment
Follow these guidelines for your plant experiment. You will need to document all work by taking pictures of your materials,
location, and plants at all stages of the experiment. You will create a mini-poster presentation (based on the guidelines
given in class) that documents your experiment and monitoring. We will be presenting these in class upon completion.
You will also need to keep a lab notebook. Use this like a journal. Date and document all phases of your research,
experimental design, data collection, conclusions, errors or problems encountered and suggestions for possible future
research. Do not erase content put into lab notebooks, in order to make corrections, draw a line through what needs to be
changed (make sure you can still read the old hand writing) and rewrite near, above, or on the side of what was crossed
out. (These are college-level lab-writing skills.)
EXPERIMENTAL DESIGN
***These are the items that your summer assignment should include. You will create your own lab experimental design
using the following guidelines. Your design should look like a professional lab that you would receive from a teacher. It
should be clear enough that ANYONE could use your design to test your hypothesis.***
You should type this Experimental Design in a professional manner. It should be Arial, 12-14 point font, double-spaced.
You will do Steps 1 through 4. This experimental design will be a daily grade. Within a few days of the due date of this
assignment, you will be performing your experiment on your own at home. When you perform and complete the
experiment, you will get a major grade.
An experiment is an organized series of steps used to test a theory or an idea. Experimental design is a specific set of
steps that is organized such that the results are as valid as possible. The purpose of experimental design is to eliminate
experimental error and to ensure that the results are due to the factor or factors being tested. The experiment, based on a
testable hypothesis that was inferred from research, must be repeatable.
Student Objectives for AP Biology Labs:
• Choose which variables to investigate.
• Design and conduct experiments.
• Design their own experimental procedures .
• Collect, analyze, interpret, and display data.
• Determine how to present their conclusions.
Steps for the Plant Experiment:
Step 1: Stating the Purpose/Problem
What do you want to find out? Write a statement that describes what you want to do. It should be as specific as possible.
Often, scientists read relevant information pertaining to their experiment beforehand. The purpose/problem will most likely
be stated as a question such as: "What are the effects of______ on________?”
Step 2: Defining Variables
INDEPENDENT VARIABLE (IV) (also called the manipulated variable) — the variable that is changed on purpose for the
experiment; you may have several levels of your independent variable.
DEPENDENT VARIABLE (DV) (also called the responding variable) — The variable that acts in response to or because
of the manipulation of the independent variable.
CONSTANTS (C) — All factors in the experiment that are not allowed to change throughout the entire experiment.
Controlling constants is very important to assure that the results are due only to the changes in the independent variable;
everything (except the independent variable) must be constant in order to provide accurate results.
CONTROL GROUP - For some experiments, a control (standard of comparison for checking or verifying the results of an
experiment) is necessary. All variables must be held constant in the control group.
EXPERIMENTAL GROUP — The group(s) being tested with the independent variable; each experimental group has only
one factor different from each other, everything else must remain constant.
REPEATED TRIALS — The number of times that the experiment is repeated. The more times you repeat the experiment,
the more valid your results will be.
Step 3: Forming a Hypothesis
A hypothesis is an inferring statement that can be tested. The hypothesis describes how you think the independent
variable will respond to the dependent variable. It is based on research and is written prior to the experiment...never
change your hypothesis.
For example: The rate of the reaction will increase when the temperature increases.
Never use "I" in your hypothesis (i.e. I believe that...)
It is OK if the hypothesis is not proven by the experiment as long as an explanation is given in the conclusion.
The hypothesis is usually written in an "if then.., because..." format.
Step 4: Designing an Experimental Procedure
Select only one thing to change in each experimental group (independent variable). Change a variable that will help test
the hypothesis. The procedure must tell how the variable will be changed (what are you doing?). The procedure must
explain how the change in the variable will be measured. The procedure should indicate how many trials would be
performed (usually a minimum of 3-4). It must be written in a way that someone can replicate (copy) your experiment, in
step-by-step format.
Step 5: Results/Data
Qualitative Data is comprised of a description of the experimental results (i.e. larger, faster....). Quantitative Data is
comprised of numbers results (i.e. 5 cm, 10.4 grams)
The results of the experiment will usually be compiled into a table/chart for easy interpretation. A graph of the data
(results) may be made to more easily observe trends.
Step 6: Conclusion
What have you discovered from this experiment?
What conclusions can be made?
How does the data support your conclusion?
You should indicate any flaws in the research and errors or problems that were encountered. How could this experiment
be improved?
Scientific Root Words, Prefixes, and Suffixes Notecards These notecards will be due in the 2nd week of school. I strongly suggest you start them now to save time during the busy first two weeks of school. This assignment will be getting your Prefix/Suffix vocabulary started. You will make notecards with all terms and definitions on them. We will start on these vocabulary terms in the first few weeks of school, but you have the list ahead of time, so you could make all of your notecards ahead. You will find in this class (and when you get to college), the notecard method of studying vocabulary is very helpful. I encourage you to get into the habit of using notecards for every class that has vocabulary. Biology students are often challenged by the large amount of unfamiliar vocabulary taught in the course. However,
without a strong foundation in the science vocabulary, they will not be able to master complex biological concepts. The
words students learn become stepping-stones to the next concept – and without those words, further learning becomes
difficult, progress becomes slower and frustration results.
There is a strong correlation between reading comprehension and vocabulary development. “Teaching words well means
giving students multiple opportunities to learn how words are conceptually related to one another in the material they are
studying” (Vacca &Vacca, 2002, p. 160). The regular creation and practice with Science Vocabulary Note Cards should
become a foundation to increasing reading comprehension.
Criteria for Success: A quality set of Science Vocabulary Note Cards…
Demonstrates a student’s ORIGINAL work
Front of Card includes: the student’s initials, the word spelled correctly and a picture or diagram
Back of Card includes: a textbook definition with page number, an example of that term, and the word used in an original sentence
Front: Back:
Example:
Front: Back:
***The prefix/suffix/root word cards do not need a picture. Simply the “term” on one side and the “definition” on the other is sufficient. However, I do want you to come up with a familiar “word” or “term” with a definition on the back, as well, showing your understanding. Example--- the prefix is “cerebr” My word/term is “cerebral fluid”. The definition is “fluid from the brain”.
WORD
PICTURE/DIAGRAM
Definition - from textbook, dictionary or
notes (p.#)
Example – give an example of this term
Your Own Words - use the word in a
sentence of your own!
POPULATION
CE
Population: group of individuals of the
same species that live in the same area.
Example: All the pigeons in Newark
My Own Sentence: After leaving food on
my kitchen counter for two days, I found
two populations: ants and roaches.
Scientific Root Words, Prefixes, And Suffixes
a-, an- not, without, lacking, deficient
ab- away from, out from
-able capable of
ac- to, toward
-aceous of or pertaining to
acou-, acous- hear
ad- to, toward
aden- gland
adip- fat
aero- air
agri- field, soil
-al having the character of
alb- white
alg-, -algia pain
alto- high
ambi- both
ameb- change, alternation
amni- fetal membrane
amphi-, ampho- both
amyl- starch
ana- up, back, again
andro- man, masculine
anemo- wind
ang- choke, feel pain
angi- blood, vessel, duct
ante- before, ahead of time
anter- front
antho- flower
anti- against, opposite
antrhopo- man, human
-ap-, -aph- touch
apo-, ap- away from
aqu- water
archaeo- primitive, ancient
-ary, -arium denotes a place for something
arteri- artery
arthr- joint, articulation
-ase forms names of enzymes
aster-, astr- star
-ate verb form – the act of
anther- fatty deposit
-ation noun form – the act of
atmo- vapor
audi- hear
aur- ear
auto- self
bacter-, bactr- bacterium, stick, club
barb- beard
baro- weight
bath- depth, height
bene- well, good
bi- (Latin) two twice
bi-, bio- (Greek) life, living
-blast- sprout, germ, bud
brachi- arm
brachy- short
brady- slow
branchi- fin
brev- short
bronch- windpipe
cac-. bad
calor- heat
capill- hair
capit- head
carcin- cancer
cardi- heart
carn- meat, flesh
carp- fruit
carpal- wrist
cata- breakdown, downward
caud- tail
-cell- chamber, small room
cen-, cene- now, recent
cente- pierce
centi- hudredth
centr- center
cephal- head
cerat- horn
cerebr- brain
cervic- neck
chel- claw
chem- dealing with chemicals
chir- hand
chlor- green
chondr- cartilage
chrom-, -chrome color
chron- time
-chym- juice
-cid-, -cis- cut, kill, fall
circa-, circum- around, about
cirru- hairlike curls
co- with, together
cocc- seed, berry
coel- hollow
coll- glue
coni- cone
contra- against
corp- body
cort-, cortic- outer layer
cosmo- world, order, form
cotyl- cup
counter- against
crani- skull
cresc-, cret- begin to grow
crypt- hidden, covered
-cul-, -cule small, diminutive
cumul- heaped
cuti- skin
cyan- blue
-cycle, cycl- ring, circle
-cyst- sac, pouch, bladder
cyt-, -cyte cell, hollow container
dactyl- finger
de- away from, down
deca- ten
deci- tenth
deliquesc- become fluid
demi- half
dendr- tree
dent- tooth
derm- skin
di-, dipl- (Latin) two, double
di-, dia- (Greek) through, across, apart
dia- (Latin) day
digit- finger, toe
din- terrible
dis- apart, out
dorm- sleep
dors- back
du-, duo- two
-duct lead
dynam- power
dys- bad, abnormal, difficult
ec- out of, away from
echin- spiny, prickly
eco- house
ecto- outside of
-elle small
-emia blood
en-, endo-, ent- in, into, within
-en made of
encephal- brain
enter- intestine, gut
entom- insects
-eous nature of, like
epi- upon, above, over
-err- wander, go astray
erythro- red
-escent becoming
eso- inward, within, inner
eu- well, good, true, normal
eury- widen
ex- out of, away from
extra- beyond, outside
-fer- bear, carry, produce
ferro- iron
fibr- fiber, thread
-fid, fiss- split, divided into
-flect, -flex bend
flor- flower
flu-,fluct-,flux flow
foli- leaf
fract- break
-gam- marriage
gastr- stomach
geo- land, earth
-gen, -gine producer, former
-gene- origin, birth
-gest- carry, produce, bear
-glen- eyeball
-glob- ball, round
gloss- tongue
gluc-, glyc- sweet, sugar
glut- buttock
gnath- jaw
-gon angle, corner
-grad- step
-gram, graph record, writing
grav- heavy
-gross- thick
gymno- naked, bare
gyn- female
gyr- ring, circle, spiral
-hal-, -hale breathe, breath
halo- salt
hapl- simple
hector- hundred
-helminth- worm
hem- blood
hemi- half
hepar-, hepat- liver
herb- grass, plants
hetero- different, other
hex- six
hibern- winter
hidr- sweat
hipp- horse
hist- tissue
holo- entire, whole
homo- (Latin) man, human
homo- (Greek) same, alike
hort- garden
hydr- water
hygr- moist, wet
hyper- above, beyond over
hyph- weaving, web
hyphno- sleep
hypo- below, under, less
hyster- womb, uterus
-iae person afflicted with disease
-iasis disease, abnormal condition
-ic (adjective former)
-chthy- fish
ign- fire
in-, il-, im-, ir- not
in-, il-, im-, ir- to, toward, into
in- very, thoroughly
-ine of or pertaining to
infra- below, beneath
inter- within, inside
intra- between
-ism a state or condition
iso- equal, same
-ist person who deals with
-it is inflammation, disease
-ium refers to a part of the body
-kary- cell nucleus
kel- tumor, swelling
kerat- horn
kilo- thousand
kine- move
lachry- tear
lact- milk
lat- side
leio- smooth
-less without
leuc-, leuk- white, bright, light
lign- wood
lin- line
lingu- tongue
lip- fat
lith-, -lite stone, petrifying
loc- place
-log- word, speech
-logist one who studies
-logy study of
lumin- light
-lys, -lyt, -lyst decompose, split, dissolve
macr- large
malac- soft
malle- hammer
mamm- breast
marg- border, edge
mast- breast
med- middle
meg- million, great
mela-, melan- black, dark
-mer part
mes- middle, half, intermediate
met-, meta- between, along, after
-meter, -metry measurement
micro- small, millionth
milli- thousandth
mis- wrong, incorrect
mito- thread
mole- mass
mono- one, single
mort- death
mot- move
morph- shape, form
multi- many
mut- change
my- muscle
myc- fungus
mycel- threadlike
myriad- many
moll- soft
nas- nose
necr- corpse, dead
nemat- thread
neo- new, recent
neprho- kidney
-ner- moist, liquid
neur- nerve
noct-, nov- night
-node knot
-nom-, -nomy ordered knowledge, law
non- not
not- back
nuc- center
ob- against
ocul- eye
oct- eight
odont- tooth
-ond form, appearance
olf- smell
oligo- few, little
-oma abnormal condition, tumor
omni- all
onc- mass, tumor
oo- e gg
opthalm- eye
opt- eye
orb- circle, round, ring
-orium, -ory place for something
ornith- bird
orth- straight, correct, right
oscu- mouth
-osis abnormal condition
oste- bone
oto- ear
-ous full of
ov- egg
oxy- sharp, acid, oxygen
pachy- thick
paleo- old, ancient
palm- broad, flat
pan- all
par-, para- beside, near, equal
path-, -pathy disease, suffering
-ped- foot
-ped- child
pent- five
per- through
peri- around
permea- pas-, go
phag- eat
pheno- show
-phil- loving, fond of
phon-, -phone sound
-phore,, pher- bear, carry
photo- light
phren- mind, diaphragm
phyc- seaweed, algae
phyl- related group
-phyll leaf
physic- nature, natural qualities
phyt-,phyte plant
pino- drink
pinni- feather
plan- roaming, wandering
plasm-, -plast- form, formed into
platy- flat
pleur- lung, rib, side
pneumo- lungs, air
-pod foot
ply- many, several
por- opening
port- carry
post- after, behind
pom fruit
pre- before, ahead of time
prim- first
pro- forward, favoring, before
p[roto- first, primary
pseudo- false, deceptive
psych mind
pter- having wings or fins
pulmo- lung
puls- drive, push
pyr- heat, fire
quadr- four
quin- five
radi- ray
re- again, back
rect- right, correct
ren- kidney
ret- net, made like a net
rhag-, -rrhage burst forth
rhe-, rrhea flow
rhin- nose
rhiz- root
rhodo- rose
roto- wheel
rubr- red
sacchar- sugar
sapr- rotten
sarc- flesh
saur- lizard
schis-, schiz- split, divide
sci- know
scler- hard
-scop- look, device for seeing
-scribe, -script write
semi- half, partly
sept- partition, seven
-septic infection, putrefaction
sess- sit
sex- six
-sis condition, state
sol- sun
solv- loosen, free
som-, somat-, -some body
somn- sleep
son- sound
spec-, spic- look at
-sperm- seed
-spher- ball, round
spir-, -spire breathe
-spor- seed
stat-, -stasis standing, placed, staying
stell- stars
sten- narrow
stern- chest, breast
stom-, -stome mouth
strat- strato- bed, blanket
stereo- solid, 3-dimensional
strict- drawn tight
styl- pillar
sub- under, below
super-, sur- over, above, on top
sym-, syn- together
tachy- quick, swift
tarso- ankle
tax- arrange, put in order
tele- far off, distant
telo- end
terr- earth, land
tetr- four
thall- young shoot
-the-, -thes- put
-thel- cover a surface
therm- heat
-tom- cut, slice
toxico- poison
top- place
trache- windpipe
trans- across
tri- three
trich- hair
-trop- turn, change
-troph- nourishment, one who feels
turb- whirl
-ul-, -ule diminutive, small
ultra- beyond
uni- one
ur- urine
-ura tail
vas- vessel
vect- carry
ven-, vent- come
ventr- belly, underside
-verge turn, slant
vig- strong
vit-, viv- life
volv- roll, wander
-vor- devour, eat
xanth- yellow
xero- dry
xyl- wood
zo-, -zoa animal
zyg- joined together
zym- yeast
Collect School Supplies Please use the summer time to get your school supplies early. Have these supplies ready to go on Day 1 of class. Materials: REQUIREMENT LIST FOR AP BIOLOGY CLASS 2015-2016
3-ring binder with dividers (you probably want a “big” binder)
Standard size, loose leaf notebook paper
Pencils with erasers
Colored pencils
Graph paper
Black ink pens
Access to the internet & Microsoft office (Word, PowerPoint)
Jump Drive
3X5 Index Cards
3X5 Index Card box
Ruler *Optional
Latex/nitrile gloves for lab
5 Steps to a 5 AP Biology *(Recommended, not required)