AP Biology Summer Assignment

Transcription

1 AP Biology Summer Assignment WELCOME TO AP BIOLOGY! I hope you are looking forward to an interesting year. Since this is a college level course, it will be rigorous and will require a lot of extra work inside the classroom and out. To get us off to a great start and to help us cover the huge amount of material required by the Advanced Placement Biology curriculum, the following 6 assignments will get a few things out of the way for other stuff. It will be collected on the first day of school. Don t wait until school starts to finish the assignment. You will have a quiz on chapters 1,2 and taxonomy, first meeting of the second week of school. I will periodically check my school during the summer; so if you have any questions, let me know! shannon.creviston@fresnounified.org Enjoy your free time. Once school starts it will be limited! Check List 1. Check out book from library. 2. Answered questions from chapter Finished Taxonomy Questions. 4. Read and Review Scientific Article 5. Complete the Cladogram worksheet 6. Contacted Mrs. Creviston during the summer, just to make her feel needed. 7. Go to one movie 8. Sponge Bob Safety Rules Chapter 1: Introduction, Themes in the Study of Life 1. Diagram the hierarchy of structural levels in biology. 2. Explain how the properties of life emerge from complex organization. 3. Describe 7 emergent properties associated with life. 4. Distinguish between prokaryotic and eukaryotic cells. 5. List and distinguish the 3 Domains of Life. 6. Briefly describe the 4 Kingdoms found in the Domain Eukarya. 7. Briefly describe how Darwin s ideas contributed to the conceptual framework of biology. 8. Outline the scientific method. 9. Define Key Terms: population, community, ecosystem, biome, hypothesis, control group, variable, experimental group, theory

2 Chapter 2: The Chemical Context of Life (Since most of you have just completed a chemistry course, these questions should be easy for you!) 1. State 4 elements essential to life that make up 96% of living matter. 2. Describe the structure of an atom. 3. Distinguish between atomic number, atomic weight, mass number, and valence. 4. Explain why radioisotopes are important to biologists. 5. Describe the formation of a hydrogen bond and explain how it differs from a covalent or ionic bond. Chapter 3: Water and the Fitness of the Environment 1. Describe how water contributes to the fitness of the environment to support life. 2. Describe the structure and geometry of a water molecule. 3. Draw 5 water molecules hydrogen-bonded together and indicate the slight negative and positive charges that account for the formation of hydrogen bonds. 4. Describe the biological significance of the cohesiveness of water. 5. Explain how water s high specific heat, high heat of vaporization, and expansion upon freezing affect both aquatic and terrestrial ecosystems. 6. Explain how the polarity of water makes it a versatile solvent. 7. A.How many grams of lactic acid (C 3H 6O 3) are in a 0.5M solution of lactic acid? B. How many grams of salt (NaCl) must be dissolved in water to make 2 liters of a 2M salt solution? 8. Explain how acids and bases directly or indirectly affect the hydrogen ion concentration of a solution. 9. Using the bicoarbonate buffer system as an example, explain how buffers work. 10. Key Terms: hydrophilic, hydrophobic, cohesion, adhesion, solution, solvent, solute, surface tension Chapter 4: Carbon and the Molecular Diversity of Life 1. What is organic chemistry? 2. Explain why carbon atoms are the most versatile building blocks of molecules. 3. Describe how carbon skeletons may vary, and explain how this variation contributes to the diversity and complexity of organic molecules. 4. Distinguish between structural, geometric, and stereoisomers. 5. List and draw the major functional groups. 6. Key Terms: isomers, functional groups, aldehyde, ketone, amines, thiols

3 Chapter 5: The Structure and Function of Macromolecules 1. List the four main types of macromolecules 2. Describe the characteristics of carbohydrates and list the 3 main types. 3. Define a glycosidic linkage and give an example of one. 4. Describe the importance of polysaccharides. 5. Explain the difference between starch, cellulose, and glycogen. 6. Explain what distinguishes lipids from the other major classes of macromolecules. 7. List the unique properties of the 3 major groups of lipids: fats, phospholipids, and steroids. 8. Identify an ester linkage and how it is formed. 9. Distinguish between a saturated and unsaturated fat. 10. Describe the characteristics of proteins. 11. Explain what an amino acid is and how they make up proteins. 12. Explain what a peptide bond is and how it is formed. 13. List the 4 major types of protein conformations (levels) and describe each. 14. Explain how proteins may be denatured. 15. Define the characteristics of nucleic acids. 16. List the major components of a nucleotide. 17. Distinguish between a purine and a pyrimidine. 18. Key Terms: monomer, polymer, dehydration synthesis (condensation synthesis), hydrolysis, chitin Scientific Article Find a biological science article from a recent publication (within the last year). The article can be of any length but you must attach a copy. Once you have read and understood the article, cite it appropriately, summarize it in one paragraph, explain the significance of the article in a second paragraph, and why you chose it in a third. (These 3 paragraphs should not take up more than one page total!)

4 Taxomony 1. Look up Panthera tigris, Panthera leo and Panthera pardus on the internet. What are they? a. The first word in their scientific names are the same. Are they the same? b. Are they alike? c. The first name refers to what Scientists have called a group genus. The second name is called a species name. d. So, how many words in a scientific name? e. What does the first name tell you? f. What does the second name tell you? 2. Look at the way scientific names are written. a. Ex: Homo sapiens Gorilla gorilla Amoeba proteus Plasmodium falcapurm Canis lupus b. Looking at the names, what are the rules for writing scientific names? 3. If a wolf has the scientific name Canis lupus, what do you think your dog s genus name might be? 4. Who was the man who developed this system of naming? 5. Scientists have been screwing around with taxonomy for years. They now have all living organisms divided into three Domains: Bacteria, Archaea, and Eukarya. Tell me a little about each Domain.(pg 536) 6. What domain are you found in and what other types of organisms do you share this domain with?

5 Sponge Bob Safety Rules The Bikini Bottom gang has been learning safety rules during science class. Read the paragraphs below to find the broken safety rules and number and underline each one. How many can you find? On the back of your sheet, write the number and the CORRECT safety procedure that should have been used. SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had learned in science class. The teacher passed out the materials and provided each person with an experiment book. SpongeBob and Gary flipped through the book and decided to test the properties of a mystery substance. Since the teacher did not tell them to wear the safety goggles, they left them on the table. SpongeBob lit the Bunsen burner, and then reached across the flame to get a test tube from Gary. In the process, he knocked over a bottle of the mystery substance and a little bit splashed on Gary. SpongeBob poured some of the substance into a test tube and began to heat it. When it started to bubble he looked into the test tube to see what was happening and pointed it towards Gary so he could see. Gary thought it smelled weird so he took a deep whiff of it. He didn t think it smelled poisonous and tasted a little bit of the substance.

6 They were worried about running out of time, so they left the test tube and materials on the table and moved to a different station to try another experiment. Patrick didn t want to waste any time reading the directions, so he put on some safety goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to see what would happen even though he didn t have permission to experiment on his own. He noticed that one of the substances did not do anything, but the other one fizzed. He also mixed two substances together to see what would happen, but didn t notice anything. He saw SpongeBob and Gary heating something in a test tube and decided to do that test. He ran over to that station and knocked over a couple bottles that SpongeBob had left open. After cleaning up the spills, he read the directions and found the materials he needed. The only test tube he could find had a small crack in it, but he decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He forgot to move his notebook away from the flame and almost caught it on fire. Before they could do another experiment, the bell rang and they rushed to put everything away. Since they didn t have much time, Patrick didn t clean out his test tube before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger, but decided he didn t have time to tell the teacher about it. Since they were late, they skipped washing their hands and hurried to the next class.

7 Evolution & Nature of Science Institutes (ENSI/SENSI) Lesson Plan: Making Cladograms MAKING CLADOGRAMS: Background and Procedures Phylogeny, Evolution, and Comparative Anatomy A. Concept: Modern classification is based on evolution theory. B. Background: One way to discover how groups of organisms are related to each other (phylogeny) is to compare the anatomical structures (body organs and parts) of many different organisms. Corresponding organs and other body parts that are alike in basic structure and origin are said to be homologous structures (for example, the front legs of a horse, wings of a bird, flippers of a whale, and the arms of a person are all homologous to each other). When different organisms share a large number of homologous structures, it is considered strong evidence that they are related to each other. When organisms are related to each other, it means they must have had a common ancestor at some time in the past. If there are specific modifications of those features shared by different groups of organisms, we say that those features are shared derived characters. When we do studies in comparative anatomy, and find different numbers of shared derived characters exist between different groups, we can draw a diagram of branching lines which connect those groups, showing their different degrees of relationship. These diagrams look like trees and are called "phylogenetic trees" or "cladograms" (CLAY-doe-grams); see examples provided by your teacher. The organisms are at the tips of the stems. The shared derived features of the homologous structures are shown on the cladogram by solid square boxes along the branches, and common ancestors are shown by open circles. The more derived structures two organisms share, the closer is their evolutionary relationship -- that is, the more recently their common ancestor lived. On the cladogram, close relationships are shown by a recent fork from the supporting branch. The closer the fork in the branch between two organisms, the closer is their relationship. C. Objectives: Given some groups of organisms and some of their distinguishing characteristics, you will construct a cladogram, and properly interpret and analyze that cladogram in terms of how it shows common ancestry and degrees of evolutionary relationship.

8 D. Procedure: Step 1. Using your textbook and the explanations below, determine which of the characteristics each animal has. In the Data Table provided (on your Cladogram Worksheet), place an "x" in the box if the animal has the characteristic. Explanations of Characteristics: set #1: set #2: set #3: set #4: set #5: set #6: set #7: Dorsal nerve cord (running along the back or "dorsal" body surface) Notochord (a flexible but supporting cartilage-like rod running along the back or "dorsal" surface) Paired appendages (legs, arms, wings, fins, flippers, antennae) Vertebral column ("backbone") Paired legs Amnion (a membrane that holds in the amniotic fluid surrounding the embryo; may or may not be inside an egg shell) Mammary glands (milk-secreting glands that nourish the young) Placenta (structure attached to inside of uterus of mother, and joined to the embryo by the umbilical cord; provides nourishment and oxygen to the embryo) Canine teeth short (same length as other teeth) Foramen magnum forward (spinal cord opening, located forward, under skull) Step 2: Below the Data Table on your Worksheet, make a Venn diagram, placing your seven animals in groups to illustrate those characteristics which different animals have in common. See example below: Tuna: Backbone Horse: Placenta Human: Foramen magnum forward Step 3: Using the Venn diagram of the groupings just completed (as a guide), draw a cladogram on the back of your Worksheet to illustrate the ancestry of these animals. The diagram should reflect shared characteristics as time proceeds. An example is shown below. Notice how the different animals are all at the same time level (across the top) since they all live today.

9 Example of Cladogram TUNA HORSE HUMAN TIME Foramen magnum forward Placenta Backbone # OF SHARED CHARACTERISTICS E. Summary: On the back of your Worksheet, explain at least three types of information which can be obtained from a cladogram. F. Application: Three previously unknown vertebrates have been discovered in a rain forest in South America. One animal is very similar to an iguana lizard. The second animal resembles a large rat. The third is similar to a goldfish. Place these animals on your cladogram and explain why you placed them where you did (on back of the Worksheet). G. Extension: If you need further practice, your teacher may provide you with another set of organisms and their distinguishing characteristics. On a separate sheet, prepare a table for analyzing the data, draw a Venn diagram, and draw a cladogram for those organisms, similar to the work done above.

10 Name SN Date Per. CLADOGRAM WORKSHEET Step 1: DATA TABLE Animals SETS TRAITS Kangaroo Lamprey Rhesus Monkey Bullfrog Human Snapping Turtle Tuna SET 1 Dorsal Nerve Cord Notochord SET 2 Paired Appendages Vertebral column SET 3 Paired legs SET 4 Amnion (Amniotic sac) SET 5 Mammary Glands SET 6 Placenta SET 7 Canine teeth short Foramen magnum fwd TOTALS of Xs > Step 2: Venn Diagram:

11 Step 3: Cladogram: E. Summary: Three types of new information shown by a cladogram: 1. Shows Shows Shows... F. Application: (For each new vertebrate, add its branch line and name in the appropriate place in the cladogram drawn above). Reason for placing each branch where you did: "Iguana-like" animal: "Rat-like" animal: "Goldfish-like" animal: