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1 Dear Prospective AP Biology Student, Welcome to AP Biology! I am so happy that you have decided to take this Advanced Placement course in Biology and I look forward to guiding you through an exciting year of learning. This is equivalent to a college level course offered to meet the needs of our more able students. The text, labs, demos and other materials are selected from those presently in use at our nation s top colleges and universities. The class is a yearlong biology course for high school students. Emphasis is directed towards topics covered during a first year college biology course for science majors. The goal of this course is for students to understand biology to the extent that they are able to pass the AP Biology exam given each May. Students enrolled in AP Biology are strongly urged to take the AP Exam. Students passing the exam are often given biology credit upon entering college. Specific goals include: 1) the establishment of a regime of study which will cover, as thoroughly as possible, the topics presented in the text before the May exam, 2) acquisition of adequate knowledge and understanding to permit students to pass the AP Biology Exam. Students in the course are expected to spend at least one to two hours of homework each night including weekends. In order to adequately cover the material that you are responsible for in this class, we need to do some reading and exercises over summer break. We may also need to do some over winter break and spring break but if we work hard we may be able to limit (or eliminate) that work. I know that many of you are planning awesome vacations (at these times) so the pace of your reading will be self-directed. That being said, there are due dates for the summer assignment. This is geared to help you pace yourself and not wait until the last minute to complete this assignment. If you believe you may have an issue (due to a vacation or some other obligation) that will prevent you from submitting the items by their summer due date, you need to let me know as soon as possible (do not wait until the day its do!). There will be no exceptions with all of the summer assignment being complete by that first day of school. I will be flexible on a case by case basis for the summer due dates but again, you must inform me as soon as possible and tell me why you can t meet an expected due date. That being said, there is no reason you can t do more of it beforehand and do all of this early on and spend the rest of your summer relaxing On the second or third day of class this coming fall you will be given an exam on the enclosed packet of material. I check my regularly, but do get a lot of spam so be sure that the subject says AP Biology so I will be sure to read yours.. I know you have worked hard this year and deserve a bit of a break. Do keep up with the summer reading though. It will make your school year considerable less stressful. See you in the fall. I am very excited about teaching and exploring the world of biology with all of you. Regards, A. Speidel A.P. Biology Teacher Simi Valley High School Advanced Placement Biology RECEIPT OF SUMMER ASSIGNMENT I acknowledge receiving the Summer 2015 Assignment for AP Biology and realize that all of this work is due the first day of school (Aug. 17 th ). I know that if the work is turned in late I will receive ½ credit. I also know that there are no class transfers out of this program and that the instructor is available via all summer for any help or advice, which I may need. I have informed my parents of my responsibility and consequences regarding this work. (PRINT NAME) (DATE) (SIGNATURE) (PRINT ADDRESS CLEARLY) (ID NUMBER) (Need to return this on or before June 1, 2015) Be sure to pick your book up in the Library before you leave for the summer The library will be open to pick up AP books before school, at lunch and after school on Monday, 5/23 to Wednesday, 5/25. Text: Campbell Biology, 7 th edition. (High School edition). Author: Neil Campbell, Jane B. Reece. Publisher: Benjamin/Cummings Publishing Comp. Inc. I recommend that you also look into purchasing an AP Review book (such as Barrons, Princeton Review, or Cliff Notes) to help you during the course and for reviewing for the AP Exam. They are not required but previous students have found them to be very helpful! I will likely have some for sale or to borrow during the school year, so please see me if you d like to purchase a used review book or borrow one. (scroll down for assignment)

2 AP BIOLOGY SUMMER BIOLOGY EXTRAVAGANZA (AKA BIOLOGY SUMMER ASSIGNMENT) You are giving us a summer extravaganza!? What? Why? The summer extravaganza is given for several reasons. First, it is designed to keep your brains sharp and active during the summer months. I will be expecting a lot from them starting in August. This assignment will prepare you for biology next year by introducing you to the important chemical concepts you need to know and introducing you to the biological world. This assignment also will require you to explore new content and vocabulary. Do I have to do it? How much is it worth? Yes. The entirety of the assignment is worth 250 points. Summer Assignment Due Dates Monday, May 30 tht Give Mrs. Speidel your address/summer assignment receipt, and pick up your textbook. Sunday, June 26 th Sign up on schoology for this class: (you will receive the access code when you drop off your summer assignment receipt). Or you can me at alisa.speidel@simivalleyusd.org for this code. Read the Introduction and Summer Assignment posts Send Introduction Sunday, July 3 rd 1 st Scavenger Hunt Post Start your post with least 5 photos and descriptions. Number your photos Sunday, July 10 th 2 nd Scavenger Hunt Post Edit your post and add at least 5 more photos with descriptions (Do not start new posts when adding photos be sure to edit your original post. The finished product should be one post with 40 numbered photos and descriptions) Sunday, July 17 st 3 rd Scavenger Hunt Post Edit your post and add at least 5 more photos with descriptions Sunday, July 24 th 4 th Scavenger Hunt Post Edit your post and add at least 5 more photos with descriptions Sunday, July 31 st 5 th Scavenger Hunt Post Edit your post and add at least 5 more photos with descriptions Sunday, August 7 th 6 th Scavenger Hunt Post Edit your post and add at least 5 more photos with descriptions Sunday, August 14 th Finish your Scavenger Hunt - Make sure you have posted 40 photos with descriptions 1 st Day of Class Hand Written Reading Guides due on first day of class 1 st Week of Class 100 point Introduction Test on Chapters 1-4 ASSIGNMENT PART I: LETTER OF INTRODUCTION (10 points) Welcome to AP Biology! We are going to spend a lot of time together next year, so it s best if we get a head start on learning a bit about you. Also we will use the Internet and the Web a lot next year for this course, so let s get you used to communicating with us via . Your first digital assignment is to successfully send an to your AP Biology teacher. Due date: Sunday, June 28 th Draft an to us following these rules: a. Use clearly written, full sentences. Do not abbreviate words like you are on the Twitter Machine or Myface with a friend. Use spell check! This is a professional communication like you would have with a college professor. My alisa.speidel@simivalleyusd.org or MrsSpeidel@gmail.com b. Make the Subject: AP Bio: Introduction to <Insert Your Name Here> (Do not include the quote marks or the brackets, just the words) c. Begin the with a formal salutation, like Mrs. Speidel, d. Now introduce yourself (your name) and tell me a little bit about yourself, like (note you do not have to address all of these questions but the more you do the better I ll get to know you and your strengths and weaknesses): What do you like to do (hobbies, sports, music, interests, etc.)? Do you have a job? Tell me a little bit about what is important to you- friends, family, pets, etc. What do your parents do for a living? Was there anything that you liked about your previous science classes? What was the last book you read for fun? What are you looking forward to the most in AP Biology? What are you most anxious about in AP Biology? What motivated you to sign up? What do you expect to get out of the class? (PLEASE ANSWER THESE QUESTIONS) Give an honest assessment of your current learning skills, your strengths, your approach to homework, your attitude towards exams, your attendance pattern, your own integrity and how you feel honestly about other students. (PLEASE ANSWER THESE QUESTIONS) How many AP classes are you planning to take this year? (PLEASE ANSWER THIS QUESTION) What are your career or college dreams? PART II - BIOLOGY PHOTO SCAVENGER HUNT (80 points) This summer you will be reviewing vocabulary terms that you will encounter throughout the year in AP Biology. On the last day of the course you will write a reflection on how taking AP Biology has changed your thought process and how you view the natural world. 1. Each item is worth 2 points. Earn 80 points by collecting 40 items from the list of terms (a combination of Groupings and Individual Items). 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 post your photographs with appropriate explanations / descriptions on the AP Biology Discussion on Schoology Titled AP Biology Photo Scavenger Hunt at 2. YOU CAN BE CREATIVE: If you choose an item that is internal to a plant or animal, like the term phloem, you could submit a photograph of the whole organism or a close up of one part, and then explain on the blog what phloem is and specifically where phloem is in your specimen.

3 3. 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, jewelry, a coin, key, or your cell phone, etc. You must use the same totem in every picture to identify the photographs as your own work. 4. NATURAL ITEMS ONLY: All items 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 an example. Be sure you write a brief description/explanation (a sentence or two) about the item. ALL PHOTOGRAPHS MUST BE SCHOOL APPROPRIATE. 5. 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. Working with other students means brainstorming, discussing, and going on collecting trips together. It doesn t mean using the same items! There are almost 100 choices... probability says there is a very slim chance that any two students will have the same items chosen for their 80 points and I believe in the statistics! BIOLOGY COLLECTION TERMS Below are the items you are to collect. An individual organism can only be used once. Humans are acceptable for one category only. You must take all photos yourself; no Internet photos! You can choose items from the Groupings or Individual Items or both. If you choose items from the groupings, you can only do up to 5 specimens that belong to each grouping. Each specimen will be worth 5 points. If you choose individual items, you can only do one specimen per individual items. Feel free to mix it up and do some groupings and some individual items, if you would like to. You DO NOT need to do both Groupings and Individual Items. You can do either or a mixture of both. GROUPINGS Each specimen in a category is worth 2 points up to a total of 5 specimens in the category. Within the groupings each should be native to California. 1. Different ecosystems (at least 3) 7. Organisms in different animal phyla 2. Different types of carbohydrates 8. Organisms in different plant divisions 3. Different classes of proteins 9. Organisms in same class but different orders 4. Evidence of different alleles for the same trait 10. Organisms in same order but different family 5. Distinguishing characteristics between monocots & dicots 11. Organisms in same genus but are different species 6. Organisms in different kingdoms 12. Organisms on different levels of the same food chain INDIVIDUAL ITEMS Each specimen is worth 2 points. You may have up to 2 examples of each item; submitting more than 2 will not add any additional points. These do not need to be native to California but you need to indicate where the specimen was found. 1. adaptation of an animal 2. adaptation of a plant 3. adaptive radiation 4. adhesion and cohesion 5. altruistic behavior 6. amniotic egg 7. analogous structures 8. animal that has a segmented body 9. anther & filament of stamen 10. aposematic coloring 11. artificial selection 12. asexual reproduction 13. ATP 14. autotroph 15. auxin producing area of a plant 16. basidiomycete 17. Batesian mimicry 18. bilateral symmetry 19. biological magnification 20. bottleneck effect 21. C3 plant 22. C4 plant 23. CAM plant 24. Calvin cycle 25. cambium 26. cellular respiration 27. cellulose 28. cephalization 29. chitin 30. coevolution 31. commensalism 32. connective tissue 33. cuticle layer of a plant 34. clade 35. coelomate 36. coleoptiles 37. countercurrent exchange 38. detritovore 39. deuterostome development 40. dominant vs. recessive phenotype 41. ectotherm 42. endosperm 43. endotherm 44. endergonic reaction 45. endosperm 46. epigenic inheritance 47. enzyme 48. epithelial tissue 49. ethylene 50. eubacteria 51. eukaryote 52. exoskeleton 53. fermentation 54. flower ovary 55. frond 56. gametophyte 57. genetic variation within a population 58. genetically modified organism 59. gibberellins 60. glycogen 61. gymnosperm cone male or female 62. gymnosperm leaf 63. histamine 64. hermaphrodite 65. heterotroph 66. homeostasis 67. homologous structures 68. hydrophilic 69. hydrophobic 70. introduced species 71. keystone species 72. Krebs cycle 73. K-strategist 74. lichen 75. lipid used for energy storage 76. littoral zone organism 77. long-day plant 78. mating behavior (be careful!) 79. meristem 80. modified leaf of a plant 81. modified root of a plant 82. modified stem of a plant 83. Mullerian mimicry 84. mutualism 85. mycelium 86. mycorrhizae 87. negative feedback 88. niche 89. parasitism 90. parenchyma cells 91. phloem 92. pollen 93. pollinator 94. population 95. predation 96. prokaryote 97. r-strategist 98. radial symmetry (animal) 99. redox reaction 100. rhizome 101. ruminant 102. sarcomere 103. seed dispersal (animal, wind, water) 104. semelparity 105. sexual dimporphism 106. spore 107. sporophyte 108. stigma & style of carpel 109. succession 110. taxis 111. territorial behavior 112. tropism 113. turgor pressure 114. unicellular organism 115. vestigial structures 116. xylem

4 PART III - Reading, Note taking, Study Guide Workbook and Test (Study Guide 60 points, Test 100 points) Read the chapter sections and answer the assigned problems. Use a separate sheet per chapter. Be sure to clearly label each sheet of paper. Staple all your work together. *Though not required, I d strongly recommend that you take additional notes in a separate notebook (writing down anything you need clarified on the first days of class) on each of the chapters. It is not required to define the key terms but is recommended on any you don t know. I would also try the review and Self-Quiz problems at the end of each chapter to review the material. Please complete this entire assignment. The first days of school we will spend discussing these topics and will have our first lab based on some of this material. On the 2 nd or 3 rd day of class there will be a 100 point test on this information. The test will include information from chapters 1-4. The test will be multiple choice and possibly 1 essay response. I will check your work from your study guides on the first day of school for chapters 1-4. If you don t have this assignment on this first day, it is late and you can then only receive ½ credit for it. I will not accept this part of the assignment after that first test. While reading throughout the text this year remember that diagrams are your friend! Do not skip over the diagrams and captions. You need to be able to understand and interpret the diagrams throughout the text. Complete the Guided Reading Packet for the corresponding chapters (that starts at the bottom of this page). Be sure to complete your own work and do not copy someone else s! (It must be written by your own hand! NOT TYPED!!!!) Use the packet, chapter/page references, and diagrams in the textbook to study for your test on the 2 nd / 3 rd day of class. There are also lots of good videos and other resources available on the online textbook. I will post some of these on schoology for this unit and throughout the year. Chap 1 Introduction: Ten Themes in the Study of Life Read chapter 1 -Hypothesis formulation and scientific inquiry -Be able to identify the 11 unifying themes of Biology and relate them to the rest of the chapters assigned. Chapter 2 The Chemical Context of Life Read pgs Chemical elements and element properties (stop after isotopes on these pages) this should be review if you have already had chem. or bio. - being able to calculate numbers of subatomic particles, atomic number and mass number -4 essential elements -isotopes. Read pgs Chemical bonding and chemical reactions -polar and non-polar covalent bonds, ionic bonds and weak chemical bonds -note the relationship between the shape of a molecule and its function -making and breaking of chemical bonds Chapter 3 Water and the Fitness of the Environment Read pgs Water s Polarity and Four Emergent Properties Focus on -The properties of water that contribute to life processes on Earth Read pgs The dissociation of water molecules (Acids and Bases) -What an acid is and what a base is in relation to H+ and OH- ions. -ph scale and buffers Chapter 4 Carbon and the Molecular Diversity of Life Read pgs chemical characteristics of carbon including: -tetravalence -bond angles, tetrahedron for single bonds, flat for double bonds -covalent bonding -carbon chains (skeletons) variations in chains hydrocarbons -Isomers-3 types and diagrams -Functional groups-be able to identify the various types in diagrams (See Next Pages for the Guided Reading Questions that you need to Answer!)

5 Guided Reading Questions Answer the following Questions per Chapter. Be sure you know the key terms. (You do not need to define them with the chapter questions but you should be familiar with the term and know what these words mean if you want to define and/or make note cards of these words, this is a great study technique and will only benefit you). You must answer each of the questions from these chapters! 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 seven emergent properties associated with life. 4. Distinguish between prokaryotic and eukaryotic cells. 5. Explain, in your own words, what is meant by form fits function 6. List and distinguish among the five kingdoms of life. 7. Briefly describe how Charles Darwin s ideas contributed to the conceptual framework of biology. 8. Outline the scientific method. 9. In science, how do we define hypothesis? 10. Distinguish between quantitative and qualitative data. Which type would be presented in a data chart and could be graphed? Which type is found in the field sketches made by Jane Goodall? 11. Distinguish between inductive and deductive reasoning. 12. What is a controlled experiment? 13. The text points out a common misconception about the term controlled experiment. In the snake mimicry experiment, what factors were held constant? 14. Explain how science and technology are interdependent. Key Terms: population, community, ecosystem, biome, organism, tissues, cells, organs, organelles, molecules, variable, experimental group. CHAPTER 2: Atoms, Molecules, and Chemical Bonds 15. State four elements essential to life that make up 96% of living matter. 16. How many electrons does carbon have? Why is this significant to biology? 17. Describe the structure of an atom. 18. Distinguish among atomic number, mass number, atomic weight and valence. 19. Which is the only subatomic particle that is directly involved in chemical reactions between atoms? 20. Explain why radioisotopes are important to biologists. 21. Explain the octet rule. 22. Explain why the noble gases are so unreactive. 23. Distinguish among nonpolar covalent, polar covalent and ionic bonds. 24. Describe the formation of a hydrogen bond and explain how it differs from a covalent or ionic bond. 25. Sketch a water molecule, showing oxygen s electron shells and the covalently shared electrons. Indicate the areas with slight negative and positive charges that enable a water molecule to form hydrogen bonds with other polar molecules. 26. Explain why weak bonds are important to living organisms. 27. Here is a list of the types of bonds and interactions discussed in this section. Place them in order from the strongest to the weakest: hydrogen bonds, van der Waals interactions, covalent bonds, ionic bonds 28. Fill in the missing coefficients for respiration, the conversion of glucose and oxygen to carbon dioxide and water, so that all atoms are conserved in the chemical reaction. C 6H 12O 6 + O 2 CO 2 + H Describe the chemical conditions on early Earth and explain how they are different from today. Key Terms: element, compound, atom, proton, neutron, electron, hydrogen bond, molecule, ion, cation, anion, isotope, half life. CHAPTER 3: Water and the Fitness of the Environment 30. Describe how water contributes to the fitness of the environment to support life. 31. Describe the structure and geometry of a water molecule, and explain what properties emerge as a result of this structure. 32. List five characteristics of water that are emergent properties resulting from hydrogen bonding. 33. Distinguish between cohesion and adhesion. 34. Describe the biological significance of the cohesiveness of water. 35. Explain how water s high specific heat, high heat of vaporization and expansion upon freezing affect both aquatic and terrestrial ecosystems. 36. Explain how the polarity of water makes it a versatile solvent. 37. Indicate whether the following are hydrophilic or hydrophobic. Do these substances contain ionic, polar covalent bonds or nonpolar covalent bonds? a. olive oil b. sugar c. salt d. candle wax 38. Explain the basis for the ph scale. 39. Explain how acids and bases directly or indirectly affect the hydrogen ion concentration of a solution. 40. Using the bicarbonate buffer system as an example, explain how buffers work. Key Terms: solute. cohesion, surface tension, adhesion, hydrophilic, hydrophobic, heat, temperature, evaporative cooling, solution, solvent,

6 CHAPTER 4: Carbon and Molecular Diversity 41. Summarize the philosophies of vitalism and mechanism, and explain how they influenced the development of organic chemistry, as well as mainstream biological thought. 42. What did Miller use to trigger reactions in his experiment? What did his experiment try to replicate? What was his conclusion? 43. Make an electron distribution diagram of carbon. a) How many valence electrons does carbon have? b) How many bonds can carbon form? c) What type of bonds does it form with other elements? 44. Describe how carbon skeletons may vary, and explain how this variation contributes to the diversity and complexity of organic molecules. 45. Distinguish between structural, geometric and stereoisomers. 46. What is a hydrocarbon? 47. There are seven major functional groups. Copy and complete the following chart: Hydroxyl Carbonyl Carboxyl Amino Sulfhydryl Phosphate Methyl Structure Example Functional Properties 48. Using the master major functional group chart and the information in it, answer the following: a) NH2 b) Can form cross-links that stabilize protein structure c) Key component of ATP d) Can affect gene expression e) CH3 f) Is always polar g) Determines the two groups of sugars h) Has acidic properties i) COOH j) Acts as a base k) Circle and identify three functional groups in the molecule shown below: Key Terms: organic chemistry, organic molecules, hydrocarbons, isomer, asymmetric carbon. ~Study the List of Root Words (located on schoology.com). You should start reviewing these now as different root words will start showing up on exams. You are responsible for all of these roots/suffixes/prefixes. ~ OPTIONAL BUT RECOMMENDED (you may see a similar question on an upcoming exam) You may want to spend a little time looking over these free response prompts as you will be answering one of these questions within in the first week or two of class. The first one is related to material in Ch 5 that we will be covering as soon as we get back to school. The second question is related to material you are studying in chapter 3. These are the two essay topics: 1. Describe the following five major groups of compounds that compose the human body. Include their functions in your response, but focus on how their chemical structure promotes a human cell and a human body to function. a. carbohydrates b. lipids c. proteins d. nucleotides e. steroids/hormones 2. The unique properties (characteristics) of water make life possible on Earth. Select three properties of water and: a. for each property, identify and define the property and explain it in terms of the physical/chemical nature of water. b. for each property, describe one example of how the property affects the functioning of living organisms. If you have extra time and want a nice book to read (for any English required summer reading), below is a list of some suggested readings that will help in your understanding of the World of Biology and the content in them can be useful on your AP exam! It is probable that there will be a project (or bonus assignment) related to some of the readings below towards the end of the course (time permitted). So get a jump start now! I certainly don t expect that you ll read all of the books listed below but I d recommend reading some of them. Title Author ISBN The Pandas Thumb: More reflections in Natural History Stephen J. Gould Great Feuds in Science: Ten of the Liveliest Disputes Ever Hal Hellerman Ever Since Darwin: Reflections in Natural History Stephen J. Gould Wonderful Life: The burgess Shale and the Nature of History Stephen J. Gould X Night Comes to the Cretaceous: Comets, Craters and James Lawrence Powell Controversy, and the Last Days of the Dinosaurs The Double Helix; a personal account of the discovery of James Watson X the structure of DNA Blueprints: Solving the Mystery of Evolution M.A. Edey and D.C. Johanson

7 Symbiosis in Cell Evolution: Microbial Communities in the Lynn Margulis Achaean and Proterozoic Eons Symbiotic Planet: A New Look at Evolution Lynn Margulis Dinosaurs, Spitfires and Sea Dragons Christopher McGowen X In The Shadow of Man Jane Goodall Reason for Hope: a Spiritual Journey Jane Goodall On the Origin of Species Charles Darwin The Growth of Biological Thought Ernst Mayr The Double Helix: A Personal Account of the Discovery of James Watson X the Structure of DNA Rosalind Franklin& DNA Anne Sayre Rosalind Franklin: The Dark Lady of DNA Brenda Maddox The Monk in the Garden: The Lost and Found Genius of Robin Marantz Henig Gregor Mendel, the Father of Genetics Timeline Michael Crichton Prey Michael Crichton State of Fear Michael Crichton Deception Point Dan Brown Hot Zone Richard Preston Silent Springs Rachel Carson Guns, Germs, and Steel: The Fates of Human Societies Jared Diamond