Dear AP Biology Student,

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1 Dear AP Biology Student, Welcome! I m looking forward to spending next year with you. Before the end of the school year you need to check out the textbook, Biology in Focus. (You may only check this book out the last week of school if all of you other textbooks are in and fees are paid.) All the resources for the summer assignment can be found on my website In order to save paper, many of the handouts will not be printed, but you can read the electronic version and use it as a resource for the coming year. I would recommend doing the homework in order, as it will help clarify things in the later assignments. In order to prepare you for the rigorous nature of AP Biology, I am asking you complete two (possibly three) area tasks in order to give you some background information that will aid in your success. 1. Reading ALL procedural documents and signing the return slip: Please read and have your parents/guardians read the syllabus, safety contract, ipad agreement and grading policy and sign the return slip (ALL documents are located on the website). This slip needs to be returned on the FIRST day of class. (*please note that teaching assignments, grading policy and syllabus may need changes by the fall*) 2. Content: a. Lab Safety: Watch the video and take Cornell notes (See Cornell Notes hand-out for instructions located on website). Video: Crash Course: Lab Techniques and Safety. You will have a quiz on this material the first day of class, which you will be able to use your notes if they are completed (with highlighting, summary and questions). b. Water and ph: i. Watch the videos and take Cornell Notes. You will have an exam on this after summer break. 1. CrashCourse: Water, Liquid Awesome 2. Bozeman: Acids, Bases and ph ii. Complete the Acids and Bases Coloring (in packet) iii. Read and take Cornell notes on the article: The Acid Sea (link on the website) c. Ecology: i. Use your textbook AND internet sources (ex: videos) to complete the ecology packet. You do not need to print this packet, but you will have an exam on this information the second day of class. You will want to watch ALL videos and take notes (Bozeman videos. Links on the website) before you begin working on the packet. (After getting feedback from previous AP Biology students, I have decided to give you skeleton notes outline for the ecology videos, to help guide your note taking. My hope is that after this guidance, you will be able to take better notes without the use of outlines. I have also provided links to a few post video reviews, so you can see how much you retained. I would suggest using these a few days after you watch the video.) This is where the majority of the information should come from. The Bozeman videos are more focused than your text on the information specifically for this class. There is also a unit plan and on the website. It gives you all of the standards for the unit, vocabulary and sample AP Biology questions, which will help you on both the unit exam AND the AP Biology exam in May. Bozeman Videos: Abiotic and Biotic Factors, Biodiversity, Ecosystems, Energy Flow in Ecosystems, Communities, Populations, Ecosystem Change, Ecological Succession 3. Optional Summer (required during the year): Reading You will be required to read ONE book this year. The assignment will be due after winter break, but if you want to get the assignment done over the summer, you will have less to do over first semester. You will be assigned other homework over winter break, so keep this in mind when planning your time. You need to choose ONE of the following books to read: - The Immortal Life of Henrietta Lacks by Rebecca Skloot (The movie is NOT like the book) - The Gene by Siddhartha Mukherjee - Stiff: The Curious Lives of Human Cadavers by Mary Roach - Demon in the Freezer by Richard Preston Assignment: You will need to complete at least 3 pages (8½ x 11) front and back (for a total of 6) of sketchnotes for your ENTIRE book. What are sketchnotes? 1. Go through the Prezi found on this website: 2. Use the reference sheet provided (on the website) to see a step-by-step guide. On the website, there are exemplar examples of previous student s sketchnotes. Take a look and see a better idea of the expectations. (You will be doing more sketchnotes throughout the year, so get used to them.) Please get started on this important work as soon as possible instead of procrastinating at the end of the summer. Use the internet and various other sources to help you through the school year. If you have any questions or need any help before the end of the school year, please stop by and ask!

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3 Acids and Bases Coloring Atoms can gain or lose electrons in order to form ions in a process called ionization (compounds formed in this way are called ionic compounds). When ionic compounds dissolve in water, their ions separate from one another in a process called dissociation. One interesting feature of water and many other covalent compounds is that they too can dissociate into ions. Unlike ionic compounds, such as sodium chloride, they are not ionized before they dissociate; they accomplish ionization and dissociation at the same time. Dissociation of Water When water dissociates, one of the hydrogen nuclei leaves its electron behind with the oxygen atom to become a hydrogen ion, while the oxygen and other hydrogen atoms become a hydroxide ion. Since the hydrogen ion has no electron to neutralize the positive charge on its proton, it has a full unit of positive charge and is symbolized as H+. The hydroxide ion retains the electron left behind and thus has a full unit of negative charge, symbolized by OH-. The hydrogen ion (proton) does not wander long by itself before it attaches to the oxygen atom of a second un-ionized water molecule to form a hydronium ion (H3O +) In any sample of water, very few of the molecules are dissociated at any one time: in fact, only about one in 550 million. There is, however, a constant change; as one hydrogen ion reattaches to a hydroxide ion to form a water molecule, another water molecule dissociates to replace the hydrogen ion and the hydroxide ion in solution. Hydrochloric Acid Certain molecules, ionic and covalent, dissociate in such a way that they release a hydrogen ion without releasing a hydroxide ion. These substances are called acids. Since a hydrogen ion is really just a single proton in most cases, the chemist s definition of an acid is a proton donor. If very many protons (hydrogen ions) are donated the effect can be very profound, such as burning your skin or dissolving metal. The acid illustrated is hydrochloric acid. Pure hydrochloric acid is a gas, but it dissolves easily in water to produce a solution of hydrogen ion and chloride ion. Since nearly all of it is dissociated in water, it is called a strong acid. Acids that do not dissociate completely are called weak acids. Sodium Hydroxide The opposite of an acid is a base, also known as an alkali. A typical strong base is sodium hydroxide, the principal component of lye. Sodium hydroxide dissociates to form a sodium ion and a hydroxide ion. A base is defined as a proton acceptor. The most common bases produce hydroxide ion when they dissociate, and it is the hydroxide ion that accepts the proton. A strong base can give your skin a much worse burn than an acid. Neutralization When a base and an acid are mixed, the hydroxide ion and the base combines with the hydrogen ion from the acid to form water. This process is called neutralization. Questions: 1. What happens when an atom gains or loses an electron? 2. In your own words, explain why water generally has a neutral ph, even though water molecules dissociate. 3. Why are acids called proton donors? 4. What happens during neutralization?

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5 Parent/Guardian: Please fill out this form completely and return with your child as soon as possible. PLEASE ALSO HAVE YOUR STUDENT TURN-IN THIS DOCUMENT THE FIRST DAY OF CLASS (THEY WILL NOT BE ABLE TO PARTICIPATE IN LAB WITHOUT THIS SIGNED BY BOTH THE STUDENT AND THE PARENT/GUARDIAN). Student Name: Class: Class Period: Parent/Guardian Name: Relationship: Student and Parent/Guardian: Please initial the statements below S P/G I have read the syllabus. I have read and understand the grading policy. I have read and understand the cheating clause in the grading policy. I have read and understand the safety contract. I have read and understand the ipad agreement. Parent/Guardian: Please check one of the following boxes: [ ] We have consistent internet access at home. Watching the videos and submitting WSQs and other work online will not be a problem. [ ] We have inconsistent internet access at home. My child will bring in a flash drive to get the videos for back up. My child understands that some work must be submitted online and so will arrange to come to school early to submit it before class as needed. [ ] We do not have access to internet on a regular basis and would ask that you make these accommodations for my student: Student Signature: Parent Signature: Best way to contact me from 7am-3pm during the week: [ ] [ ] Phone: Questions, comments, or concerns for this school year?