AP Biology 20172018 Summer Assignment Greetings! I can t wait to meet you all in the Fall for this rigorous but fun adventure through a collegelevel biology curriculum. In order to prepare for the course, you are responsible for completing the following summer assignment: 1. Access the textbook online (see instructions below). 2. Read Chapters 14 in the textbook and complete reading guides. 3. Complete the chemistry practice within the online textbook program. 4. Choose ONE of the options from the list of experiential components. You can pick up ONE printed copy of the reading guides from the LMHS Guidance Office or access them from the LMHS website s Summer Assignments page. If you MISPLACE your printed copy, you may NOT receive another printed copy from Guidance. If you are unable to pick up a printed copy AND you do not have access to a printer, you may copy the questions onto notebook paper and write the answers on your paper. To register for the online textbook: EMAIL ME for access code: rachel_novella@scps.us 1. go to: http://pearsonschool.com/access 2. Enter the first 6 letters of the access code: SSNAST then click the button Enter Code 3. Click: Covered titles science Campbell, Biology 8e MasteringBiology (For 5e 8e users) Student Registration 4. At the bottom of the License Agreement & Privacy policy click I Accept 5. On the next screen, click No to set up a new account 6. For username, make it lmhs##### (where the #s are your LMHS student ID #). For password, make it your birth date in this format: YYYYMMDD. Apparently you have to have at least one letter, so add your first initial at the end of the password. 7. At the bottom, click the button to switch to a single box for pasting the code. Paste the appropriate code: You need to email me to get this! rachel_novella@scps.us 8. Fill out the Account Information page. the school zip code is 32746 if our school is not listed on the pull down list, then select other at the bottom of the list and then fill it in click next at the bottom of the form 9. Print the Confirmation & Summary page with your account info. 10. Course ID: NOVELLABIO1718 11. Access the book by clicking the blue etext button NOTE: There are often issues with signing up for the online textbook. I HIGHLY encourage rising 10 th 12 th graders to check out a textbook from the Media Center BEFORE summer break! AFTER REGISTERING, YOU LL USE MASTERINGBIOLOGY.COM TO LOG BACK IN TO THE ONLINE TEXTBOOK.
AP Biology Summer Assignment Experiential Component Novella 20172018 Choose ONE option from the following list of biology summer homework experiences. This assignment is in addition to reading the assigned portions of the textbook, completing the associated reading guides, and completing the online chemistry practice. All evidences submitted must be uploaded in the Summer Assignment ecampus page or in hard copy as specifically noted. There are 2 upload spots in ecampus: one for your main project and one for your Summer Assignment Selfie, which I ll print and post in the room to celebrate your project! Make sure your work is intellectually your own! 1. BURY IT. Sometime by June 15, take two athletic socks and fill each with various forms of garbage (soft drink can, banana peel, paper, etc.). The two socks should have approximately the same contents. Take pictures of you with your before socks (make sure you get a picture of the contents before filling the socks, too). Record in a data table some descriptive observations of the things you put in the sock. Go outside and bury them approximately 2 feet deep. Bury them in different conditions (for example, sunny vs. shaded under a tree, wet soil vs. dry soil) Mark where you buried them using popsicle sticks or yard flags (or something similar). After 6 weeks, dig up the socks and examine the objects inside. Take a picture of you with your after socks then take pictures of the contents of each sock. In the same data table, record your descriptive observations of the objects. Write a 1000word summary of the results and compare the sock to what you think happens in landfills where our trash is taken. Propose what you think would make landfills more effective, based on the different conditions the two socks experienced. Put the photos in your summary document and upload to ecampus. Also choose ONE of your photos to use as your Summer Assignment Selfie which must be uploaded separately to ecampus. Required Evidence: A Word document, uploaded to ecampus, with (1) a data table with descriptions of trash before and after burying including illustrations or pictures of the trash, (2) A 1000word summary of what happened and comparison to landfills, (3) Your before and after photos. 2. DECAYING FOODS. REQUIRES PARENT PERMISSION Prepare three paper or plastic plates, each with three food items (spread out along the plate). You must include a cut square of bread and two other foods of your choice like a piece of cheese or a small, open container of a condiment. Take a photo of you with your before plates at the beginning. Place one of the plates in the refrigerator, the second plate in a dark, cool area of the house (a closet, for example), and the third plate in a well lit windowsill. Observe the food every day for 14 days. Keep a list of quantitative and qualitative observations. Try to make five different observations or measurements daily. Focus on which of the plates of food are showing signs of decay the most quickly or most slowly. Sketch the plates of food daily using colored pencils. At the end of the 14 days, take a photo of you with the after plates and write a 1000word summary of what you have observed. What overall trends did you see in food decay or mold growth? Put the before and after photos in your summary document and upload it to ecampus (turn in the observations and sketches in hardcopy). Also choose ONE of your photos to use as your Summer Assignment Selfie which must be uploaded separately to ecampus. Required Evidence: A Word document, uploaded to ecampus, with (1) a 1000word conclusion summarizing what you found and (2) your before and after photos (you with your experiment at the beginning and another one at the end). In hard copy, your data for 14 days, including observations and sketches. 3. READ A BOOK! Read a book about a topic that interests you in Biology (choose ONE from the list below): The Immortal Life of Henrietta Lacks by Rebecca Skloot (Genetics and Biotech Ethics) Genome by Matt Ridley (Genetics) The Selfish Gene by Richard Dawkins (Evolution and Genetics) Your Inner Fish by Neil Shubin (Evolution) Silent Spring by Rachel Carson (Ecology) Ebola by William T. Close (this is more accurate than the overdramatized The Hot Zone by Richard Preston) At the Water s Edge by Carl Zimmer (Evolutionary History) Song of the Dodo by David Quammen (Ecology and Evolution though it s 700 pages long) The Island of the Colorblind by Oliver Sacks (Genetics and Evolution) Required Evidence: A Word document, uploaded to ecampus, with (1) A 1000word summary of the book, including the biology concepts it presented and (2) A 250word reflection or essay about your reading experience with this book. (3) A selfie of you with your book, uploaded separately to ecampus as your Summer Assignment Selfie.
4. PICTORAL 2WEEK NATURE STUDY. Use a digital camera or regular camera and find a tree, shrub, insect activity, or nearby park. For 2 weeks, take a photo each day from the same angle of this one thing in nature and record at least 5 quantitative and qualitative observations. Record daily weather patterns (amount of rainfall, high temperature, low temperature, humidity, cloudiness/sunniness, etc.) Print the photos and create a photocollagetimeline of changes and observations made during the 2week period. (Or even cooler, make a timelapse video instead and add annotations on it for changes/observations, then upload it to Youtube and just give me the Youtube link with your essay). Write a 1000word reflection about your observations and any possible correlations to abiotic changes that occurred over the 2 weeks in that particular environment. Also take ONE additional photo of you with your subject and upload as your Summer Assignment Selfie to ecampus. Required Evidence: (1) Youtube link for video or timeline/collage showing a series of 14 photos in chronological order with notes. (2) Data table showing observations about each day. These may be turned in as either hardcopy or digital. If digital, it should all be uploaded to ecampus. The following must be submitted to ecampus: (3) One selfie of you with your object in nature. (4) A 1000word essay about changes you observed over 2 weeks. 5. GROW AND SELECTIVELY BREED FAST PLANTS. MAY BE COMPLETED IN PAIRS (EACH STUDENT MUST WRITE). NOTE: This option must be STARTED by June 15 th to have enough time to see the second generation. Buy seeds for a hairy variety of Brassica rapa (Wisconsin Fast Plants, can buy here and other places). Research how to best grow them (I like the Bottle Biology design, but they don t need much space, so use little bottles instead of 2L bottles or use egg crates with holes cut out for watering). Plant and raise them. Document changes observed (such as when they sprout, when and how many flowers produced, pictures of you with your plants are encouraged). When the plants are 10 (ish) days old, you will collect data on each plant. For each plant, choose ONE stem (be consistent about whether this is close to a leaf or close to the base) and count how many trichomes (hairs) there are along a 1cm length of the stem. Calculate the surface area for what you just measured and record each plant s trichome density (# hairs / area, so #/cm 2 ) and label them to save you lots of time later! When the plants are 15 (ish) days old and have several flowers each, you will breed either the 6 hairiest or the 6 hairlessiest by transferring pollen with a paintbrush from one flower to another (distribute a little pollen from each plant to all other plants). Keep these parent plants separate from the ones you did not breed. Keep the plants alive as they generate seed pods. Around day 2836, when the seed pods turn yellow, remove the water reservoir and let the plants dry out for about a week. Then harvest the seed pods into a paper bag (for further drying another few days). Completely clean your containers using bleach spray (or make new ones) then plant your secondgeneration seeds with new seeds and new wicks (if using wicks). When these plants are 10 (ish) days old, calculate trichome density for each plant. Compare the average trichome density for the original population to the average trichome density to the second generation. Look up artificial selection, and write a 250 word conclusion about what took place. Also choose ONE of your photos to use as your Summer Assignment Selfie which must be uploaded separately to ecampus. Required Evidence: A Word document, uploaded to ecampus, that contains: (1) Plant data and photos of you with your plants (pairs must show photo evidence that both partners participated in most steps along the way) and (2) a 250word conclusion comparing average trichome density in the first and second generations, and the relationship to artificial selection. 6. BE INSPIRED BY NATURE. Experience at least 5 different types of natural environments (aka ecosystems) by doing some combination of: Go on hikes (at least 30 min each) Go snorkeling (or SCUBA diving if certified) Go canoeing or kayaking or paddleboarding Plant something outside Participate in a volunteer opportunity through SERV in Seminole County, a beach cleanup, or other environmental volunteering with an agency From each of the 5 experiences, record five observations and pose two research questions that were inspired by what you observed. When finished with all 5 experiences, choose the research question that you are MOST curious about, and write a 1000 word research proposal for an experiment to test it. NOTE: The experiment should be feasible (about the size of a solid science fair project, not violating any major bioethics laws, and not crazyexpensive/longlasting/requiressuperhightechgizmos). Also choose ONE of your photos to use as your Summer Assignment Selfie which must be uploaded separately to ecampus. Required Evidence: A Word document, uploaded to ecampus, that has (1) the following for each of your 5 places: a photo of you in the place, your observations, and questions inspired there and (2) for ONE of your research questions (just one total), a 1000word research proposal describing what you would be testing, why it matters, your hypothesis, and how you would test it.
Chapter 1 Reading Guide Name: 1. List the seven properties of life: 1.1 Themes connect the concepts of biology 2. What are emergent properties? Give two examples. 3. Life is organized on many scales. Figure 1.4 zooms you in from viewing Earth from space all the way to the level of molecules. Label the figure and give a brief definition of each level of organization below. biosphere ecosystem community population organism organs/organ systems tissues cells organelles molecules 4. Make a list here of the themes that are presented, and give an example that illustrates each theme. (Go to the Summary of Key Concepts at the end of the chapter for a concise look at the themes.) Theme Example 1. 2. 3. 4. 5. 6. 7. (Concept 1.2)
5. Define each of the following terms: eukaryotic cell prokaryotic cell DNA genes genome negative feedback positive feedback Concept 1.2 The Core Theme: Evolution accounts for the unity and diversity of life 6. Based on Figure 1.14, answer the following: Which level contains the greatest diversity of organisms? The least? Write the levels in order (most general to most specific). 7. Taxonomy is the branch of biology that names and classifies organisms. Because of new molecular information, there have been many changes in placement of certain groups in recent years. Notice that all life is now organized in your text into 3 domains rather than the 5 kingdoms you may have learned earlier. Put the kingdoms mentioned in the text in the space above the proper domain names shown here. 8. What two main points were articulated in Darwin s The Origin of Species? 9. What did Darwin propose as the mechanism of evolution? Summarize this mechanism. 10. Study Figure 1.22, which shows an evolutionary tree. What is indicated by each twig? What do the branch points represent? Circle the most recent common ancestor shared by the bottom three Galápagos finch species. Concept 1.3 Scientists use two main forms of inquiry in their study of nature 11. What are the two main types of scientific inquiry? Give an example of each.
12. What are data? 13. 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? 14. In science, how do we define hypothesis? 15. A scientific hypothesis has two important qualities. The first is that it is testable. What is the second? 16. Are scientific hypotheses proved? Explain your answer! 17. What is a controlled experiment? 18. The text points out a common misconception about the term controlled experiment. In the snake mimicry experiment, what factors were held constant? 19. Why are supernatural explanations outside the bounds of science? 20. Explain what is meant by a scientific theory by giving the three ways your text separates a theory from a hypothesis or mere speculation. Review these other basic aspects of science: 21. What is the difference between scientific theories and scientific laws? 22. Can a scientific theory ever become a scientific law? Can a law become a theory? Justify your response. 23. Define each type of variable in an experiment: independent variable dependent variable controlled variable treatment group control group/control treatment 24. When graphing, which variable goes on the xaxis? Which goes on the yaxis? Label the conceptual graph with the names of these variables. 25. A good research question involves testing the effects of the independent variable on the dependent variable. Pose an example research question: 26. A good hypothesis for AP Bio involves a prediction of the specific effects and a reason for that prediction. For the research question you posed in #25, write a hypothesis that has both of these parts (prediction and reason).
Chapter 2 Reading Guide Name: Concept 2.1 Matter consists of chemical elements in pure form and in combinations called compounds 1. Define and give an example of each term: element atom compound molecule 2. What four elements make up 96% of all living matter? Concept 2.2 An element s properties depend on the structure of its atoms 3. Sketch a model of an atom of helium, showing the electrons, protons, neutrons, and atomic nucleus. What is the atomic number of helium? Its atomic mass? 4. Here are some more terms that you should firmly grasp. Define each term. neutron proton electron atomic number atomic mass isotope electron shells/orbitals valence shell/orbital energy 5. Consider this entry in the periodic table for carbon. What is the atomic mass? atomic number? How many electrons does carbon have? neutrons? 6. Which is the only subatomic particle that is directly involved in the chemical reactions between atoms? 7. What determines the chemical behavior of an atom? 8. Here is an electron distribution diagram for sodium: How many valence electrons does it have? Circle the valence electron(s). Concept 2.3 The formation and function of molecules depend on chemical bonding between atoms 9. Complete the chart below. 10. What type of bond is seen in O2? Explain what this means. 11. What is meant by electronegativity? 12. Explain the difference between a nonpolar covalent bond and a polar covalent bond. 13. Draw a water molecule. Which element is most electronegative?
Label the regions that are more positive or more negative. Why is water considered a polar molecule? (This is a very important concept. Spend some time with this one!) 14. Another bond type is the ionic bond. Explain what is happening in the figure below between Sodium and Chlorine. 15. What is a hydrogen bond? Indicate where the hydrogen bond occurs in this figure with an arrow. 16. Explain van der Waals interactions. Though they represent very weak attractions, when these interactions are numerous they can stick a gecko to the ceiling! 17. Here is a list of the types of bonds and interactions discussed in this section: hydrogen bonds, van der Waals interactions, covalent bonds, ionic bonds. To the right of the arrow to the side, place them in order from the strongest to the weakest. 18. Use morphine and endorphins as examples to explain why molecular shape is crucial in biology. Concept 2.4 Chemical reactions make and break chemical bonds 19. Write the chemical shorthand equation for photosynthesis. Label the reactants and the products. 20. For the equation you just wrote: How many molecules of carbon dioxide are there? How many molecules of glucose? How many elements in glucose? 21. What is meant by dynamic equilibrium? Does this imply equal concentrations of each reactant and product?
Chapter 3 Reading Guide Name: Concept 3.1 The polarity of water molecules results in hydrogen bonding 1. Study the water molecules at the right. On the central molecule, label oxygen (O) and hydrogen (H). 2. What is a polar molecule? Why is water considered polar? 3. Now, add + and signs to indicate the charged regions of each molecule. Then, use a highlighter to trace the hydrogen bonds. 4. Explain hydrogen bonding. 5. How many hydrogen bonds can a single water molecule form? Concept 3.2 Four emergent properties of water contribute to Earth s fitness for life Cohesion and Adhesion 6. Distinguish between cohesion and adhesion. 7. Which is demonstrated when you see beads of water on a waxed car hood? 8. Which property explains the ability of a water strider to walk on water? Moderation of Temperature 9. The calorie is a unit of heat. Define calorie. 10. Water has a high specific heat. What does this mean? 11. Explain how hydrogen bonding contributes to water s high specific heat. 12. Which has a higher specific heat: water or alcohol? Why? 13. Summarize how water s high specific heat contributes to the moderation of temperature. How is this property important to life? 14. Define evaporation. 15. How does the evaporation of water, with its high specific heat, help organisms maintain happy body conditions? Expansion upon Freezing 16. Ice floats! Consider what would happen if ponds and other bodies of water accumulated ice at the bottom. Describe why this property of water is important. 17. Now, explain why ice floats.
Solvent of Life 18. Review and define these terms: solvent solute solution 19. Consider a cup of coffee to which you ve added sugar. Which is the solvent? Solute? 20. Explain why water is such a good solvent. 21. Define hydrophobic and hydrophilic. What determines whether molecules are hydrophobic vs. hydrophilic? 22. You already know that some materials, such as olive oil, will not dissolve in water, while others, such as salt, will. Explain this property in terms of hydrogen bonding. 23. Define molarity: 24. Google search the AP Biology Reference Sheet. If you wanted to dilute 0.5 L of a 2.0 M glucose solution to 0.75 M, how much water would you need to add? Final answer = L Step one: what is the dilution equation? Step two: plug in numbers you have. Step three: solve for the final volume. Step four: subtract the starting volume from the final volume to find the difference. Concept 3.3 Acidic and basic conditions affect living organisms 25. What two ions form when water dissociates? You should have answered hydronium (H 3O + ) and hydroxide (OH ) ions in the preceding question; however, by convention we will represent the hydronium ion as H + 26. What is the concentration of each ion in pure water? [H + ] = [OH ] = 27. Water has a ph of 7. ph is defined as the negative log of the hydrogen ion concentration (also on the AP Bio reference sheet). Write this as a math equation: ph = 28. To go a step further, the product of H + and OH concentrations always equals 1x10 14. [H + ][OH ] = 10 14 Water, which is neutral with a ph of 7, has an equal number of H + and OH ions. Now, define: acid base 29. Because the ph scale is logarithmic, each number change represents a 10x change in ion concentration. How many times more acidic is a ph of 3 compared to a ph of 5? How many times more basic is a ph of 12 compared to a ph of 8? Explain the difference between a ph of 8 and a ph of 12 in terms of H + concentrations. 30. On the ph chart, label ph 114. Label neutral, acid, base. Indicate the locations of pure water, urine, gastric juice, and bleach. 31. Even a slight change in ph can be harmful to living things! How do buffers moderate ph change? 32. Exercise will result in increased production of CO 2, which acidifies the blood. Explain the buffering system that minimizes blood ph changes. 33. Acid precipitation is increasing. Explain its sources. 34. Discuss how CO 2 emissions affect marine life and ecosystems.
Chapter 4 Reading Guide Name: Concept 4.1 Organic chemistry is the study of carbon compounds 1. Study this figure of Stanley Miller s experiment to simulate conditions thought to have existed on early Earth. Explain the elements of the experiment, using arrows (or number annotations) to indicate what occurs in various parts of the apparatus. 2. What was collected in the sample for chemical analysis? What was concluded from the results of this experiment? Concept 4.2 Carbon atoms can form diverse molecules by bonding to four other atoms 3. Make an electron distribution diagram of carbon. How many valence electrons does carbon have? How many bonds can carbon form? What type of bonds does it form with other elements? 4. What is a hydrocarbon? Name two. Are hydrocarbons hydrophobic or hydrophilic? Concept 4.3 A small number of chemical groups are key to the functioning of biological molecules 5. Here is an idea that will recur throughout your study of biology: change the structure, change the function. To the right are two important hormones regulating gender in humans: testosterone and estradiol (estrogen). Notice how similar these two molecules are, and yet you know what vastly different effects each has. Label which molecule is which and circle the differences between them. 6. Define functional group: 7. There are seven functional groups we will study. Complete the following chart: 8. You will need to master the chart and the information in it. Using the functional groups above as answer options, see if you can answer the following prompts: a. NH 2 b. Can form crosslinks that stabilize protein structure c. Key component of ATP d. Can affect gene expression e. CH 3 f. Has acidic properties g. COOH h. Acts as a base 9. Circle and identify three functional groups in the molecule shown.