Welcome to AP Biology! Congratulations on getting into AP Biology! This packet includes instructions for assignments that are to be completed over the summer in preparation for beginning the course in the fall. These assignments cover Unit 1 of the course: Introduction and the Chemistry of Life. This unit encompasses the first 3 chapters of the text, Campbell Biology in Focus, by Lisa Urry et al. Most of these initial assignments involve chemistry, with which you should be very familiar. We will have a test on unit 1 within the first week of school in August. It is important to note that we will spend very little time in class reviewing this material so you should study these chapters and do these assignments accordingly. And remember an AP course is supposed to be college level, so I will expect well-thought-out and well-written answers and explanations. Some of these assignments are presented in the form of DNAs Directed Note Assignments. They are based on the textbook for the course. They are designed to focus your attention on some of the important aspects of each chapter. DNAs will be made available for each unit that we study, usually from one to a few per chapter. DNAs may take the form of writing definitions, explaining concepts, describing or characterizing topics, or filling in tables. The DNAs for each unit will help you prepare for the unit test as well as for the AP exam in the spring of 2019 (Monday, May 13). Included also in this packet is a question designed to simulate a free-response type question from the AP exam. In this case it involves constructing a graph and drawing conclusions based on the graph and on your knowledge of the material. The DNAs (and free response question) for this first unit are to be completed neatly and submitted in a well-organized manner. They are to represent your own work, without collaboration from other students. They will be collected and checked on the first full day of school. Good luck, and have a wonderful summer! It s a great day for Biology! Summer Packet - Unit 1 DNAs p. 1
Unit 1. Introduction and Chemistry of Life An Introduction to AP Biology: The Four Big Ideas The AP Biology course curriculum is organized around four major concepts that influence all biological topics. These major concepts are called Big Ideas by the AP College Board in their description of the AP Biology curriculum. A detailed description of the course curriculum can be found at the following web site, or can be accessed through the College Board web site. Please read the descriptions of these four Big Ideas. http://media.collegeboard.com/digitalservices/pdf/ap/10b_2727_ap_biology_cf_web_110128.pdf The Big Ideas are summarized as follows: 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. Unit 1 DNAs 1. Introduction: Evolution and the Foundation of Biology DNA 1.1 DNA 1.2 DNA 1.3 Briefly EXPLAIN each of the four Big Ideas of the AP Biology Curriculum in your own words. Each explanation should be more than a single sentence. Select one of the Big Ideas of the curriculum of the AP Biology Course. By looking through your textbook, EXPLAIN how it pertains to Animals, Plants, and Bacteria. That is, write a few sentences about how your selected Big Idea relates to some specific aspect of each of the following: Animals, Plants, and Bacteria. Three important themes connecting all aspects of biology are (a.) evolution, (b.) unity and diversity, and (c.) the relationship between structure and function. EXPLAIN what these themes mean. Summer Packet - Unit 1 DNAs p. 2
2. The Chemical Context of Life DNA 2.1 TABLE: Types of Chemical Bonds. Bond Type Defining characteristics- what identifies this bond? What types of structures participate in this bond? (Atoms? Ions? Compounds?) List 2 biological examples Non-polar Covalent Polar Covalent Ionic Hydrogen Bond DNA 2.2 DRAW 10 water molecules and hydrogen bonds connecting them. DNA 2.3 LIST four emergent properties of water and explain how they are derived. That is, explain how the molecular structure of the water molecule gives rise to these properties. An emergent property is a property of an object that is characteristic of the whole but not characteristic of its parts (see page 33 of text for further discussion). DNA 2.4 DEFINE ph. What does it tell you? How is it determined? If the phs of two solutions differ by 1 ph point, what does that say about their relative concentrations of H +? of OH -? What if the two solutions differ by 2 or 3 ph points? Summer Packet - Unit 1 DNAs p. 3
3. Carbon and the Molecular Diversity of Life DNA 3.1 Carbon-based molecules exhibit vast molecular diversity. For each of the 4 classes of organic compounds listed below, EXPLAIN the basis of molecular diversity within the class. That is, explain how the structure of the following classes of molecules allows for the many diverse types of molecules in each class. o carbohydrates o lipids o proteins o nucleic acids Summer Packet - Unit 1 DNAs p. 4
DNA 3.2 TABLE: Review of Organic Compounds CLASS CARBOHYDRATES Monosaccharides Disaccharides Polysaccharides Storage Polysaccharides Structural Polysaccharides LIPIDS - fats Phospholipids Steroids PROTEINS NUCLEIC ACIDS DNA RNA Biological Example Monomer (subunits) Chemical attributes Biological Significance Summer Packet - Unit 1 DNAs p. 5
Unit 1: Simulated Free Response Question Data describing the rate of a chemical reaction with and without an enzyme are provided in the table below. Rates are represented in units of mmoles of product produced per unit volume per sec. You will be constructing a graph of these data and then use that graph to formulate answers to the questions that follow. Consult your textbook read the section(s) about enzyme function. Reaction Rates with and without an enzyme at different temperatures. Temperature ( C) 15 C 25 C 35 C 45 C Reaction Rate Enzyme Absent (mmol/m 3 /sec) 0.0001 0.0002 0.0003 0.0004 Reaction Rate Enzyme Present (mmol/m 3 /sec) 1.0000 2.5000 4.0000 0.0004 A. Using graph paper, construct a line graph of the data provided. Temperature is the independent variable (X-axis) and reaction rate is the dependent variable (Y-axis). Your graph should have two lines : one representing the reaction without the enzyme, and the other representing the reaction when the enzyme is present. Make sure the axes are drawn and labeled, the units are indicated, and your graph has a title. B. In three to four sentences, explain the significance of temperature and the presence of an enzyme on the rate of the reaction. C. Recall that enzymes are proteins. Why is there a difference between the reaction rates with and without the enzyme at temperatures of 15 C, 25 C, and 35 C, but no difference between the two reaction rates at 45 C? Summer Packet - Unit 1 DNAs p. 6
Graph Title: Summer Packet - Unit 1 DNAs p. 7