AP Biology Summer Assignment – 2017 - 2018

Welcome!CongratulationsondecidingtotakeonthechallengeofanAdvancedPlacementCourse.ThetwomaingoalsofAPBiologyaretohelpyoudevelopaconceptualframeworkformodernbiologyandtogainadeeperappreciationofscienceasaprocess(asopposedtoanaccumulationoffacts).Becauseoftherapidpaceofdiscoveryinthelifesciencesourprimaryemphasisisondevelopinganunderstandingofunifyingconceptsthatconnectthemajortopicsofbiology.

Why a summer assignment?? APBiologyisarigorous,yetmanageableandrewardingclass.InordertomeetthedemandsofthecurriculumitisnecessaryforyoutocompletesomeworkbeforeyoucomebackinSeptember.Yoursummerassignmentwillbebasedonpre-requisiteinformationthatyouneedarefresheronbeforecomingback.Manyofyoumaybewellversedinthesetopicsalreadysoitshouldn’tbetoodifficult.

Part 1: Check out a textbook BEFORE summer vacation!! YouwillneedtocheckoutanAPBiologytextbookbeforeschoolletsoutthisyearsoyoucancompleteyoursummerassignment. TheAPBiologytextbookisthe 8theditionofCampbellBiology.

Part 2: Introduction Email & REMIND & WebsiteIwouldliketoknowalittleaboutwhoyouare andwhyyouaretakingAPBiology,sothesecondpartofyoursummerassignmentistosendmeanemailintroducingyourself.HereiswhatIwouldlikeyoutoemailmeatjeff.almanza@medford.k12.or.us. BY THE END OF JUNE!

SubjectLine:APBiology2017-20188,YourNameBody:Yourfullname(andnicknamethatyougobyifyouhaveone)andstuffaboutyou.

• Whatscienceclasseshaveyoutaken?• Areyoutakinganyotherscienceclassesnextyear?• Wasthereanythingthatyoulikedordislikedaboutyourearlierbiologyclass?• WhatareyoulookingforwardtothemostinAPBiology?• WhatareyoumostanxiousaboutinAPBiology?• WhyareyoutakingAPBiology?Whatdoyouhopetoaccomplish/gain?• Whatdoyouliketodo(hobbies,sports,music,interests,etc.)?

Remembertouseproperemailetiquette.Iwillreplysoyouhaveanelectronicrecordthatthesecondpartofyourassignmentwasreceived.Iwillbecheckingmyemailmostofthesummersoifyouhaveanyproblemswiththeotherpartsoftheassignment,pleasecontactmethroughemailaswell.

ALSO, please sign up for the REMIND text (info. at the end of this packet), so I can communicate any IMPORTANT AP Biology information during the summer and the 2017-2018 school year and check out my website, www.northmedfordscience.weebly.com

Part 3: Reading Guides for Unit 1Yourassignmentistocompletethereadingguidesforchapters1-5ofyourtextbook(Biology,Campbell8thEd.).Thereadingguidesshouldbeattachedtothisletter.Iexpectyourreadingguidestobecompletedinyourownhandwriting.Thistextbookhasalotoftechnicalvocabularyandcanfeeloverwhelming.Thepacketswillhelpyoutoknowwhatpartstofocuson.In addition to the reading guides, I would like you to make a list of vocab cards (flash cards) of the key vocabulary terms for each chapter. Use 3 x 5 index cards for this.

When you feel confident that you have mastered the reading guide for a chapter, you will take a Schoology quiz. To sign up for Schoology, visit the Schoology website, create an account and use this code, JBDB8-4P8F4, to sign up for the class. You are welcome to use your textbook, reading guides, flash cards for this quiz. Understand that you will only be given one opportunity to take this quiz and once started, it must be completed. The quiz will be used as a formative assessment for 1st quarter.

The reading guides &/flash cards willbeduetheFIRSTDAYofschool.Donotwaituntilthe night beforetocompletetheassignmentoryouwillfeeloverwhelmed…thatiswhyIamgivingittoyounow.

Part 4: Graphing PracticeFor Part 4 you will need to complete graphing problems A, B, C, D, & E. These will also be due the FIRST DAY of school.

You will be taking your first Summative Assessment at the end of the first week of school. This summative assessment will cover all of the information in the reading guides and graphing assignment.

Itrulyamlookingforwardtoworkingwithyounextyear!Don’tprocrastinateonthisassignmentbutdon’tletitkeepyoufromhavingawonderfulsummer!!!

Sincerely,

Mr. Almanzajeff.almanza@medford.k12.or.usClassroom:S-8

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AP Biology: Chapter 1 Guided Reading Assignment Chp 1: The Themes of Biology

1. Biology is the study of life, but we have to determine what is considered living. List and give abrief description of the properties of life shown in Fig. 1.2.

2. Figure 1.3 zooms you in from viewing Earth from space all the way to the level of molecules. Asyou study this figure, list and write a brief definition of each level.

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3. In your own words, what is reductionism?

4. What are emergent properties? Give two examples.

5. As you read this section, you will probably recognize many things you have learned in earlierscience classes. Since this material will be presented in detail in future chapters, you will comeback to these ideas, so don’t fret if the concepts presented are unfamiliar. However, to guideyour study, define these terms as you come to them.

a. Eukaryotic cell:

b. Prokaryotic Cell:

c. Genes:

d. Gene expression:

e. Genome:

f. Genomics:

g. Proteomics:

h. Bioinformatics:

6. Explain how nutrients cycle within an ecosystem, but energy flows one-way through anecosystem.

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7. Explain and give an example of each type of feedback.a. Positive feedback:

b. Negative feedback:

8. What does the statement “there is unity in diversity” mean in terms of biology and why is it saidthat “Evolution is the unifying theme of biology?”

9. What is natural selection?

10. In this course, you will be involved with inquiry. What does inquiry mean, and what might beinvolved?

11. Distinguish between quantitative and qualitative data. Which kind could be graphed? Whichtype would you find in field sketches made by Darwin?

12. Differentiate between inductive and deductive reasoning.

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13. What is a control group and why is it important to have in an experiment?

14. Explain the difference between the dependent and independent variable. Understanding thiswill be necessary when analyzing and graphing data.

15. Explain what is meant by a scientific theory by giving three ways your text distinguishes a theoryfrom a hypothesis or mere speculation.

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AP Biology: Chapter 2 Guided Reading Assignment Chp 2: The Chemical Context of Life

1. Contrast the term element with compound.

2. What four elements make up 96% of living matter?

3. Label each diagram below with the following terms and define each term: electron, proton,neutron, atomic nucleus

4. Contrast the terms atomic mass and atomic number.

5. What is an isotope and what is “special” about radioactive isotopes?

6. Explain how radioactive tracers are used in science?

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7. What is potential energy?

8. Use the diagram below to explain where an electron would have the most potential energy andwhere it would have the least potential energy.

9. How do electrons move from one shell to another?

10. What determines the chemical behavior of an atom? Why are some elements said to be inert?

11. Define the following terms:a. Covalent bond

b. Single bond

c. Double bond

d. Valence

e. Electronegativity

f. Nonpolar covalent bond

g. Polar covalent bond

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12. What is the difference between a structural and molecular formula?

13. How do ionic bonds compare with covalent bonds?

14. Compare and contrast hydrogen bonds and van der Waals interactions.

15. Use morphine and endorphins as examples to explain why molecular shape is crucial in biology.

16. Define a dynamic chemical equilibrium in terms of quantities of reactants and products.

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AP Biology: Chapter 3 Guided Reading Assignment Chp. 3: Water and Life

1. Why is water considered a polar molecule?

2. For each of the below listed properties of water – briefly define the property and then explain howwater’s hydrogen bonds contribute to the special property.

a. Cohesion

b. Adhesion

c. Surface tension

d. High specific heat

e. Heat of vaporization

f. Evaporative cooling

3. How do hydrogen bonds explain that ice is less dense than liquid water?

4. Define the following terms:

a. Solute

b. Solvent

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c. Aqueous solution

d. Hydrophilic

e. Hydrophobic

f. Molarity

5. Label the diagram below to demonstrate the dissociation of the water molecule.

6. What defines an acid and a base?

7. Why are “apparently” small changes in pH so important in biology?

8. What is a buffer?

9. Write and explain the carbonic acid buffer system in human blood.

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10. Explain how carbon dioxide emissions are affecting marine life and ecosystems.

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AP Biology: Chapter 4 Guided Reading Assignment Chp. 4: Carbon and Life

1. Why was the Urey-Miller experiment so important?

2. What is special about carbon that makes it the central atom in the chemistry of life?

3. Use the diagram below to label and describe the three types of isomers.

4. For each functional group – draw the structure, name the compound, write and example and notethe functional properties.

a. Hydroxyl

b. Carbonyl aldehyde

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c. Carbonyl ketone

d. Carboxyl

e. Amino

f. Sulfhydryl

g. Phosphate

h. Methyl

Page 1 of 5

AP Biology: Chapter 5 Guided Reading Assignment Chp. 5: Biological Molecules

1. Label the diagram below – identify a monomer, polymer, condensation reaction, and hydrolysis.

2. What is the monomer of carbohydrates called?

3. What are the three hexose monosaccharides? How are they similar and how are they different?

4. What is a glycosidic linkage and what do the numbers 1-4 and 1-2 relate to?

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5. Compare and contrast the two storage polysaccharides.

6. Compare and contrast the two structural polysaccharides.

7. Why are lipids grouped together or what characteristic do they all share?

8. What are the two building blocks of fats?

9. Contrast saturated and unsaturated fats.

10. Why are saturated fats usually solids at room temperature, but unsaturated fats are liquid?

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11. Label the phospholipid below to show the phosphate group, the glycerol, and the fatty acid chains.Also indicate the region that is hydrophobic and the region that is hydrophilic.

12. What cell structure has many phospholipids?

13. How would you recognize a basic steroid molecule?

14. List the eight types of proteins and their basic function.

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15. What are the names for the monomers and polymers of proteins?

16. Draw two amino acids – note the amino group, the carboxyl group and the alpha carbon, circlethe water molecule to be removed and then note the peptide bond formed when the two arejoined.

17. Explain the four levels of protein structure –

a. Primary

b. Secondary

c. Tertiary

d. Quaternary

18. We have said that a change in structure will mean a change in function. How does this principleapply to sickle-cell disease? Why is the structure changed?

19. What does denaturation mean and why is it important?

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20. What are chaperonins and what is their role in protein structure?

21. What is the monomer of nucleic acids? What are the 3 parts of this monomer?

22. What are the 2 families of nitrogen bases and how do they differ? What are the members of eachfamily?

23. What is meant by the term that DNA is antiparallel?

10

Graphing Practice

INTRODUCTION

Graphing is an important procedure used by scientists to display the data that is collected during a

controlled experiment. Line graphs must be constructed correctly to accurately portray the data

collected. Many times the wrong construction of a graph detracts from the acceptance of an

individual’s hypothesis

A graph contains five major parts:

a. Title

b. The independent variable

c. The dependent variable

d. The scales for each variable

e. A legend

The TITLE: depicts what the graph is about. By reading the title, the reader should get an idea about

the graph. It should be a concise statement placed above the graph.

The INDEPENDENT VARIABLE: is the variable that can be controlled by the experimenter. It

usually includes time (dates, minutes, hours, etc.), depth (feet, meters), and temperature (Celsius).

This variable is placed on the X axis (horizontal axis).

The DEPENDENT VARIABLE: is the variable that is directly affected by the independent variable. It

is the result of what happens because of the independent variable. Example: How many oxygen bubbles

are produced by a plant located five meters below the surface of the water? The oxygen bubbles are

dependent on the depth of the water. This variable is placed on the Y-axis or vertical axis.

The SCALES for each Variable: In constructing a graph one needs to know where to plot the points

representing the data. In order to do this a scale must be employed to include all the data points. This

must also take up a conservative amount of space. It is not suggested to have a run on scale making

the graph too hard to manage. The scales should start with 0 and climb based on intervals such as:

multiples of 2, 5, 10, 20, 25, 50, or 100. The scale of numbers will be dictated by your data values.

The LEGEND: is a short descriptive narrative concerning the graph's data. It should be short and

concise and placed under the graph.

The MEAN for a group of variables: To determine the mean for a group of variables, divide the sum of

the variables by the total number of variables to get an average.

The MEDIAN for a group of variables: To determine median or “middle” for an even number of values,

put the values in ascending order and take the average of the two middle values. e.g. 2, 3, 4, 5, 9, 10

Add 4+5 (2 middle values) and divide by 2 to get 4.5

The MODE for a group of variables: The mode for a group of values is the number that occurs most

frequently. e.g. 2, 5, 8, 2, 6, 11 The number 2 is the mode because it occurred most often (twice)

11

Problem A:

Using the following data, answer the questions below and then construct a line graph.

Depth in meters Number of Bubbles / minute Plant A Number of Bubbles / minute Plant B

2 29 21

5 36 27

10 45 40

16 32 50

25 20 34

30 10 20

1. What is the dependent variable and why?

2. What is the independent variable and why?

3. What title would you give the graph?

4. What are the mean, median, and mode of all 3 columns of data?

a). Depth : Mean____________Median__________Mode________

b). Bubble Plant A.: Mean ____________Median_________Mode________

c). Bubbles Plant B: Mean ____________Median_________Mode________

12

Title: _______________________________________________

LEGEND:

13

Problem B:

Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not enough insulin

being produced by these cells, the amount of glucose in the blood will remain high. A blood glucose level

above 140 for an extended period of time is not considered normal. This disease, if not brought under

control, can lead to severe complications and even death.

Answer the following questions concerning the data below and then graph it.

Time After Eating hours Glucose ml / Liter of Blood Person A Glucose ml / Liter of Blood Person B

0.5 170 180

1 155 195

1.5 140 230

2 135 245

2.5 140 235

3 135 225

4 130 200

1. What is the dependent variable and why?

2. What is the independent variable and why?

3. What title would you give the graph?

4. Which, if any, of the above individuals (A or B) has diabetes?

5. What data do you have to support your hypothesis?

6. If the time period were extended to 6 hours, what would the expected blood glucose level for Person

B?

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Title: _______________________________________________

LEGEND:

15

Problem C

Temperatures were obtained in November in a fairly arid area of Nevada. At two different sites,

temperature readings were taken at a number of heights above and below the soil surface. One site was

shaded by a juniper (a plant) whereas the other was not.

Table 1

Condition Height in cm from

soil surface

Temp. in Co -

Beneath Forest

Cover

Temp in Co –

Unshaded Field

Air 150 18 20

Air 90 18 21

Air 60 18 20

Air 30 18 21

Soil surface 0 16 33

Humus -6 12 19

Mineral -15 9 15

Mineral -30 7 12

Construct a line graph and plot the data

16

Problem D

A researcher interested in the disappearance of fallen leaves in a deciduous forest carried out a field

experiment that lasted nearly a year. She collected all the leaves from 100 plots scattered throughout

the forest. She measured the amount of leaves present in November, May and August. The percentages

reflect the number of leaves found, using the November values as 100 percent.

Table 2

Collection

Date

Ash Beech Elm Hazel Oak Willow

November 4271g

100%

3220g

100%

3481g

100%

1723g

100%

5317g

100%

3430g

100%

May 2431g

57%

3190g

99%

1739g

%

501g

%

4401g

83%

1201g

35%

August 1376g

32%

2285g

71%

35g

%

62g

%

1759g

33%

4g

0.1%

Complete the table by calculating the missing percentages

Construct a line graph for the ash and elm leaves

17

Problem E

A species of insect has been accidentally introduced from Asia into the US. The success of this organism

depends on its ability to find a suitable habitat. The larval stage is very sensitive to changes in

temperature, humidity and light intensity. Expose to situations outside the tolerance limits results in a

high mortality(death) rate. Study the data table below.

Table 3

Temp.

(oC)

Mortality

(%)

Relative

Humidity(%)

Mortality

(%)

Light

intensity (fc)

Mortality

(%)

15 100 100 80 300 0

16 80 90 10 400 0

17 30 80 0 600 10

18 10 70 0 800 15

19 0 60 0 1000 20

20 0 50 50 1200 20

21 0 40 70 1400 90

22 0 30 90 1600 95

23 20 20 100 1800 100

24 80 10 100 2000 100

25 100 0 100

18

On the graphs, plot line graphs for the effects of temperature and humidity of mortality rates.

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