Westlake High School AP Biology Summer Assignment 2012-2013 Instructor: Mrs. Kimberly Johny- [email protected] WELCOME TO AP BIOLOGY!  I hope you are looking forward to an exciting and engaging year! Since this is a college level course, it will be rigorous and will demand time both in and out of the classroom. If you’re up to the challenge, get started by completing the following assignments prior to the beginning of the school year. It will be collected on the first day of school and will count as your first grade! Don’t wait until the end of the summer to complete the assignment pace yourself! I have divided the questions by chapters from the textbook we will be using. You do not need the AP Biology book to answer them but there is an online site to access it:

Navigate your web browsers to www.pearsonschool.com/access, and follow the simple steps for registering with the student access codes shown below.

Student access codes: SSNAST-SMALL-EMEND-CHIMB-CONTO-CHEWA Our book is Campbell Biology, 7e, AP Edition) YOU WILL RECEIVE ACCESS TO THE E-BOOK Recommended study guides and materials, listed in order of preference 1. Cliffs- AP Biology study guide & Barons AP Biology flash cards 2. Barons- AP Biology study guide and flash cards 3. Five steps to a Five in AP Biology

You will have a test on these 5 chapters during the second week of the new school year. The tests are normally 40 multiple choice questions and 2 free response (essay). I will periodically check my school email during the summer, so if you have any questions, let me know! [email protected] Check out the class webpage http://sites.google.com/site/mrsjohnyssciencepage/home Enjoy the summer (and learn some biology)!

IMPORTANT INFORMATION YOU NEED TO UNDERSTAND ABOUT MRS. JOHNY’S AP BIOLOGY CLASS 1. Unless previously discussed with the instructor, LATE ASSIGNMENTS ARE NOT ACCEPTED - no partial credit, no late grade. A grade of 0 will be assigned for any assignment not submitted on time. No exceptions will be made to this. If you are present at any time during the period which an assignment is to be collected, it is due when called for – not at the end of the period, not 5 minutes after it is called for. 2. Because I expect your best work the first time, THERE WILL BE NO REDO’S TO MAKE YOUR GRADE BETTER. This applies to all labs, research papers, projects, tests and in-class assignments. 3. Repetition is intentional. DO NOT write “see number 4 above” or “this answer was given in number 7 of part 1” for example. You may be asked different questions which will require the same answer. You are expected to complete these as if the concept is presented individually

4. All completed assignments will be collected the first day of class. Assignments are not divided during the summer. I encourage you to divide the reading yourself over several weeks. The reading level may be easy, but the volume is large and you are expected to remember the material from these chapters. 5. There will be a quiz on these chapters the second class session

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Assignment #1: Letter of Introduction Your first assignment is to successfully send me an email. The due date for this assignment is June 20, 2011. TO: [email protected] Your email must adhere to the following guidelines: 1. Use clear, full sentences with correct punctuation. Proofread!! Proofread!!!! Proofread !!!! Use spell check before you hit that “send” button. 2. Do not use text language! Do not abbreviate words like you would when texting a friend. Rather, use a formal style of communication in the letter like you would use when writing to your college professor. This will be good practice for communicating with your real professors in the future. 3. Address the email to me at: [email protected] 4. Make the subject heading: AP Biology Letter of Introduction: (Your first and last name). Do not include the parentheses; just add your first and last name. 5. Begin the letter with a formal salutation, like “Mrs. Johny,” or “Dear Mrs.Johny.” 6. Now introduce yourself and tell me a little bit about you (“Hello, my name is ___________) a. What do you like to do (hobbies, sports, music, interests)? b. Tell me a little about your family (Mom, Dad, Guardian, Siblings, Pets, how long you’ve lived in the area.) c. What do you like most about Biology? d. Why are you taking this class and what do you hope to learn about? e. What are you most anxious about in AP Biology? 7. End the email with a formal closing, like “Sincerely.” Then skip four spaces and write your name below the closing like you would if you were writing a letter.

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Assignment #2: AP Biology Chapters 1-5 Answer the following questions and define the key terms- ALL ANSWERS SHOULD BE TYPED

Chapter 1: Introduction, Exploring Life 1. Diagram the hierarchy of structural levels in biology. 2. Explain how the properties of life emerge from complex organization. 3. Describe 7 emergent properties associated with life. 4. Distinguish between prokaryotic and eukaryotic cells. 5. List and distinguish the 3 Domains of Life. 6. Briefly describe the 4 Kingdoms found in the Domain Eukarya. 7. Briefly describe how Darwin’s ideas contributed to the conceptual framework of biology. 8. Outline the scientific method. 9. Distinguish between inductive and deductive reasoning. 10. Explain how science and technology are interdependent. 11. The College Board recognizes 8 Major Themes in Biology. Briefly describe each in your own words and give an example for each theme. A. Science as a Process E. Relationship of Structure to Function B. Evolution F. Regulation C. Energy Transfer G. Interdependence in Nature D. Continuity and Change H. Science, Technology, and Society 12. Key Terms: population, community, ecosystem, biome, hypothesis, control group, variable, experimental group, theory Chapter 2: The Chemistry of Life (Since most of you have just completed a chemistry course, these questions should be easy for you!) 13. State 4 elements essential to life that make up 96% of living matter. 14. Describe the structure of an atom. 15. Distinguish between atomic number, atomic weight, mass number, and valence. 16. Explain why radioisotopes are important to biologists. 17. Explain the octet rule. 18. Distinguish among nonpolar covalent, polar covalent, and ionic bonds. 19. Describe the formation of a hydrogen bond and explain how it differs from a covalent or ionic bond. 20. Explain why weak bonds are important to living organisms. 21. Key Terms: ion, cation, anion, isotope, half life, electronegativity

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Chapter 3: Water and the Fitness of the Environment 22. Describe how water contributes to the fitness of the environment to support life. 23. Describe the structure and geometry of a water molecule. 24. Draw 5 water molecules hydrogen-bonded together and indicate the slight negative and positive charges that account for the formation of hydrogen bonds. 25. Describe the biological significance of the cohesiveness of water. 26. Explain how water’s high specific heat, high heat of vaporization, and expansion upon freezing affect both aquatic and terrestrial ecosystems. 27. Explain how the polarity of water makes it a versatile solvent. 28. How many grams of lactic acid (C 3 H 6 O 3 ) are in a 0.5M solution of lactic acid? B. How many grams of salt (NaCl) must be dissolved in water to make 2 liters of a 2M salt solution? 29. Explain how acids and bases directly or indirectly affect the hydrogen ion concentration of a solution. 30. Using the bicoarbonate buffer system as an example, explain how buffers work. 31. Key Terms: hydrophilic, hydrophobic, cohesion, adhesion, solution, solvent, solute, surface tension Chapter 4: Carbon and the Molecular Diversity of Life 32. What is organic chemistry? 33. Explain why carbon atoms are the most versatile building blocks of molecules. 34. Describe how carbon skeletons may vary, and explain how this variation contributes to the diversity and complexity of organic molecules. 35. Distinguish between structural, geometric, and stereoisomers. 36. List and draw the major functional groups. 37. Key Terms: isomers, functional groups, aldehyde, ketone, amines, thiols Chapter 5: The Structure and Function of Macromolecules 38. List the four main types of macromolecules 39. Describe the characteristics of carbohydrates and list the 3 main types. 40. Define a glycosidic linkage and give an example of one. 41. Describe the importance of polysaccharides. 42. Explain the difference between starch, cellulose, and glycogen. 43. Explain what distinguishes lips from the other major classes of macromolecules. 44. List the unique properties of the 3 major groups of lipids: fats, phospholipids, and steroids. 45. Identify an ester linkage and how it is formed. 46. Distinguish between a saturated and unsaturated fat. 47. Describe the characteristics of proteins. 48. Explain what an amino acid is and how they make up proteins. 49. Explain what a peptide bond is and how it is formed.

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50. List the 4 major types of protein conformations (levels) and describe each. 51. Explain how proteins may be denatured. 52. Define the characteristics of nucleic acids. 53. List the major components of a nucleotide. 54. Distinguish between a purine and a pyrimidine. 55. Key Terms: monomer, polymer, dehydration synthesis (condensation synthesis), hydrolysis, chitin

ASSIGNMENT #3- TYPED

Find a biological science article from a recent publication (within the last year). The article can be of any length but you must attach a copy. Once you have read and understood the article, cite it appropriately, summarize it in one paragraph, explain the significance of the article in a second paragraph, and why you chose it in a third. (These 3 paragraphs should not take up more than one page total!)

ASSIGNMENT #4-TYPED Find an online site that gives a free learning style assessment. (Your preferred learning style influences the way you learn) Use one of the search engines and type in “learning styles survey” or “learning styles ”. Take one of the free tests (make sure it gives immediate results) to find what your learning style is. Once you see your results, find a few suggestions for how to study based on your particular learning style. Write down your learning style (ex: Visual, Kinesthetic, Auditory, Logical, etc.) and some “suggestions” given. We will discuss these during the first couple of days of class.

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Grading Rubric for AP Biology Lab Reports General Information: Lab reports are written in formal style. The only exception to these guidelines is that lab reports are written in passive voice. Reports written in first or third person will have points deducted accordingly. Ex: I added a drop of solution to the test strip. This should be written as follows: 1 drop of solution was added to the test strip. Above all, follow the rubric. When the rubric is used as a checklist, a lab report should be easily written. Once you place your name on your submitted lab report, you are signing a contract that states that all the work is your own. You may work with other classmates to discuss the lab, but the wording used in your report is not to be copied from anywhere. Feedback is provided for each component (a,b,c…) according to the following scheme: 3 The requirement is fulfilled in entirety 2 The requirement is partially fulfilled 1 The requirement is minimally addressed 0 The requirement is missing ABSTRACT An abstract is a brief explanation of an experiment. Although it is the first section read it is the last section written as it summarizes everything from the purpose of the experiment through the conclusion. After reading an abstract the reader understands what was investigated, how the experiment was designed, what results were obtained and what conclusion was drawn. The abstract states: a. a clear and focused purpose b. a brief summary of the method of data collection c. a summary of the significant results d. the conclusion drawn from the results

BACKGROUND INFORMATION The background information provides sufficient content to the reader so they can understand the purpose of the experiment, the design and the interpretation of the results. The writer must research the background information and properly cite (APA documentation) all sources used. A brief summary of the purpose and the experimental design should be included at the end. The background information section: a. provides a general overview of the topic of study in the first paragraph to introduce the main idea(s) b. includes clear, focused, accurate and detailed information sufficient to understand the science investigated during the study in the middle paragraph(s) c. provides cited support from external resources d. previews the experiment in the last paragraph by summarizing the purpose and method for data collection

PROBLEM STATEMENT A problem statement describes what is being investigated and identifies variables and conditions being held constant. The purpose, variables, and constants are addressed in this order. The problem statement addresses the: a. Purpose of experiment is accurately stated b. All independent and dependent variables are accurately identified c. All conditions held constant are accurately identified HYPOTHESIS : A hypothesis uses scientific principles and/or prior knowledge to predict the outcome of how the independent variable will affect the dependent variable. The expected outcome reflects the purpose of the investigation and is clearly stated. The hypothesis addresses: a. What effect will the independent variable have on the dependent variable(s)? b. Why does the independent variable affect the dependent variable(s) (scientific explanation)? DESIGN The design of the experiment provides a plan to investigate the problem and test the predictions made in the hypothesis. It should include enough detail so that the experiment is reproducible. The experimental set-up and measurement techniques must be described. The design includes: a. MATERIALS o Lists all equipment and materials o Includes relevant sizes, quantities, and/or concentrations b. SAFETY GUIDELINES o Identifies potential hazards in using equipment/materials c. DIAGRAM o Illustrates equipment set up with labels d. PROCEDURE o Logical order of steps o Detailed instructions for data collection o Includes both qualitative and quantitative data o Includes instruction for multiple trials o Includes steps to test control when appropriate RESULTS The results of an experiment are a neat, well-organized presentation of observations and measurements. a. DATA TABLE(S): Title reflects independent and dependent variables Labeled columns and rows b. DATA includes all qualitative and quantitative data as instructed in procedure includes appropriate metric units for all quantitative measurements reflects uncertainty reflects precision of equipment when used for measurements

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DATA PROCESSING AND PRESENTATION Relationships between variables are displayed on graphs and/or data are processed using calculations to help the scientist use the data to evaluate the hypothesis to construct meaning. CALCULATIONS: a. Calculations performed are useful for evaluating data b. Each category of calculation is correctly labeled c. Each formula used is shown d. All work is shown e. Calculations are performed accurately f. Each number includes an appropriate unit g. Appropriate number of significant figures is shown GRAPH: a. Title includes all appropriate variables and reflects their relationship b. Axes labeled, including correct units c. Dependent variable is placed on the y-axis and independent variable is placed on the x-axis d. Consistent scale of numbers on each axis e. Data points are plotted accurately f. Appropriate graphing style is used g. At least 2/3 of grid is used ANALYSIS AND CONCLUSION OF RESULTS An analysis identifies patterns and relationships using raw and/or processed data. The conclusion explains the results and evaluates the hypothesis using scientific principles. The evaluation discusses the effect of error, level of confidence and validity of the study. In your interpretation of the results the: a. ANALYSIS (What happened) Identify patterns in data Identify relationship between variables b. CONCLUSION (What do the results mean) Answer the question posed in the problem statement Use science to explain what happened Discuss hypothesis based on results (accept/reject) c. EVALUATION (Is the study valid) Logical sources of error Effect of error on results Validity of conclusion is based on error analysis Results are compared with external scientific studies Suggestions for improvements to current study Suggestions for further study

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CITATIONS Written bodies of work include proper documentation of the sources used as evidence to support ideas. Information used within the body of paragraphs needs a parenthetical reference in the paragraph. Every source referenced in parentheses should appear in the works cited section at the end of the report. a. PARENTHETICAL REFERENCE APA formatting (author last name, year of publication) is included within the text of the report b. WORKS CITED All sources used in text are listed using full APA documentation

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