AP Biology Summer Assignment Overview 2015 – 2016 School Year

Dear prospective AP Biology student,

Welcome to AP Biology! The AP Biology curriculum has recently been revised. The entire course now focuses

on the four “Big Ideas” below:

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.

Course outline:

http://media.collegeboard.com/digitalServices/pdf/ap/IN120084785_BiologyCED_Effective_Fall_2012_Revised_lkd.pdf

(You can just google “ap biology course description” and find the link.)

One of the main changes in the AP Biology curriculum is in the laboratory component. AP Biology students

are expected to design many of their own experiments instead of the traditional “cook-book” type labs. This is

more of an inquiry based approach to science. We will work throughout the year developing the skills

necessary to design inquiry based experiments; however, you will get started with this during the summer by

designing your own plant experiment. Please understand that this is also new for me, but we can do it!

Our AP Biology course has very high expectations, and there is little time to waste. To ensure that you are

successful in the class and on the AP Exam in May, we need to start before class begins. I hope that these

assignments will be helpful in easing the transition back to school in August and that you will take them

seriously. I do want you to have a summer break, but working a little bit each week will not hurt too much. I

also think that the assignments that I have provided are not very lengthy, but they do have to be planned out

by you.

If you have any questions or need clarification, please feel free to contact me. My email address is

cburrow@ecisd.org. I will check it periodically throughout the summer. Have a great summer! I look forward to

a successful year with you in AP Biology!

Sincerely,

Mr. Burrow

2015—2016 ECHS AP Biology Summer Assignment The AP Biology summer assignment has 4 purposes:

• To exercise your brain over the summer and keep it in top form so that those neurons are firing away come August, • To review major concepts and terms taught in previous science classes, • To allow you to earn strong grades to start the year out with confidence, and • To design an inquiry based experiment.

Assignment Due Dates:

Wednesday, August 26 Assignment 1: Chemistry Review due in class (daily grade)

Wednesday September 2

Assignment 2: Digital Scavenger Hunt due in class (major grade) Assignment 3: Plant Experimental Design due in class (daily grade)

ONLY the design! We will do the experiment in the Fall. Friday, September 4

Assignment 4: Scientific Root Words, Prefixes, and Suffixes notecards due in class (daily grade) I strongly suggest you start them now to save time during the busy first two weeks of school. (After the due date, each week you will be assigned a number of these terms to learn, and you will have a quiz.)

Assignment #1: Chemistry Review

Name:_____________________________

Rationale: At the beginning of the year we will jump right in and learn about biological molecules. We will not take time to review

the basic chemistry you have learned. Your assignment is to review the chemistry you will need upon entering AP Biology.

Instructions: Search YouTube for “Basic Chemistry Concepts Part I” by ThePenguinProf, and watch BOTH parts I and II.

Take notes on information that is new to you. For further information, I recommend watching the first several videos in the

“Crash Course Chemistry” series. In the first couple weeks of school, you will have a couple of quizzes over the videos and

over the following questions.

1. Which 4 elements are most common in living organisms?

2. Using the partial periodic table to the right, fill in the table

below. Atomic numbers are above each element’s symbol,

atomic masses are below. Round each atomic mass to the

nearest whole number.

Atom Atomic

Number

Atomic

Mass

Protons Neutrons Electrons

Be

C

Al

Cl -1

3. Deuterium is an isotope of hydrogen with an atomic mass of 2. Normal hydrogen atoms have an atomic mass of 1.

a) How many protons does deuterium have? ______________

b) How many neutrons? __________________

4. Draw the Lewis Dot Structure for the following elements:

a) C

b) H

c) O

d) N

5. For each of the elements in the previous question, how many covalent bonds will an atom of this element tend to

make?

6. Why (in terms of protons, neutrons, and/or electrons) are Neon and Argon considered inert or unreactive?

7. Write several sentences relating the meanings of the following terms: element, atom, compound, molecule, ion

8. When an atom or compound becomes ionized, it has gained or lost: _________________

9. Consider these three types of bonds: hydrogen, ionic, covalent.

A) Which bond is the strongest of the three? What makes it so strong?

B) Which bond is intermediate in terms of strength? Why is it weaker than the strongest?

C) Which bond is the weakest? Why? 10. H2O is water. Which type of atom in water (H or O) would have more of a negative charge, and why?

What type of covalent bond is found in water?

11. Which of these substances would contain a triple covalent bond? N2, CO2, H2, O2

Why does it contain a triple covalent bond?

12. Draw the Lewis Dot structures for Carbon (atomic number = 6) and Hydrogen (atomic # = 1).

How many hydrogen atoms would need to bond covalently with one carbon to make all the atoms happy?

Would these covalent bonds be more or less polar than the bonds in water (H2O)?

13. H+ (hydrogen with a charge of +1) is more commonly known as “a proton”. Explain why, describing this ion’s number

of protons, neutrons, and electrons.

Instructions for Video #2: Google “How radioactive isotopes track biological molecules”.

YouTube: http://www.youtube.com/watch?v=k16VeDo_jMo

14. What is a radioactive isotope?

15. Explain in your own words how radioactive isotopes can be used to determine whether phosphorus is a component of

DNA or of protein.

Assignment #2: Digital Scavenger Hunt

For this part of your summer assignment, you will be refamiliarizing yourself with science terms that we will be using at different points throughout the year. Following the instructions will be the list of terms from which you can choose. ***Take your camera/phone along with you on vacation, and you can knock these out very quickly.***

Select 40 terms.

Define all 40 of these terms.

“Collect” 40 items from the list of terms below.

When I say “collect,” I mean you should collect that item by finding it and taking a photograph (digital or paper printed) of that item. You will create a portfolio with all of the terms. You do not need to find the exact item on the list, say for example, if it is an internal part to an organism, but you must apply the term to the specimen you find and briefly explain in your document how this specimen represents the term. This can be done by adding text next to your picture in Microsoft Word. * EXAMPLE: If you choose the term “phloem,” you could submit a photograph you have taken of a plant leaf or a plant stem and then explain in your document what phloem is and specifically where phloem is in your specimen.

ORIGINAL PHOTOS ONLY: You cannot use an image from any publication or the Web. You must have taken the photograph yourself. The best way to prove that is to place an item in all of your photographs that only you could have added each time, something that you might usually have on you like a pen or a coin or a key or your phone, etc.

NATURAL ITEMS ONLY: Some specimens may be used for more than one item, but all must be from something that you have found in nature. Take a walk around your yard, neighborhood, and town. DON’T SPEND ANY MONEY! Research what the term means and in what organisms it can be found… and then go out and find one.

TEAM WORK: You may work with other students in the class to complete this project, but each student must turn in his or her own project with a unique set of terms chosen. There are 110 choices… probability says there is a very small chance that any two students will have most of the same 40 terms chosen.

DIGITAL SCAVENGER HUNT TERMS 1. adaptation of an animal 2. adaptation of a plant 3. abscisic acid 4. actin 5. amniotic egg 6. amylase 7. angiosperm 8. animal that has a segmented body 9. annelid 10. anther & filament of stamen 11. arthropod 12. archaebacteria 13. autotroph 14. auxin producing area of a plant 15. basidiomycete 16. Batesian mimicry 17. biological magnification 18. bryophyte 19. C 4 plant 20. Calvin cycle 21. carbohydrate – fibrous 22. cambium 23. cellulose 24. chitin 25. chlorophyta 26. cnidarian 27. coelomate 28. conifer leaf 29. commensalism 30. connective tissue 31. cuticle layer of a plant 32. deciduous leaf 33. deuterostome 34. dicot plant with flower & leaf 35. diploid chromosome number 36. echinoderm

37. ectotherm 38. endosperm 39. endotherm 40. enzyme 41. epithelial tissue 42. ethylene 43. eubacteria 44. eukaryote 45. exoskeleton 46. fermentation 47. flower ovary 48. frond 49. fruit – dry with seed 50. fruit – fleshy with seed 51. gametophyte 52. gastropod 53. genetically modified organism 54. gibberellins 55. glycogen 56. gymnosperm cone 57. haploid chromosome number 58. heartwood 59. hermaphrodite 60. insect 61. K-strategist 62. keratin 63. leaf – gymnosperm 64. lepidoptera 65. lichen 66. lignin 67. lipid used for energy storage 68. littoral zone organism 69. long-day plant 70. meristem 71. modified leaf of a plant 72. modified root of a plant 73. modified stem of a plant 74. monocot plant with flower & leaf

75. muscle fiber – striated 76. mutualism 77. mycelium 78. mycorrhizae 79. myosin 80. nematode 81. niche 82. nymph stage of an insect 83. parasite 84. parenchyma cells 85. phloem 86. pine cone – female 87. platyhelminthes 88. pollen 89. pollinator 90. porifera 91. prokaryote 92. protein – fibrous 93. protein – globular 94. protostome 95. pteridophyte 96. r-strategist 97. radial symmetry 98. rhizome 99. scale from animal with two-chambered heart 100. spore 101. sporophyte 102. stem – herbaceous 103. stem – woody 104. stigma & style of carpel 105. tendril of a plant 106. thorn of a plant 107. unicellular organism 108. vascular plant tissue 109. xerophyte 110. xylem **Assignment adapted from Kim Foglia 2008

Assignment #3: Plant Experimental Design

***Your job at this point is to PLAN and DESIGN the experiment that you will be doing. You will perform the

experiment when school starts.***

Design and conduct an experiment about plants. You may choose to investigate something to do with plant growth, light,

fertilizer, root development, pollination, etc. Any topic about plants is okay, but please do AP level work.

Go online and search for ideas. Don't stress about this; instead, have fun while learning! It will be okay if everything

doesn't turn out "right." This assignment is supposed to get you to think like a scientist, ask questions, and try to find

answers.

I suggest that you use plants that you can commonly find at a local nursery, Home Depot, Lowes, or sprout your own from

seeds. Some suggestions are: beans, tomatoes, peppers, petunias, or marigolds. Try to choose something hardy and

easy to grow.

You will be required to keep a Lab Notebook (Journal) for this lab. It will have the following:

Lab Notebook:

_______ All entries are dated and organized (all stages of experiment, multiple entries for data) (10)

_______ Background research about your plant topic is included; you may print some things or include web links (10)

_______ Question / problem is clearly stated (5)

_______ Hypothesis is clearly stated (5)

_______ Independent and dependent variables are clearly stated (5)

_______ Controls are described (5)

_______ Materials needed are listed (5)

_______ Procedures are clearly listed; drawings included as needed (10)

_______ Data has been recorded in a student designed chart or table (10)

_______ Analysis of data is described (10)

_______ Errors or problems encountered are indicated throughout the lab journal (5)

_______ Conclusions are clearly stated (20)

You will put a poster together at the conclusion of the experiment.

Plant Experiment

Follow these guidelines for your plant experiment. You will need to document all work by taking pictures of your materials,

location, and plants at all stages of the experiment. You will create a mini-poster presentation (based on the guidelines

given in class) that documents your experiment and monitoring. We will be presenting these in class upon completion.

You will also need to keep a lab notebook. Use this like a journal. Date and document all phases of your research,

experimental design, data collection, conclusions, errors or problems encountered and suggestions for possible future

research. Do not erase content put into lab notebooks, in order to make corrections, draw a line through what needs to be

changed (make sure you can still read the old hand writing) and rewrite near, above, or on the side of what was crossed

out. (These are college-level lab-writing skills.)

EXPERIMENTAL DESIGN

***These are the items that your summer assignment should include. You will create your own lab experimental design

using the following guidelines. Your design should look like a professional lab that you would receive from a teacher. It

should be clear enough that ANYONE could use your design to test your hypothesis.***

You should type this Experimental Design in a professional manner. It should be Arial, 12-14 point font, double-spaced.

You will do Steps 1 through 4. This experimental design will be a daily grade. Within a few days of the due date of this

assignment, you will be performing your experiment on your own at home. When you perform and complete the

experiment, you will get a major grade.

An experiment is an organized series of steps used to test a theory or an idea. Experimental design is a specific set of

steps that is organized such that the results are as valid as possible. The purpose of experimental design is to eliminate

experimental error and to ensure that the results are due to the factor or factors being tested. The experiment, based on a

testable hypothesis that was inferred from research, must be repeatable.

Student Objectives for AP Biology Labs:

• Choose which variables to investigate.

• Design and conduct experiments.

• Design their own experimental procedures .

• Collect, analyze, interpret, and display data.

• Determine how to present their conclusions.

Steps for the Plant Experiment:

Step 1: Stating the Purpose/Problem

What do you want to find out? Write a statement that describes what you want to do. It should be as specific as possible.

Often, scientists read relevant information pertaining to their experiment beforehand. The purpose/problem will most likely

be stated as a question such as: "What are the effects of______ on________?”

Step 2: Defining Variables

INDEPENDENT VARIABLE (IV) (also called the manipulated variable) — the variable that is changed on purpose for the

experiment; you may have several levels of your independent variable.

DEPENDENT VARIABLE (DV) (also called the responding variable) — The variable that acts in response to or because

of the manipulation of the independent variable.

CONSTANTS (C) — All factors in the experiment that are not allowed to change throughout the entire experiment.

Controlling constants is very important to assure that the results are due only to the changes in the independent variable;

everything (except the independent variable) must be constant in order to provide accurate results.

CONTROL GROUP - For some experiments, a control (standard of comparison for checking or verifying the results of an

experiment) is necessary. All variables must be held constant in the control group.

EXPERIMENTAL GROUP — The group(s) being tested with the independent variable; each experimental group has only

one factor different from each other, everything else must remain constant.

REPEATED TRIALS — The number of times that the experiment is repeated. The more times you repeat the experiment,

the more valid your results will be.

Step 3: Forming a Hypothesis

A hypothesis is an inferring statement that can be tested. The hypothesis describes how you think the independent

variable will respond to the dependent variable. It is based on research and is written prior to the experiment...never

change your hypothesis.

For example: The rate of the reaction will increase when the temperature increases.

Never use "I" in your hypothesis (i.e. I believe that...)

It is OK if the hypothesis is not proven by the experiment as long as an explanation is given in the conclusion.

The hypothesis is usually written in an "if then.., because..." format.

Step 4: Designing an Experimental Procedure

Select only one thing to change in each experimental group (independent variable). Change a variable that will help test

the hypothesis. The procedure must tell how the variable will be changed (what are you doing?). The procedure must

explain how the change in the variable will be measured. The procedure should indicate how many trials would be

performed (usually a minimum of 3-4). It must be written in a way that someone can replicate (copy) your experiment, in

step-by-step format.

Step 5: Results/Data

Qualitative Data is comprised of a description of the experimental results (i.e. larger, faster....). Quantitative Data is

comprised of numbers results (i.e. 5 cm, 10.4 grams)

The results of the experiment will usually be compiled into a table/chart for easy interpretation. A graph of the data

(results) may be made to more easily observe trends.

Step 6: Conclusion

What have you discovered from this experiment?

What conclusions can be made?

How does the data support your conclusion?

You should indicate any flaws in the research and errors or problems that were encountered. How could this experiment

be improved?

Scientific Root Words, Prefixes, and Suffixes Notecards These notecards will be due in the 2nd week of school. I strongly suggest you start them now to save time during the busy first two weeks of school. This assignment will be getting your Prefix/Suffix vocabulary started. You will make notecards with all terms and definitions on them. We will start on these vocabulary terms in the first few weeks of school, but you have the list ahead of time, so you could make all of your notecards ahead. You will find in this class (and when you get to college), the notecard method of studying vocabulary is very helpful. I encourage you to get into the habit of using notecards for every class that has vocabulary. Biology students are often challenged by the large amount of unfamiliar vocabulary taught in the course. However,

without a strong foundation in the science vocabulary, they will not be able to master complex biological concepts. The

words students learn become stepping-stones to the next concept – and without those words, further learning becomes

difficult, progress becomes slower and frustration results.

There is a strong correlation between reading comprehension and vocabulary development. “Teaching words well means

giving students multiple opportunities to learn how words are conceptually related to one another in the material they are

studying” (Vacca &Vacca, 2002, p. 160). The regular creation and practice with Science Vocabulary Note Cards should

become a foundation to increasing reading comprehension.

Criteria for Success: A quality set of Science Vocabulary Note Cards…

Demonstrates a student’s ORIGINAL work

Front of Card includes: the student’s initials, the word spelled correctly and a picture or diagram

Back of Card includes: a textbook definition with page number, an example of that term, and the word used in an original sentence

Front: Back:

Example:

Front: Back:

***The prefix/suffix/root word cards do not need a picture. Simply the “term” on one side and the “definition” on the other is sufficient. However, I do want you to come up with a familiar “word” or “term” with a definition on the back, as well, showing your understanding. Example--- the prefix is “cerebr” My word/term is “cerebral fluid”. The definition is “fluid from the brain”.

WORD

PICTURE/DIAGRAM

Definition - from textbook, dictionary or

notes (p.#)

Example – give an example of this term

Your Own Words - use the word in a

sentence of your own!

POPULATION

CE

Population: group of individuals of the

same species that live in the same area.

Example: All the pigeons in Newark

My Own Sentence: After leaving food on

my kitchen counter for two days, I found

two populations: ants and roaches.

Scientific Root Words, Prefixes, And Suffixes

a-, an- not, without, lacking, deficient

ab- away from, out from

-able capable of

ac- to, toward

-aceous of or pertaining to

acou-, acous- hear

ad- to, toward

aden- gland

adip- fat

aero- air

agri- field, soil

-al having the character of

alb- white

alg-, -algia pain

alto- high

ambi- both

ameb- change, alternation

amni- fetal membrane

amphi-, ampho- both

amyl- starch

ana- up, back, again

andro- man, masculine

anemo- wind

ang- choke, feel pain

angi- blood, vessel, duct

ante- before, ahead of time

anter- front

antho- flower

anti- against, opposite

antrhopo- man, human

-ap-, -aph- touch

apo-, ap- away from

aqu- water

archaeo- primitive, ancient

-ary, -arium denotes a place for something

arteri- artery

arthr- joint, articulation

-ase forms names of enzymes

aster-, astr- star

-ate verb form – the act of

anther- fatty deposit

-ation noun form – the act of

atmo- vapor

audi- hear

aur- ear

auto- self

bacter-, bactr- bacterium, stick, club

barb- beard

baro- weight

bath- depth, height

bene- well, good

bi- (Latin) two twice

bi-, bio- (Greek) life, living

-blast- sprout, germ, bud

brachi- arm

brachy- short

brady- slow

branchi- fin

brev- short

bronch- windpipe

cac-. bad

calor- heat

capill- hair

capit- head

carcin- cancer

cardi- heart

carn- meat, flesh

carp- fruit

carpal- wrist

cata- breakdown, downward

caud- tail

-cell- chamber, small room

cen-, cene- now, recent

cente- pierce

centi- hudredth

centr- center

cephal- head

cerat- horn

cerebr- brain

cervic- neck

chel- claw

chem- dealing with chemicals

chir- hand

chlor- green

chondr- cartilage

chrom-, -chrome color

chron- time

-chym- juice

-cid-, -cis- cut, kill, fall

circa-, circum- around, about

cirru- hairlike curls

co- with, together

cocc- seed, berry

coel- hollow

coll- glue

coni- cone

contra- against

corp- body

cort-, cortic- outer layer

cosmo- world, order, form

cotyl- cup

counter- against

crani- skull

cresc-, cret- begin to grow

crypt- hidden, covered

-cul-, -cule small, diminutive

cumul- heaped

cuti- skin

cyan- blue

-cycle, cycl- ring, circle

-cyst- sac, pouch, bladder

cyt-, -cyte cell, hollow container

dactyl- finger

de- away from, down

deca- ten

deci- tenth

deliquesc- become fluid

demi- half

dendr- tree

dent- tooth

derm- skin

di-, dipl- (Latin) two, double

di-, dia- (Greek) through, across, apart

dia- (Latin) day

digit- finger, toe

din- terrible

dis- apart, out

dorm- sleep

dors- back

du-, duo- two

-duct lead

dynam- power

dys- bad, abnormal, difficult

ec- out of, away from

echin- spiny, prickly

eco- house

ecto- outside of

-elle small

-emia blood

en-, endo-, ent- in, into, within

-en made of

encephal- brain

enter- intestine, gut

entom- insects

-eous nature of, like

epi- upon, above, over

-err- wander, go astray

erythro- red

-escent becoming

eso- inward, within, inner

eu- well, good, true, normal

eury- widen

ex- out of, away from

extra- beyond, outside

-fer- bear, carry, produce

ferro- iron

fibr- fiber, thread

-fid, fiss- split, divided into

-flect, -flex bend

flor- flower

flu-,fluct-,flux flow

foli- leaf

fract- break

-gam- marriage

gastr- stomach

geo- land, earth

-gen, -gine producer, former

-gene- origin, birth

-gest- carry, produce, bear

-glen- eyeball

-glob- ball, round

gloss- tongue

gluc-, glyc- sweet, sugar

glut- buttock

gnath- jaw

-gon angle, corner

-grad- step

-gram, graph record, writing

grav- heavy

-gross- thick

gymno- naked, bare

gyn- female

gyr- ring, circle, spiral

-hal-, -hale breathe, breath

halo- salt

hapl- simple

hector- hundred

-helminth- worm

hem- blood

hemi- half

hepar-, hepat- liver

herb- grass, plants

hetero- different, other

hex- six

hibern- winter

hidr- sweat

hipp- horse

hist- tissue

holo- entire, whole

homo- (Latin) man, human

homo- (Greek) same, alike

hort- garden

hydr- water

hygr- moist, wet

hyper- above, beyond over

hyph- weaving, web

hyphno- sleep

hypo- below, under, less

hyster- womb, uterus

-iae person afflicted with disease

-iasis disease, abnormal condition

-ic (adjective former)

-chthy- fish

ign- fire

in-, il-, im-, ir- not

in-, il-, im-, ir- to, toward, into

in- very, thoroughly

-ine of or pertaining to

infra- below, beneath

inter- within, inside

intra- between

-ism a state or condition

iso- equal, same

-ist person who deals with

-it is inflammation, disease

-ium refers to a part of the body

-kary- cell nucleus

kel- tumor, swelling

kerat- horn

kilo- thousand

kine- move

lachry- tear

lact- milk

lat- side

leio- smooth

-less without

leuc-, leuk- white, bright, light

lign- wood

lin- line

lingu- tongue

lip- fat

lith-, -lite stone, petrifying

loc- place

-log- word, speech

-logist one who studies

-logy study of

lumin- light

-lys, -lyt, -lyst decompose, split, dissolve

macr- large

malac- soft

malle- hammer

mamm- breast

marg- border, edge

mast- breast

med- middle

meg- million, great

mela-, melan- black, dark

-mer part

mes- middle, half, intermediate

met-, meta- between, along, after

-meter, -metry measurement

micro- small, millionth

milli- thousandth

mis- wrong, incorrect

mito- thread

mole- mass

mono- one, single

mort- death

mot- move

morph- shape, form

multi- many

mut- change

my- muscle

myc- fungus

mycel- threadlike

myriad- many

moll- soft

nas- nose

necr- corpse, dead

nemat- thread

neo- new, recent

neprho- kidney

-ner- moist, liquid

neur- nerve

noct-, nov- night

-node knot

-nom-, -nomy ordered knowledge, law

non- not

not- back

nuc- center

ob- against

ocul- eye

oct- eight

odont- tooth

-ond form, appearance

olf- smell

oligo- few, little

-oma abnormal condition, tumor

omni- all

onc- mass, tumor

oo- e gg

opthalm- eye

opt- eye

orb- circle, round, ring

-orium, -ory place for something

ornith- bird

orth- straight, correct, right

oscu- mouth

-osis abnormal condition

oste- bone

oto- ear

-ous full of

ov- egg

oxy- sharp, acid, oxygen

pachy- thick

paleo- old, ancient

palm- broad, flat

pan- all

par-, para- beside, near, equal

path-, -pathy disease, suffering

-ped- foot

-ped- child

pent- five

per- through

peri- around

permea- pas-, go

phag- eat

pheno- show

-phil- loving, fond of

phon-, -phone sound

-phore,, pher- bear, carry

photo- light

phren- mind, diaphragm

phyc- seaweed, algae

phyl- related group

-phyll leaf

physic- nature, natural qualities

phyt-,phyte plant

pino- drink

pinni- feather

plan- roaming, wandering

plasm-, -plast- form, formed into

platy- flat

pleur- lung, rib, side

pneumo- lungs, air

-pod foot

ply- many, several

por- opening

port- carry

post- after, behind

pom fruit

pre- before, ahead of time

prim- first

pro- forward, favoring, before

p[roto- first, primary

pseudo- false, deceptive

psych mind

pter- having wings or fins

pulmo- lung

puls- drive, push

pyr- heat, fire

quadr- four

quin- five

radi- ray

re- again, back

rect- right, correct

ren- kidney

ret- net, made like a net

rhag-, -rrhage burst forth

rhe-, rrhea flow

rhin- nose

rhiz- root

rhodo- rose

roto- wheel

rubr- red

sacchar- sugar

sapr- rotten

sarc- flesh

saur- lizard

schis-, schiz- split, divide

sci- know

scler- hard

-scop- look, device for seeing

-scribe, -script write

semi- half, partly

sept- partition, seven

-septic infection, putrefaction

sess- sit

sex- six

-sis condition, state

sol- sun

solv- loosen, free

som-, somat-, -some body

somn- sleep

son- sound

spec-, spic- look at

-sperm- seed

-spher- ball, round

spir-, -spire breathe

-spor- seed

stat-, -stasis standing, placed, staying

stell- stars

sten- narrow

stern- chest, breast

stom-, -stome mouth

strat- strato- bed, blanket

stereo- solid, 3-dimensional

strict- drawn tight

styl- pillar

sub- under, below

super-, sur- over, above, on top

sym-, syn- together

tachy- quick, swift

tarso- ankle

tax- arrange, put in order

tele- far off, distant

telo- end

terr- earth, land

tetr- four

thall- young shoot

-the-, -thes- put

-thel- cover a surface

therm- heat

-tom- cut, slice

toxico- poison

top- place

trache- windpipe

trans- across

tri- three

trich- hair

-trop- turn, change

-troph- nourishment, one who feels

turb- whirl

-ul-, -ule diminutive, small

ultra- beyond

uni- one

ur- urine

-ura tail

vas- vessel

vect- carry

ven-, vent- come

ventr- belly, underside

-verge turn, slant

vig- strong

vit-, viv- life

volv- roll, wander

-vor- devour, eat

xanth- yellow

xero- dry

xyl- wood

zo-, -zoa animal

zyg- joined together

zym- yeast

Collect School Supplies Please use the summer time to get your school supplies early. Have these supplies ready to go on Day 1 of class. Materials: REQUIREMENT LIST FOR AP BIOLOGY CLASS 2015-2016

3-ring binder with dividers (you probably want a “big” binder)

Standard size, loose leaf notebook paper

Pencils with erasers

Colored pencils

Graph paper

Black ink pens

Access to the internet & Microsoft office (Word, PowerPoint)

Jump Drive

3X5 Index Cards

3X5 Index Card box

Ruler *Optional

Latex/nitrile gloves for lab

5 Steps to a 5 AP Biology *(Recommended, not required)