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PLEASE READ EVERY WORD ON THIS PAGE (For that matter, please read every word on every page… but this page is particularly important!)

Welcome to AP Biology!!!

The attached is a review packet to make sure you remember all the (magical, wonderful, beautiful,

inspiring, encouraging, uplifting!) biology you’ll need to survive the first week in AP Biology.

Do it piece-by-piece throughout the summer or all in the last week as a crash course; it’s up to you!

However you decide to pace yourself, you must turn in this entire packet, completed and reasonably

error-free, on the first day of school next year (Wednesday, August 10th). This will be your first grade!

Packet Instructions: 1. Go to http://tinyurl.com/BioisBae and watch the “Intro Video For AP Biology 2016-2017”

2. After you have visited (and signed up / book marked) all websites and read the course outline, begin

working on the 6 review lessons in this packet at your own pace. Email me if you get stuck

3. Read the study guide (pg. 16) to get ready for your first test, which will be given Monday, August 15th.

This test will be structured like the AP Biology exam – multiple choice and free response. Study hard!

I’m very excited you decided to take this advanced course in the study of life! You can reach me by

emailing madeline.bottenhorn@marion.k12.fl.us throughout the summer if you have any questions.

Have a spectacular summer,

Ms. Bottenhorn

Summer Packet Table of Contents:

PAGE CONTENT WHAT TO DO…

1 Welcome Letter and Table of Contents Read (You’re doing it now, good job!)

2 Websites We Will Be Using Visit these websites and… (see page)

3 Course Overview Read and record all Q’s for 1st day back

4 List of Required and Suggested Materials Purchase these items before first day

5 - 7 Review Lesson (RL)1: Basic Chemistry Read/Watch, Answer

8 RL 2: Organic Chemistry Read/Watch, Answer

9 RL 3: Biological Macromolecules Read/Watch, Answer

10-11 RL 4: Biology Vocabulary Mark, create flashcards, STUDY!

12 RL 5: Biology Key Concepts Answer 16 of 20 questions and attach

13-15 RL 6: Graphing and Data Analysis Watch, Analyze, Graph

16 Study Guide for First Test Read and study for the first test

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Websites We Will Use □ YouTube! (mobile app available)

1. Visit to watch the Intro Video: http://tinyurl.com/BioisBae

2. Click and watch the Intro Video for AP Biology (preferably before you continue on in this packet…)

□ Kahn Academy (mobile app available, can download videos for offline use) Follow these directions to sign up for our class:

3. Sign up at khanacademy.org (or log in with their existing accounts)

a. Please use your full first and last name for grading purposes

b. Use whatever email you like, school or personal

4. Next, visit www.khanacademy.org/coaches

5. There, in the "Add a coach" field, enter the class code GRM5JP and you will be added to the class

□ Bozeman Videos for AP Biology (mobile accessible)

6. Visit: http://www.bozemanscience.com/ap-biology/ (make a bookmark, you will visit this again!)

7. Watch “The New AP Biology Exam - A User's Guide”

8. Fill out the following table as you watch:

The New AP Biology Exam (Revised as of 2013)

Multiple Choice Section (First)

What % of score? How many MC questions?

How many minutes? How many Grid-Ins?

Free Response Section (Second)

What % of score? How many Long (20min) FRQs?

How many minutes? How many Short (6 min) FRQs?

□ Find/follow the class on Instagram and/or Twitter: @Ms_Bottenhorn I post reminders, homework, and occasionally help with an assignment, on Instagram and Twitter.

All homework will also be announced in class and posted on the board, so no media = no problem.

No, I cannot not follow back. Sorry, county rules. But you selfie game is on point, I’m sure!

NOTE: You don’t have to follow the class accounts; it’s just for your convenience

□ Ms. Bottenhorn’s School Website 9. Go to West Port Home Page > Faculty Directory > Bottenhorn, Madeline

10. The AP Biology tab on the left is for you There is nothing to do right now, I just want you to be aware.

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Course Outline The grade book for this AP Biology course is as follows:

Quarter 1

10% - Summer Packet, Vocab, Intro Test

25% - Biochemistry (Unit 1)

25% - Cells and the Cell Cycle (Unit 2)

10% - Lab 1

10% - Lab 2

20% - Test 1 (Units 1-2)

Quarter 2

30% - Metabolism (Unit 3)

30% - Eukaryotic Structure and Function (Unit 4)

10% - Lab 3

10% - Lab 4

20% - Test 2 (FRQ Section) (Units 1-4)

SEMESTER EXAM – 20% of Quarters 1-2 (Units 1-4)

Quarter 3

30% - Heredity and Genetics (Unit 5)

30% - Molecular Genetics (Unit 6)

10% - Lab 5

10% - Lab 6

20% - Test 3 (Units 1-6)

Quarter 4 30% - Evolution (Unit 7)

30% - Ecology (Unit 8)

10% - Lab 7

10% - Lab 8

20% - Review Material (Units 1-8)

FINAL EXAM – 20% of final grade (Units 1-8)

Important (and Tentative) Dates:

Vocabulary Test and AP Exam Intro Test: Monday, May 15th

Test 1 (Units 1-2): October 6th/7th

Test 2 / Semester Exam (Units 1-4): TBD, but will be during the week of December 12th

Test 3 (Units 1-6): March 9th/10th

Test 4 / Practice AP Exam (Units 1-8, counts as final exam): April 26th, Afterschool*, 3:50-7:30pm

AP Exam Date: Monday, May 8th, 8:00 am

* Yes, the final exam is after school. You’re finding out about it almost an entire year in advance, so

ask off work, tell your coach, plan a ride, and add it to your calendar. It’s super important to have a

full-length practice exam before the regular exam. I grade it exactly like the AP exam will be graded

and we use the scores to target specific areas for review before the AP exam.

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Materials List

REQUIRED MATERIALS - things we will absolutely use

□ 1 College Ruled, 100 sheets / 200 pages

composition notebook

Staples definitely has these!

NO SPIRAL NOTEBOOKS - If you hate

composition notebooks… my sympathies!

I’m not the biggest fan, either, but it is the

absolute best choice for our notebook,

promise!

□ Pencils/pens as the year goes on

□ Notebook paper for collected assignments

□ Access to internet (home, library, or Power Hour)

Suggested Materials - things my students last year told me to suggest to you

□ Barron’s AP Biology Review Book 5th Edition!

This ^ was the #1 most recommended item.

We do use them in class!

Not 4th Ed.(too old) or 6th (expensive)

□ Colorful fine-point Sharpie © pens were a favorite of

my students for note-taking. They don’t bleed

through, and they don’t run out too fast!

□ White out (not the liquid kind)

□ Post-it notes (to do practice problems on when you

don’t want to mess up your notebook)

□ Folders to keep old work organized

□ Flash cards for studying vocab

NOTE: I am not one of those people who asks you to buy a million things and uses three. I also

don’t take items for a classroom pool. The required items are actually required, but I tried to

keep it to a minimum. Email me if you have questions: madeline.bottenhorn@marion.k12.fl.us

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Review Lesson 1: Chemistry

1. Log on to Kahn Academy (directions to sign up are on page 3 of this packet) I. Click “Subjects” (top left), then “Science”, then “Biology”

II. Select “Chemistry of Life” from the menu

III. Skip the “Skill Checks” (If you’ve already taken chemistry, you can try these to see what you need a

refresher on, but if you haven’t taken biology just go on to the material below)

IV. Watch/Read everything in “Elements and Atoms” category

V. Watch/Read everything in “Electron Shells and Orbitals” category

VI. Watch/Read only the following from “Chemical Bonds and Reactions” category:

a. Read “Chemical Bonds”

b. Watch “Chemical Reactions Introduction”

c. Read “Chemical Reactions”

2. Use the info on Kahn Academy to fill out the following diagram and blanks:

Figure A: Atom (Helium)

a. Figure A is an atom. Multiple atoms joined together by ________________ bonds form a

_________________. Glucose (Figures B and C) is an example of this level of organization. It has 6

carbons, ___ hydrogens, and ____ oxygens.

b. In the space below, copy the chemical reaction for photosynthesis.

i. Label the reactants and products sides of the reaction

ii. Label all molecules with their common name and chemical formula

Figure B: Structure of Glucose Figure C: Glucose Structural Formula

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3. Watch this Bozeman Video: http://www.bozemanscience.com/water-a-polar-molecule and

take notes in the table below as you go:

Properties of Water

1. Polar -

2. Hydrogen Bonds -

3. Cohesion -

4. Adhesion -

5. Capillary Action -

6. High Specific Heat -

7. Solid Water Floats -

8. Good Solvent -

4. Label the diagram (right) with the following words: i. Oxygen

ii. Hydrogen

iii. Slightly positive charge (+)

iv. Slightly negative charge (-)

v. Water molecule

vi. Hydrogen Bond

vii. Covalent Bond

viii. Adhesion

ix. Cohesion

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5. Answer this Short Free Response Question (Short FRQ):

Water is important for all living organisms. The functions of water are directly related to its physical properties.

Describe (explain in detail*) how the properties of water contribute to any TWO of the following observations:

i) Water bugs are able to stand on the surface of water without sinking ii) Trees are able to draw water up their stems, despite gravity iii) Coastal cities enjoy a more stable temperature than cities located further from a body of water iv) Water is able to dissolve sugar and salt, but not oil or wax

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* If you don’t feel you understand the properties of water enough to describe these choices well, watch the

Kahn Academy Biology section “Water, acids, and bases” to catch up! Properties of water are VERY important to

understanding other concepts in AP Biology!

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Review Lesson 2: Organic Chemistry

6. Log on to Kahn Academy (directions to sign up are on page 3 of this packet) I. Click “Subjects” (top left), then “Science”, then “Biology”

II. Select “Properties of Carbon” from the menu

III. Skip the “Skill Checks”

IV. Watch/Read everything in “Carbon” category

V. Skip the “Hydrocarbon structures and functional groups” category (unless you are very interested in

college level organic chemistry!)

7. Answer the following:

a. Organic chemistry is the study of the chemistry of the atom ________________ and all the other atoms

it forms bonds with.

b. What do silicone and carbon have in common?

c. What is a “hydrocarbon”?

d. What kind of molecules in your body contain carbon?

e. The simplified chemical reactions for cellular respiration and combustion are shown below.

i. Label all organic molecules in these diagrams with a star

ii. What do these two reactions have in common?

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__________________________________________________________________________________

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Review Lesson 3: Biological Macromolecules

8. Log on to Kahn Academy (directions to sign up are on page 3 of this packet) I. Click “Subjects” (top left), then “Science”, then “Biology”

II. Select “Macromolecules” from the menu

III. Read “Introduction to macromolecules” (below the Skill Check”)

IV. Take the “Skill Check”

V. Watch the videos Kahn Academy suggests to you at the end of the skills check to help you with

anything you may not have understood.

VI. Try the skill check again at the end to use your new understanding.

9. Illustrate the following:

A. Dehydration Synthesis (a.k.a. a Condensation Reaction):

B. Hydrolysis:

10. Use the info on Kahn Academy (or search the internet) to fill out the following:

Biological Macromolecules to Know

Polymer Monomer Joined by… Elements Example

Carbohydrates Glycosidic bonds

Lipids C, H, O

Proteins

Enzymes Amino Acids

Nucleic Acids

Deoxyribonucleic Acid DNA

Ribonucleic Acid* RNA

* RNA is SOOOOOO much cooler than we thought! You can participate in current RNA research by playing the NOVA RNA Enigma game :D

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Review Lesson 4: Biology Vocabulary The Vocabulary List is on the next page, and here’s what to do with it:

11. Read through the list on the next page andcheck-mark the box next to the words you use, or could easily

use, in normal conversation. Don’t worry about the checked-off words, you already know those!

12. Read through the un-checked words and put a question mark next to the words you might understand if

someone used them in a conversation, these are the ones you *almost* remember. Make flashcards (word

on front, definition on back) or a vocab sheet for the question-marked words, just to refresh your memory.

13. Circle the remaining words. These should be words you couldn’t explain well to a 5-year-old and would have

to look up in the dictionary to understand in context. For these unknown words, you have two options:

OPTION A: Create a flashcard formatted like the one below (this format is VERY good for memory):

-OR-

OPTION B: Make a regular flashcard (word

on front, definition on back, for studying)

and take a picture of the card near the

object/term/idea it describes.

Caption it and tag me on Instagram or

twitter! You won’t forget a word if you’ve

had to track down an example

I’m using #APBioSummer so they’ll end up

all in the same place!

Please be careful when doing any words like

“mutagen” or “inflammation”…!

!!! Learn all words before Monday, August 15th (your first vocab quiz)!!! Tip: It helps to sort the words, so once you have your flashcards made, try sorting them into topics.

Vocab Word

(front of card)

Picture or diagram goes here Use it in a sentence here

Synonym Definition

Antonym Definition in your own words

Vocab Word

(back of card)

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Vocabulary to Review for 1st Semester These are the words you need to remember from Biology 1 to converse in AP Biology during the 1st semester.

You can swing by WPHS and pick up a textbook during the summer and you can also search online. I looked and

http://www.phschool.com/science/biology_place/glossary/ has almost all the words on the list!

□ activation energy

□ active site

□ active transport

□ adhesion (in water)

□ aerobic

□ amino acid

□ anaerobic

□ antibiotics

□ asexual reproduction

□ atom

□ ATP

□ autotroph

□ binary fission

□ brain stem

□ carbohydrate

□ catalyst

□ cell

□ cell theory

□ cellular respiration

□ cerebellum

□ cerebrum

□ chemical reaction

□ chloroplast

□ chromosome

□ cohesion (in water)

□ covalent bond

□ crossing over

□ denature

□ dependent variable

□ dermal tissue

□ diffusion

□ diploid

□ DNA

□ endosymbiosis

□ enzyme

□ eukaryote

□ fatty acid

□ feedback inhibition

□ fermentation

□ fluid mosaic model

□ gametes

□ glycerol

□ guard cell

□ haploid

□ heterotroph

□ homeostasis

□ homologous

chromosomes

□ hydrogen bond

□ hypertonic

□ hypothesis

□ hypotonic

□ independent variable

□ inflammatory response

□ ion

□ isotonic

□ joule (j)

□ lipid

□ lymphocyte

□ macromolecule

□ mean (math)

□ mechanism (science)

□ meiosis

□ metabolism

□ mitochondrion

□ mitosis

□ molecule

□ monomer

□ monosaccharide

□ nucleic acid

□ nucleotide

□ nucleus

□ organelle

□ organic (as in, chemistry)

□ osmosis

□ passive transport

□ pathogen

□ pH scale

□ phenotype

□ phospholipids

□ plasma membrane

□ polar molecule

□ polymer

□ polypeptide

□ polysaccharide

□ products

□ prokaryote

□ protein

□ rate (math)

□ reactants

□ ribosome

□ RNA

□ selective permeability

□ sexual reproduction

□ solution

□ somatic cells

□ specific heat

□ stomata

□ transpiration

□ vaccine

□ valence shell

□ vascular tissue

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Review Lesson 5: Biology Key Concepts On notebook paper, answer the questions in each box and staple to the back of this packet.

You may cross out any four boxes and skip answering those questions! It will help me help you, too.

Molecular Scale Cellular Scale Organismal Scale Population Scale

Ho

meo

stas

is a

nd

Reg

ula

tio

n

14. Describe how

feedback inhibition

can help regulate

enzyme activity on

the molecular level.

15. Explain how

negative feedback

helps regulate the

amount of

glucose in the

blood stream.

16. Compare the

strategies of

endotherms and

exotherms for

maintaining

homeostasis.

17. Predict how

introducing an

invasive species

might disrupt the

homeostasis in an

environment.

Evo

luti

on

18. What are the

different types of

mutations?

Briefly describe

each OR provide an

illustration.

19. Discuss the

different results

of mutations in

somatic cells and

gametes.

20. It is incorrect to

say that an

individual has

evolved. Explain

why and propose

a more accurate

statement.

21. Natural selection

and genetic drift

are two different

mechanisms of

evolution.

Compare the two

mechanisms.

Ener

gy T

ran

sfer

22. Describe how

energy is stored in

and released from

chemical bonds.

23. Explain why ATP

is called the

"molecular

currency" of

intracellular

energy transfer.

24. Describe how

energy from the

sun can be

captured by one

organism but used

by another.

25. Energy is lost as it

moves up an

energy pyramid.

Design an

experiment to

estimate the loss.

Stru

ctu

re C

on

fers

Fun

ctio

n

26. Predict the effect

on enzyme

function if you

were to change its

amino acid

sequence (its

primary structure).

27. Choose one

organelle found in

an animal or plant

cell and discuss

how its function

relates to its

physical structure.

28. Explain how the

structure of an

animal’s teeth can

reflect its dietary

habits. How does

the structure

affect function?

29. Explain how

convergent

evolution results

in features with a

similar function

but a dissimilar

structure.

Inte

rdep

end

ence

in

Nat

ure

30. Draw a diagram to

represent the

interconnectedness

of the formulas for

photosynthesis and

cellular respiration.

31. Connect the

products of a

chloroplast to the

chemical “food”

used by a

mitochondrion.

32. Justify the

following

statement, “lichen

are excellent

examples of

symbiosis.”

33. Discuss how

removing one

organism from a

food chain might

negatively affect

those above and

below it.

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Review Lesson 6: Graphing and Data Analysis 34. Watch Bozeman: http://www.bozemanscience.com/beginners-guide-to-graphing-data/

Scatter plots are for graphing the correlation between any two variables. Usually the titles could be

written as “How [Variable A] affects [Variable B].”

Line graphs are for graphing data with a continuous independent variable, a variable that can take on

any value between its minimum value and its maximum value (EX: usually time, but also temperature,

wavelength or height… etc).

Bar graphs are for comparing data from different groups or categories, data with a discrete independent

variable, a variable that can take on only certain values (EX: different countries, plants, months).

A Histogram is for graphing the distribution of data across different number ranges (EX: frequency of

occurrences in different categories).

A Pie chart shows the different parts of a whole (EX: percent of atmosphere that is nitrogen).

35. Identify the types of graphs shown below:

_______________________________ ________________________________ ______________________

36. Reference the graph to the left for questions a-d: a. Label the graph on the left with the following terms:

i. Independent Variable

ii. Dependent Variable

iii. What we manipulated

iv. What we measured

b. What color of light is best absorbed by

chlorophyll a?

c. What color of light is best absorbed by

chlorophyll b?

d. What color of light is not absorbed well by

either?

Absorbance of Chlorophylls A and B at different wavelengths of light

Violet Blue Green Orange Red

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37. Graphing the following data, step by step:

Plants lose water from their aboveground surfaces in the process of transpiration. Most of this water is lost from

stomata, microscopic openings in the leaves. Excess water loss can have a negative effect on the growth,

development, and reproduction of a plant.

Severe water loss can be fatal. Environmental

factors have a major impact on the rate of plant

transpiration. Scientists can measure the rate of

transpiration as the temperature increases.

a. What is the independent variable in this experiment?

b. What is the dependent variable in this experiment?

c. What factors should be kept constant?

d. Plot the data points on the on grid to create a scatter plot.

i. Include axis labels with units, a title, and an evenly spaced scale on each axis

ii. Once you have plotted the points, draw a straight “best fit” line through the center

e. Briefly describe the relationship between temperature and the rate of transpiration in plant tissue.

(Hint: Look at your best-fit line!)

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38. Graphing the following data, step by step:

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. Below are blood sugar data collected from two different individuals.

TIME SINCE EATING

(HOURS)

GLUCOSE mg/dL OF

BLOOD IN PERSON A

GLUCOSE mg/dL OF

BLOOD IN PERSON B

0.5 175 180

1 156 196

1.5 142 229

2 135 245

2.5 122 235

3 101 222

4 90 196

a. Construct a graph to compare the

data given above for both persons:

b. Predict the blood glucose level

for Person B after 6 hours.

c. Hypothesize which, if any, of the above individuals (A or B) has diabetes. Use data from the chart or

your graph to justify your hypothesis. (AP hypothesis = “[Tell what is happening] because [explain why]”.

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Study Guide for First Test (Monday, August 15th)

Everything covered in this packet is fair game for the first test!

Your tests in this class will prepare you for the AP Biology Exam in early May. Whenever possible I will be

modeling our tests after the actual exam. Your first test will consist of 2 parts:

Part 1: Vocabulary from page 11 of this packet Half simple multiple choice questions and half “read to identify” multiple choice questions

The minimum score to pass this part of the exam is an 85% (all lower scores = 1%, “incomplete”)

(If you score lower than an 85% you’ll need to come in at power hour to practice and retake)

Part 2: Sample AP Exam Multiple Choice and Free Response Questions We’ll start out with a shortened AP test – just 10 multiple choice and 2 free response questions.

While the actual AP Exam will be much longer (see “AP Biology Exam Structure” below), I think this will

be a place to start to give you an idea of the level of difficulty you should expect throughout the year.

You will be scored on an AP Scale: 5 = 100%, 4 = 85%, 3 = 70%, 2 = 55%, 1 = 1%

For those of you who don’t feel strong in chemistry yet:

While it is suggested that you take a chemistry class prior to or concurrent with AP Biology, I am confident that

we can cover the necessary chemistry in class. Most chemistry on the AP Exam is only briefly covered in a high

school chemistry class anyway.

That said, if you do not feel confidant on the chemistry portion of this packet, I recommend that you attend the

two “Chemistry for AP Biology” review sessions I will hold the first week of school during the 2nd half of power

hour on Thursday and Friday.

Study hard AP Biology Humans! Success is 90% practice and that’s what we’re doing