Welcome to Mrs. Harris’ “Summer of AP Biology” 2016!

An evolving creation!

This summer you will delve into the world of biology like you never thought you would in those hot months! We will explore many topics to whet your appetite for the coming year of hard work.

This summer assignment has been designed for five purposes:

• to get you to think during those summer months to keep your mind sharp, because I will expect a lot out of it come September!

• to expand your vocabulary by familiarizing you with terms that we will be using in class.

• to introduce you to major concepts from AP Biology through non-classroom methods of learning.

• to have you earn three strong grades to help you begin the first quarter with confidence.

• to decrease the amount of new material that you will have to learn during the school year.

Due Dates and Deadlines… Yes, there truly are deadlines… You will earn a ZERO for assignments that are not submitted ON TIME.… This applies throughout the school year!

Assignment Description Due Date

Assignment #1 Letter of Introduction July 8th

Assignment #2 Sign up for Class Communications July 15th (sign up)(remind.com, and MS 365/0ne note)

Assignment #3 Decorate your BILL cover (email a picture to July 29me)

Assignment #4 Get your Supplies! August 23

Assignment #5 Graphing, Data Skills, and Mathematics First Day of SchoolPractice (Part 1 and Part 2)

Assignment #1

Letter of Introduction

First, I would like to know a little about who you are so your first assignment is to send me an email. Yup....that’s it! Your first AP Biology grade will be sending me an email...if only all of the grades were this easy! I will reply so you have electronic record that your assignment was received. Here is what I would like you to email me at mcharris@aacps.org by July 8th:Subject Line: AP Biology 2016-2017 (SIF#)

Body: Your full name (& nickname if you have one) followed by stuff about you!

Begin your letter with a proper salutation (Dear Mrs. Harris,)

Now tell me something about yourself!

1. What do you like to do (hobbies, sports, music, interests, etc.)?

2. Do you have a job?

3. Tell me a little bit about your family (Mom? Dad? Guardian? Siblings? Pets?) What

do your parents do for a living?

4. Was there anything that you liked about your earlier biology class?

5. What was the last book you read for fun?

6. What are your personal strengths when it comes to learning new material?

7. What causes you to struggle in a course?

8. What is the most effective way for you to prepare for a test?

9. What are you looking forward to the most in AP Biology?

10. What are you most anxious about in AP Biology?

11. Why are you taking AP Biology? What do you hope to accomplish/gain?

End your letter with a proper closing (Sincerely, Best Regards, Best Wishes, etc.)

Don’t worry! There is no right or wrong answer….be honest so that I can figure out the best way to help you next year! ☺ A word of advice: please remember to use proper salutations, closing, phrasing, etc.

Assignment #2

Sign up for Class Communications

1. Remind: When I need to send out class information quickly or reminders regarding assignments, I will use remind.com which sends automatic texts messages from me. I will generally send 3 per week… If you prefer email, check out the instructions! Feel free to have your parents join as well! Please subscribe by July 15th.

2. Once you

email me

your letter

I will send

Or to receive messages via email, send an email to drravgial@mail.remind.com. To unsubscribe, reply with 'unsubscribe' in the subject line.

you a link to

the AP

biology

classroom

notebook on

MS 365/One Drive. You

MUST send

me your

SIF# with

your

introductory

email.

Please

follow the

instructions

and sign up.

I recommend

you

complete the

tutorials so

you become

familiar with

it.

)

Assignment #3

Get your BILL Ready!

You will be maintaining a daily Biointeractive Learning Log (BILL) throughout the year.

On any given day, we could be doing one of the following things in our notebook:

• Solving practice problems

• Interpreting graphs or diagrams

• Creating graphic organizers or concept maps about biology content

• Writing practice free response questions

• The activities we will do in our BILL are meant to allow you to interact with the biology content of our class in various ways… The more ways you interact with biological concepts, the more likely you will be able to apply them to new situations, whether it is a test or a lab investigation.

• To create your BILL, you will need to start with a Mead/Five star HEAVY DUTY (plastic cover) 5 subject Notebook College ruled. (You will need one per semester). Will be used daily in class for notes and daily activities this will called your BILL – Biology Interactive Learning Log

• This summer: Decorate the COVER of your BILL with a collage of some sort that represents you. I recommend that you cover the front of your notebook with clear packing tape once you have completed the cover to add durability, but also to protect the collage you make.

Once you have decorated the cover, take a picture and email it to me by July 25th! I will post a collage of your collage covers on our website!

• We will go over how to set up the INSIDE of the BILL in class on the first day of class so be sure you have your notebook with you in class!

• It is important that you keep up with your BILL on a daily basis, since this learning log is the physical representation of your processing of course concepts. We will use this notebook in class on a daily basis to catalog all the learning that you do both inside and outside the classroom. Here is an example of a FRONT COVER collage:

Assignment #4

Get your Supplies for the Year!

Get yourself ready for class! Below is the list of supplies that you will need for class. WOW, it is quite a list, but one thing you can be assured of is that our class is interactive! That being said, you will need the proper tools to engage in project-based, interactive learning, labs and classroom activities. NOTE: You may already have many of these materials at home, so look for your supplies here first !

1. 2 Mead/Five Star HEAVY DUTY (plastic cover) 5 subject Notebook College ruled. These will be used daily in class for bell ringers and daily activities and, will be set up as your Biology Interactive Learning Log (BILL)

2. 1, 1-1/2 or 2 inch binder for notes, quizzes, tests, review material, and other

documents

3. 1 package of Blue/Black pens (for labs), Red pens (for corrections), and 1 package

of #2 pencils

4. 1 package of assorted highlighters for your interactive BILL reading and activities

5. Crayola colored pencils and colored markers that will not bleed through the pages

of your BILL

6. Stapler and/or double sided tape and/or 1 roll of packing tape will be used to

secure items in your BILL

7. Post-it notes (various sizes and colors – pack of small, medium, and large post-its)

will be used for various BILL activities

8. Pack of divider tabs for your BILL

9.A package of blank, assorted colored notecards and a pack of notecard rings. These will be used for BILL activities and vocabulary cards (expect between 500-600 vocabulary words this year)

Bring in your supplies as needed to class beginning on August 23

Graphing, Data Skills, and Mathematics Practice

Complete the data analysis and graphing packet attached and have it ready to turn in on DAY ONE of the 2016-2017 year. The new AP Biology curriculum stresses the importance of being able to analyze and graph data. So we will begin our year with a tutorial on data analysis graphing, and statistical analysis tools that you will use throughout your AP biology year.

Part I

Part 2

A. Read the Statistics Primer

B. Use the primer to complete the Graphing exercises located at the end of this packet

Part 2

A. Go to Mr. Anderson’s AP Biology Videos (these will be used frequently throughout the year and are excellent for test review!): http://www.bozemanscience.com/ap-biology/ (this site link and individual videos can also be accessed via our class website)

B. Watch the 7 videos that are listed under “AP Biology Practices” (not all at once, but

periodically throughout the summer!)

C. While watching (or after), complete the Video Review Guides located at the end of

this packet

Appendix A.

Graphing, Data Skills, and Mathematics

Part 1.

Math and Statistics for AP Biology - Research the answer to the following questions

You will need to read the Statistics Primer to complete this section of the summer assignment.

1. In designing an experiment or other scientific study, why do scientists need to sample

from a population rather than using an entire population?

2. Suppose you are designing an experiment to test the effects of nicotine on the heart rate of rats. What are the disadvantages of having too small a sample size (i.e., testing on too few rats)? What are the disadvantages of having too large a sample size (i.e., testing on too many rats)?

3. Explain the difference between discrete variables and continuous variables. Give an

example of each.

4. Explain the difference between quantitative and categorical variables. Give an

example of each.

5. What is a null hypothesis?

6. Explain the difference between a Type I error and a Type II error.

7. What are some steps that scientists can take in designing an experiment to avoid

false negatives?

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).

Problem A: Using the following data, answer the questions below and then construct a

line graph.

Depth in meters Plant A Plant BNumber of Bubbles/Minute Number of Bubbles/Minute

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. Plant A: Mean _____________ Median ____________Mode____________

c. Plant B: Mean _____________ Median ____________Mode____________

Title: _______________________________________________

LEGEND:

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) Patient A Glucose (µg/L blood) Patient B Glucose (µg/L blood)

0.5 170 180

1 155 195

1.5 140 230

2 135 245

2.5 140 235

3.0 135 225

4.0 130 200

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?

Title: _______________________________________________

LEGEND:

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 (cm) from soil Temperature ( Temperature (surface Beneath Forest Cover 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 of the plotted data

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 Ash Beech Elm Hazelnut Oak WillowDate

November 4271g 3220g 3481g 1723g 5317g 3430g100% 100% 100% 100% 100% 100%

May 2431g 3190g 1739g 501g 4401g 1201g57% 91% _____% ____% 83% 35%

August 1376g 2285g 35g 62g 1759g 4g32% 71% ____% ____% 33% 0.1%

Complete the table by calculating the missing percentages Construct a line graph for

the ash and elm leaves

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.

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

Table 3Temperature Mortality (%) Relative Mortality (%) Light Intensity Mortality (%)

(o Humidity (%) (fc)

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

Appendix B.

Graphing, Data Skills, and Mathematics

Part 2.

23 of 31

!

AP Biology Practice 1 – Models and Representations Video Review Sheets www.bozemanscience.com/apb-practice-1-models-representations

A. What is a model?.....A visual representation of

B. A _____________________ of how it works is a “Conceptual Model”.

C. What are the four Big Ideas we will be discussing in AP Biology? List below along with associated example:

1. _________________________ - example shows natural __________________

2. Free _____________________ - example:

3. __________________________________ - genetics and cell

4. ________________________________ - pyramid of

C. What are the 5 things you will need to be able to do using models and visual representations? [Please keep in mind, some of the examples that he uses may be unknown to you at this time, focus on the “practice” not the content.]

1. _______________ a. Relating to beetles, draw/label the final graph he created below:

b. Why do you think there were fewer light colored beetles when the trees became darker?

2. _______________ What was is going to move in his example? ____________

3. _______________ They will give you a model and then ___________________ based on that.

4. _______________ Means that you are __________________ your knowledge to a visual representation

5. _______________ Asking you to ___________ the knowledge that you have.

D. Models allow us to make ___________ of a ______________ model.

E. What is the most famous model of all? ______ That was created by ________________________

AP Biology Practice 2 – Using Mathematics Video Review Sheet www.bozemanscience.com/apb-practice-2-using-mathematics

NEED YOUR CALCULATOR!!!A. All sciences have what at their core?

B. What is “Mathematical Biology” driven by:

1. _________________________: sequencing DNA – what is the trend?

2. ___________________ Theory: being used to predict

3. Computing ____________________: computers are getting

4. Laboratory experiments in silico: a. In vitro:

b. In vivo:

c. In silico: simulating

C. Four equations in the four big ideas: want to be familiar with these 1. Evolution:

3. Information:

2. Free energy: 4. Systems:

D. Understandings in Using Mathematics:

1. _____________ the _______________ of a Mathematical Routine: Pause video, try and do it and then check it. You should do this one no problem. Show your work below

2. Apply _________________________ Routines: Again, try this problem, showing your work below. I think you can do this one based on common sense!

3. ________________________ quantities that ________________ natural phenomena. a. You can absolutely do this, show work.

b. Potatoes: you can do this too! _________M Sucrose

AP Biology Practice 3 – Scientific Questioning Video Review Sheet www.bozemanscience.com/apb-practice-3-scientific-questioning

1. I should be able to ask you, “How do we….

2. Students should be able to answer, “This is how….

3. What is a good example of how you ask questions all the time?

4. What is the problem with: a. Smallest bird question?

b. Universe question?

c. Genetically modified food question?

5. Why is the plant growth question more scientific?....but what is a problem with it too?

6. Why is the CO2 question a good scientific question?

7. A good question is going to lead to: (2x)

8. What are the three things you have to be able to do during the practice of “Scientific Questioning”?

9. Write out one of the three questions he “posed” concerning the phylogenetic tree. (You are just asking, not answering.)

10. When you “refine” a question, you are taking it to another _____________ 11. What is the third part of scientific questioning?

12. What can you then do if you are good at scientific questioning?

AP Biology Practice 4 – Data Collection Strategies Video Review Sheet www.bozemanscience.com/apb-practice-4-data-collection-strategies

1. What is science? Diagram his flow chart (you can do it left to right): The belief that:

2. In addition to collecting data you have to be able to:

3. Questions in four areas: a. To _____________________ Data Collection Strategies. See if you can guess the

right answer to the photosynthesis question BEFORE he explains it. You can see how he justified his answer. Did you get it right? ______

b. To ________________ a plan for ________________ Data of your own i. First you would need to:

ii. Then: ____________ an experiment

that What would a good essay contain?:

c. To ________________ to

d. To ________________ ________________ of Data.

4. What makes science, science?

AP Biology Practice 5 – Analysis and Evaluation of Evidence Video Review Sheet www.bozemanscience.com/apb-practice-5-analysis-evaluation-of-evidence

1. One of the first things you want to do with data is:

2. When you look at data, see if there are patterns that you can

3. You will be asked:

a. To ___________________ data to Identify

b. To __________________ Observations and

c. To __________________ Evidence

4. We collect data. First we have to _______________ it and then we have to

AP Biology Practice 6 – Scientific Explanations and Theories Video Review Sheet www.bozemanscience.com/apb-practice-6-scientific-explanations-theories

A. Diagram the process of developing a theory; be sure to include the feedback loops.

B. The five ways to deal with theories and scientific explanations: 1. Justify claims with

2. Construct explanations based on

3. __________________ the Reasons that Explanations and Theories are

4. Make __________________ and predictions about

5. Evaluate

C. Theories get better and better over ___________ and on the test they want you to be able to

AP Biology Practice 7 – Scales, Concepts and Representations Video Review Sheet www.bozemanscience.com/apb-practice-7-scales-concepts-representations

1. This practice is about ____________________________ knowledge. Bringing together different disciplines.

2. Scale: draw and label intersecting diagram and use one of his examples:

3. Domains: __________________ of biology. a. Thermodynamics (Physics) Example:

b. Biochemistry Example:

c. Chemistry Example:

4. Big Idea examples: elaborate on a. Evolution example: peppered moth, what happens over ___________

b. Free Energy: Feedback loops and how they allow organisms to survive in…

c. Information: Himalayan rabbit ex, expressing different genes depending on

d. Systems: Cotton ex sugar able to create

5. Two goals: a. Connect Phenomenon and Models Across __________________ and ____________

scales. Try answering the question before he does. ____

b. Connect Concepts _____ and ______________ Domains. Try ___

Are you going to try his Wiki game?