WELCOME TO SP BIOLOGYDr. Cappelletti’s “Summer of Biology” 2017

Dun….dun…dun…dun…dun…Is it safe to go back in the water?NO! Like the Great White sharks, there lurks the AP Biology Summer Assignment!This summer you will dive into the world of biology like you never thought you would. We will explore many topics to wet your appetite for the coming year of hard work.

This summer assignment has been designed for five objectives:1) To get you to think during those summer months to keep your mind sharp,

because I will expect a lot out of it come August!2) To expand your vocabulary by familiarizing you with terms that we will be using

in class3) To introduce you to major concepts from AP Biology through non-classroom

methods of learning.4) To have you earn three strong grades to help you begin the first quarter with

confidence5) To decrease the amount of new material that you will have to learn during the

school year.

If you have decided to drop this class - you MUST contact Dr. Cappelletti immediately ( bcappelletti@jserra.org ), and your counselor, so you can be placed in another course/class.

Get ready to dive in

ASSIGNMENT # 1 Due date June 19th

1. Send your e-mail “Letter of Introduction” to Dr. Cappelletti e-mail: bcappelletti@jserra.org

"Letter of Introduction" e-mail

1. Follow these instructions for full credit – 15 points - Email Must be received by June 19th for credit (15 Points)

2. Send your e-mail "Letter of Introduction" to Dr. Cappelletti e-mail: bcappelletti@jserra.org Email format instructions: a) Subject Box: type the following: Introduction: your full name b)Salutation: Dear/Hello Dr. Cappelletti,c) Body of Letter: Tell me something about yourself using complete sentences and correct grammar. No AIM or Text message format. Example: UR MBS - translation – You are my best student. ?d) Closing; Sincerely/Regards, double space and then type your full namee) Click and send! If you followed the instructions – you just received 15 points. Too easyAny and all communication with me needs to follow the above format. Your college professors will expect you to e-mail them using the above protocol. You are taking a college class, so you should be introduce to, and become familiar with college expectations.

After completing Assignment #1, I will send you an email and invite you to join http://www.nicenet.org/ – you will be given details in the e-mail. It is extremely important that the e-mail you use when you send your "Letter of Introduction" is an e-mail you will have access to ALL summer! I will be communicating using e-mails throughout the summer and it is IMPERATIVE I have the correct address.Remember there are no excuses such as: a) "Dr. Cappelletti, I sent you the wrong e-mail address for the summer assignment" - you will receive NO CREDIT for assignments –- your 1st quarter grade will reflect the "zero" –

When you receive the invitation you will be given instruction on how to sign in to your account in Niceneta) I will provide you with a "username" and password" make sure you save the information (maybe a word document in an AP Bio Folder on your computer)b) Must be signed in by June 26th. Worth 15 points. Time needed to complete Assignments #1 and email: 10-15 minutes – Shark Tank Points = 30

Check your e-mail regularly throughout the summer for messages from Dr. Cappelletti Threaded Discussion in NicenetThe topics covered in Assignments 2 and 3 below will appear as a "Threaded Discussion" in "Nicenet"Once you have signed into the class (assignment #1) "join the class" in Nicenet, you will need to comment on the topics and at least one of your classmates posts (2 posts total per TD). Each session will be open for 5 days. Please make sure you post before the forum closes for credit. Each threaded discussion is worth 10 points for an assignment totaling 60 shark tank points. You will be graded on the information you enter. You will not be given credit for postings such as: I agree with you. You must state why you agree and be specific, using information from researching the topic. This is something you will be doing in college. Many professors require their students to comment in threaded discussion forums.

Time needed to complete Assignment #2: approximately 6 hoursStarts June 26th: Each threaded discussion topic lasts 5 days. This includes weekends!! Total days threaded discussion forum will be open: 30 days (August 1st). It should take you 1 hour per topic Total time per student for entire 30 day assignment: 6 hours or less

ASSIGNMENT #2 Due July 1st RESEARCH:

1. a) Behavior/habitats of Great White Sharks and 5 other species b) Name and compare the 5 other species of sharks with the

Great Whitec) Research the types of wild life (plants/animals) living in the

aquatic area (Pacific Ocean) from Malibu to San Diego CA

d) Threaded Discussion topic 1; based on what you researched on sharks (a through c): Do you think climate change has effected these sharks Why or Why not? Opens June 26th

closes July 1st.e) Write and post your research to the TD (threaded

discussion) in nicenet. I expect you to read and comment on at least one other student’s post in the TD

ASSIGNMENT #3 Timely Topic Project: Read the following article taken from Science Daily (June 13, 2011) -- An Emory University study suggests that the brain activity of teens, recorded while they are listening to new songs, may help predict the popularity of the songs

Teen brain Data may predict Pop Song SuccessStudy Finds:

ABOVE ILLUSTRATION: Brain regions positively correlated with the average likability of the song: cuneus, orbitofrontal cortex and ventral striatum. (Credit: Image courtesy of Emory University)

Science Daley

"We have scientifically demonstrated that you can, to some extent, use neuroimaging in a group of people to predict cultural popularity," says Gregory Berns, a neuroeconomist and director of Emory's Center for Neuropolicy.The Journal of Consumer Psychology is publishing the results of the study, conducted by Berns and Sara Moore, an economics research specialist in his lab.In 2006, Berns' lab selected 120 songs from MySpace pages, all of them by relatively unknown musicians without recording contracts. Twenty-seven research subjects, aged

12 to 17, listened to the songs while their neural reactions were recorded through functional magnetic resolution imaging (fMRI). The subjects were also asked to rate each song on a scale of one to five.The data was originally collected to study how peer pressure affects teenagers' opinions. The experiment used relatively unknown songs to try to ensure that the teens were hearing them for the first time.Three years later, while watching "American Idol" with his two young daughters, Berns realized that one of those obscure songs had become a hit, when contestant Kris Allen started singing "Apologize" by One Republic."I said, 'Hey, we used that song in our study,'" Berns recalls. "It occurred to me that we had this unique data set of the brain responses of kids who listened to songs before they got popular. I started to wonder if we could have predicted that hit."A comparative analysis revealed that the neural data had a statistically significant prediction rate for the popularity of the songs, as measured by their sales figures from 2007 to 2010."It's not quite a hit predictor," Berns cautions, "but we did find a significant correlation between the brain responses in this group of adolescents and the number of songs that were ultimately sold."Previous studies have shown that a response in the brain's reward centers, especially the orbitofrontal cortex and ventral striatum, can predict people's individual choices -- but only in those people actually receiving brain scans.The Emory study enters new territory. The results suggest it may be possible to use brain responses from a group of people to predict cultural phenomenon across a population -- even in people who are not actually scanned.The "accidental discovery," as Berns describes it, has limitations. The study included only 27 subjects, and they were all teenagers, who make up only about 20 percent of music buyers.The majority of the songs used in the study were flops, with negligible sales. And only three of the songs went on to meet the industry criteria for a certified hit: More than 500,000 unit sales, including albums that had the song as a track and digital downloads."When we plotted the data on a graph, we found a 'sweet spot' for sales of 20,000 units," Berns said. The brain responses could predict about one-third of the songs that would eventually go on to sell more than 20,000 units.The data was even clearer for the flops: About 90 percent of the songs that drew a mostly weak response from the neural reward center of the teens went on to sell fewer than 20,000 units.Another interesting twist: When the research subjects were asked to rate the songs on a scale of one to five, their answers did not correlate with future sales of the songs.That result may be due to the complicated cognitive process involved in rating something, Berns theorizes. "You have to stop and think, and your thoughts may be colored by whatever biases you have, and how you feel about revealing your preferences to a researcher."On the other hand, "you really can't fake the brain responses while you're listening to the song," he says. "That taps into a raw reaction."The pop music experiment is merely "a baby step," Berns says. As a leader in the nascent field of neuroeconomics, he is interested in larger questions of how our understanding of

the brain can explain human decision-making. Among his current projects is a study of sacred values, and their potential for triggering violent conflict."My long-term goal is to understand cultural phenomena and trends," Berns says. "I want to know where ideas come from, and why some of them become popular and others don't. It's ideas and the way that we think that determines the course of human history. Ultimately, I'm trying to predict history.

Story Source:The above story is reprinted (with editorial adaptations by ScienceDaily staff) from materials provided by Emory University. The original article was written by Carol Clark.

For this assignment you will be using the Threaded Discussion forum in nicenet as you did in Assignment 2. I will be posting the list A through F below in Nicenet. You are to answer/comment on each of the topics. Worth 50 pointsA. Research author of this article: What else has he/she researched and published (Post opens July 2nd and closes July 7th)B   Define the following anatomy: orbitofrontal cortex and ventral striatum a) discuss why these anatomical structures may be of importance with regards to the teen brain (Post opens July 8th closes July 13th)C.   History of MRI a) describe the different types of MRI, how are they similar; how do they differ (Opens July 14th and closes July 19thD.   Does this article have any place in Biology? Why/why not? (post opens July 20th closes July 25th)E.   Explain what you think the author means by the following statement.It's ideas and the way that we think that determines the course of human history. Ultimately, I'm trying to predict history. Do you agree/disagree with author –explain(post opens July 26th and closes August 1st)

ASSIGNMENT 4: This is NOT a written assignmentFor this part of your summer assignment, you will be familiarizing yourself with science terms that we will be using at different points throughout the year. Go through this list and refresh your memory on any term you do not recognize or understand. 1. adaptation of an animal2. adaptation of a plant3. abscisic acid4. actin5. amniotic egg6. amylase7. angiosperm8. animal that has a segmented body9. annelid10. anther & filament of stamen11. arthropod12. archaebacteria13. autotroph14. auxin producing area of a plant

15. basidiomycete16. Batesian mimicry17. biological magnification18. bryophyte19. C 4 plant20. Calvin cycle21. carbohydrate – fibrous22. cambium23. cellulose24. chitin25. chlorophyta26. cnidarian27. coelomate28. conifer leaf29. commensalism30. connective tissue31. cuticle layer of a plant32. deciduous leaf33. deuterostome34. dicot plant with flower & leaf35. diploid chromosome number36. echinoderm37. ectotherm38. endosperm39. endotherm40. enzyme41. epithelial tissue42. ethylene43. eubacteria44. eukaryote45. exoskeleton46. fermentation47. flower ovary48. frond49. fruit – dry with seed50. fruit – fleshy with seed51. gametophyte52. gastropod53. genetically modified organism54. gibberellins55. glycogen56. gymnosperm cone57. haploid chromosome number58. heartwood59. hermaphrodite60. insect61. K-strategist62. keratin63. leaf – gymnosperm64. lepidoptera65. lichen66. lignin67. lipid used for energy storage68. littoral zone organism69. long-day plant

70. meristem71. modified leaf of a plant72. modified root of a plant73. modified stem of a plant74. monocot plant with flower & leaf75. muscle fiber – striated76. mutualism77. mycelium78. mycorrhizae79. myosin80. nematode81. niche82. nymph stage of an insect83. parasite84. parenchyma cells85. phloem86. pine cone – female87. platyhelminthes88. pollen89. pollinator90. porifera91. prokaryote92. protein – fibrous93. protein – globular94. protostome95. pteridophyte96. r-strategist97. radial symmetry98. rhizome99. scale from animal with two-chambered heart100. spore101. sporophyte102. stem – herbaceous103. stem – woody104. stigma & style of carpel105. tendril of a plant106. thorn of a plant107. unicellular organism108. vascular plant tissue109. xerophyte110. xylem

ASSIGNMENT #5 (Bulk Of Summer Assignment) Time needed for Assignment #5 Basic Ecology and Behaviors• Chapter 51: An Introduction to Ecology and the Biosphere – Reading Time: 1 hr• Chapter 52: Behavioral Biology – Reading Time: 1 hour • Chapter 53: Population Ecology – Reading Time: 1 hour • Chapter 54: Community Ecology- Reading Time: 1 Hour• Chapter 55: Ecosystems- Reading Time: 1 Hour• Chapter 56: Conservation Biology – Reading Time 1 Hour

Purpose: This assignment will allow students to become familiar in utilizing a college-level text to begin their study of Advanced Placement Biology. By completing this unit, we will be able to move forward quickly in order to complete the necessary curriculum by the May 2018 testing date.What the students need do: Students should read chapters 51-56 in the Ecology Unit portionof: Biology (10th ed.) by Campbell and Reece, and answer the questions below that correspond tothe study of Ecology. Students should answer the questions in detail so that they will understandtheir responses later, since they will use these as a study aid in preparation for the AP Exam. Feelfree to consult sources other than your book, if you feel you need more information. For each of the six chapters you need to:1. Preview the chapter and focus on:a. Key Concepts (noted at the beginning of the chapter)b. Vocabulary Terms (in bold – see below, you might want to make some type of vocabulary list or flashcards to use when you review for the AP Exam in May 2018)d. Graphics (read the captions and see if you understand the figure)2. Read thoroughly the Summary of Key Concepts at the end of each chapter.Remember no late work is accepted after the due date which is the first day of school.Evaluation: These questions will be evaluated; and a pre-test on the material and key terms willbe given on the 3rd day of school.Please enjoy your time exploring the topics of ecology and animal behavior.If you have any questions about the Threaded Discussions, guided questions during the summer e-mail me at: bcappelletti@jserra.org

AP Biology Summer Assignment Helpful WebsitesThese are just a few of the many websites that are available for you to use.Feel free to use any of these and if you find some better ones, please be sure to let meknow so that I can add them to this list.1. Tour of BiomesThere are many different kinds of plants and animals on the Earth, but only certainkinds are naturally found in any particular place.URL: www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html2. BiomesThe World's Biomes. This is an introduction to the major biomes on Earth.URL: www.ucmp.berkeley.edu/glossary/gloss5/biome/index.html3. AZ BiomesURL: www.for.nau.edu/azproject/Biozone/biome.html4. BiomesMajor Biomes of the World.http://www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/intro.html6. BiomesScientists have developed the term Biome to describe areas on the earthwith similar climate, plants, and animals.URL: ths.sps.lane.edu/biomes/index1.html7. Sierra ClubURL: www.sierraclub.org/ecoregions/8. Wetland, Forest & Other Biomes

WETLAND, FOREST & OTHER BIOMES. BIOMES: "A major community ofLiving organisms; a complex of climax communities of plants and animals.URL: www.educationalimages.com/cg040002.htm9. BiomesA site created as a resource for students taking a college-level geography class. Withexcellent information on various biomes, including photos and links to other sites.This module is part of the Virtual Geography Department Project and has beenprepared for the Physical Geography Working Group of the Project.URL: www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/main.html10. NatureServe. A database of information on over 50,000 species of plants andanimals found in North America. Also included is information on 5,000 ecologicalcommunities.URL: www.natureserve.orgAP Biology helpful web site: www.course-notes.org

This is due on the first day of school! Answer the following questions in as much detail as possible on a separate piece of paper: You may copy and paste the questions to a word document making sure to use“12 font” and then answer the questions based on each of the chapters’ topic of interest. All answers are to be in a complete sentences – you will loose credit for incomplete sentences. Time for assignment about 6 hours.

Chapter 51: Animal Behavior: Time required: 1 hour

1. We often explain our behavior in terms of subjective feelings, motives, or reasons, but evolutionary explanations are based on reproductive fitness. DISCUSS the relationship between the two kinds of explanation. For instance, is a human explanation for behavior, such as “falling in love’, incompatible with an evolutionary explanation?

2. Learning is defined as a change in behavior as a result of experience. In a short essay (100-150 words), describe the role of inheritable information in the acquisition of learning, using some examples from imprinting and associative learning.

Chapter 52: Ecology and the Biosphere: Time required: 1 Hour

1. Discuss how the concept of time applies to ecological situations and evolutionary changes. Do ecological time and evolutionary time ever overlap? If so, what are some examples?

2. Global warming is occurring rapidly in the Arctic marine and terrestrial ecosystems, including tundra and northern coniferous forests. In such locations, reflective white snow, and ice cover are melting quickly and extensively uncovering darker-colored ocean water,

plants, and rocks. In a short essay (100-150 words), explain how this process might represent a positive-feedback loop. (hint: see concept 40.2)

Chapter 53: Population Ecology: Time required 1 hour

1. Write a paragraph contrasting the conditions that favor the evolution of semelparous(one-time) reproduction versus iteroparous (repeated) reproduction

Chapter 54: Community Ecology: Time required: 1 hour

1. An important species in the Chesapeake Bay estuary is the blue crab (Callinectes sapidus) It is an omnivore, eating eelgrass and other primary producers as well as clams. It is also a cannibal. In turn, the crabs are eaten by humans and by the endangered Kemp’s Ridley sea turtle. Based on this information, draw a food web that includes the system, describe what would happen to the abundance of eelgrass if humans stopped eating blue crabs.

Chapter 55: Ecosystems and Restoration Ecology: Time Required: 1 hour

1. Some biologists have suggested that ecosystems are emergent, “living” systems capable of evolving. One manifestation of this idea is environmentalist James Lovelock’s Gaia hypothesis, which views Earth itself as a living, homeostatic entity – a kind of super-organism. If ecosystems are capable of evolving, would this be a form of Darwinian evolution? Why or why not?

Chapter 56: Conservation Biology and Global Change: Time Required 1 Hour

1. One factor favoring rapid population growth by an introduced species is the absence of the predators, parasites, and pathogens that controlled its population in the region where it evolved. In a short essay (100-150 words), explain how evolution by natural selection would influence the rate at which native predators, parasites, and pathogens in a region of introduction attack am induced species.

Key terms you should know for the Ecology Unit: This is not an assignment that you need to hand in; it is so you have an idea of what terms per chapter are important. KNOW THEM Chapter 51 key terms:abiotic componentsabyssal zoneaphotic zonebenthic zonebenthosbiogeographybiomebiospherebiotic componentscanopyclimatecommunity ecologycommunitycoral reefsdeep–sea hydrothermal ventsdetritusdispersalecosystem ecologyestuaryeutrophicintertidal zonelandscape ecologylandscapelimnetic zonelittoral zonemesotrophicmicroclimateneritic zoneoceanic pelagic biomeoceanic zoneoligotrophic lakeorganismal ecologypelagic zonepermafrostphotic zonepopulation ecologypopulation

precautionary principleprofundal zoneseascapethermoclinetropicsturnoverwetlandChapter 52 Key terms:agonistic behavioraltruismassociative learningbehaviorbehavioral ecologyclassical conditioningcoefficient of relatednesscognitioncognitive ethologycognitive mapcourtshipdominance hierarchyethologyfixed action pattern (FAP)foraginghabituationHamilton's ruleimprintinginclusive fitnesskin selectionkinesislandmarklearningmonogamousoperant conditioningoptimal foraging theoryparental investmentpheromoneplaypolyandrypolygamouspolygynypromiscuousreciprocal altruismreconciliation behaviorritualsensitive periodsign stimulus

signalsocial behaviorsociobiologytaxisterritoryChapter 53key terms:big–bang reproductioncarrying capacityclumpedcohortdemographic transitiondemographydensity dependentdensity–independent factordensitydispersionecological footprintgeometric population growthintrinsic rate of increaseiteroparityK–selectionlife historylife tablelogistic population growthmark–recapture methodnegative feedbackpopulationr–selectionrandomrepeated reproductionreproductive tablesemelparitysurvivorship curveuniformzero population growthChapter 54 key terms:Batesian mimicrybottom–up modelcommensalismcommunitycompetitive exclusion principlecryptic colorationdisturbancedominant speciesecological nicheecological succession

ectoparasitesendoparasitesenergetic hypothesisfacilitatefood chainherbivoryheterogeneityindividualistic hypothesisinhibitinteractive hypothesisinterspecific competitionkeystone speciesMüllerian mimicrymutualismnonequilibrium modelparasitismpredationprimary successionredundancy modelrelative abundanceresource partitioningrivet modelsecondary successionspecies richnessspecies–area curvestabilitytolerateTop–Down Modeltrophic leveltrophic structureChapter 55 key terms:acid precipitationautotrophsbiogeochemical cyclesbiological magnificationbiomassdetritusecosystemgreenhouse effectgross primary production (GPP)heterotrophsnet primary production (NPP)nitrogen fixationprimary productiontrophic levelChapter 56 key terms:

biodiversity crisisbiodiversity hotspotconservation biologylandscape ecologyminimum viable population size(MVP)movement corridorpopulation viability analysis (PVA)zoned reserve

AP BIOLOGY SUPPLIESPlease use the summer as your opportunity to get your supplies for AP Biology early!Come in prepared on Day 1.DUE DATE: August 10thMATERIALS

1. 3-ring class notebook (2.5 – 3 inch) for handouts (Yes, I know that’s BIG, but you will fill it more than once!)

2. A small amount of lined loose leaf paper3. Blue or black pens and pencils to be brought to class EVERY day4. Textbook: Biology (10th Edition Campbell/Reece)

If you have any questions about any of the assignments, email me ASAP! Do not wait until August 10th

This summer assignment may look overwhelming, however, if you pace yourself and work on the reading assignments and the TDs, 1 or 2 hours a day, you will complete the assignments well before the August 10th due date ( should only take about 5 Days of your summer). Notice I have given an approximate “time required” for each assignment. Assignments #1 and #2 should be something that takes very little time on your part, however, if you do not take the time to do it prior to due date, you will receive NO credit – NO excuses!! This is a college class – I teach it and treat it as such -

Again, Welcome to College and AP Biology! I love teaching this class! I am looking forward to seeing you in the fall! Have a wonderful, safe, summer.

Dr. Cappelletti