Olathe North Freshmen
Honors Biology
Summer Work 2015-2016
 Due On the First Full Day of School (8.13.15)
During Your Class Period
 If you have any questions, feel free to contact
either of Olathe North’s Honors Biology teachers
at the following email addresses:
o [email protected]
o [email protected]
 We hope that you have a great summer and are
looking forward to an exhilarating and
challenging year in Honors Biology.
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NORTH HONORS BIOLOGY…IS IT FOR YOU??!!
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SUGGESTED ENROLLMENT REQUIRMENTS:
o Targeted towards students interested in:
 Future AP/COLLEGE Biology science classes
 Prepare for career in science related field
o Currently enrolled in GEOMETRY or higher math course
o Earned a B or better in Science 8, 7, & 6 and earned a B or better in
Math 8, 7, & 6
o Scored Exceeds Standard or higher on both reading and math in 7th
grade (or would have if scores were recorded last year)
o FYI this is NOT a weighted course
CHARACTERISTICS TO CONSIDER:
o INDEPENDENT LEARNER / SELF-MOTIVATED
o PREPARED
 supplies brought daily to class
 organized (science notebook)
o TAKE OWNERSHIP OF LEARNING
o CRITICAL THINKING / COMPREHENSIVE LISTENING is essential
o REVIEW/ WORK ETHIC / STUDY SKILLS
 20 to 30+ minutes daily review/study (this is on top of required work)
 the course goes into more depth of content than General Biology (increase Rigor) and has the
addition of a biotechnology unit
o ATTENDENCE
 student initiates process for completing absent work / understanding material
o TIME MANAGER / ABLE TO SET PRIORITIES
 ability to balance outside activities / academic rigor
o ACTIVE PARTICIPANT IN THE LEARNING PROCESS
 attentive and engaged throughout class
 will seek help from instructor for further clarification
 positive attitude when given challenging / difficult material
COURSE REQUIREMENTS (beyond GENERAL BIOLOGY)
o EXPERIMENTAL RESEARCH PROJECT
 extensive work time outside class & on top of normal class work
 willing and excited about doing an independent experimental research project with class
support
 in depth lab analysis and research including computation skills and technical reading
o UNIT EXAMS
 questions will be higher level (analysis/synthesis/evaluation)
 focus on ACT preparation
APPROXIMATE COURSE GRADE SET-UP PER QUARTER
o 10%
DAILY WORK/PARTICIPATION
o 8%
HOMEWORK
o 12%
QUARTERLY PROJECTS
o 30%
LABS
o 40%
UNIT EXAMS / WEEKLY HOMEWORK QUIZ
APPROXIMATE COURSE GRADE SET-UP PER SEMESTER
o 45%
FOR EACH QUARTER
o 10%
COMPREHENSIVE FINAL (each semester)
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Olathe North
Honors Biology
Summer Work 2015-2016
Name: ________________________________________________
Hour: _________________________________________________
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Part 1: Metric Background Check
Measuring Length
1. Convert the following:
a. 1 m= _________ cm
d. 2.35 cm=_________mm
b. 1 cm= ________mm
e. 2.63 m=__________cm
c. 1 km= ________m
f. 9,875 mm=________m
Remember the “BS” rule. If you go from Bigger  Smaller, move the decimal to the right.
If you go from Bigger  Smaller (smaller to bigger), move the decimal to the left.
Kilo
Hecto Deca
Unit (meter, gram, liter)
Deci
Centi
Milli
Each of the units above counts as one decimal point. For example, if you are converting 3,000 mm to meters (the unit),
you are going from smaller to bigger, so you will move the decimal to the left 3 spots. 3,000 mm = 3m.
2. In English to metric system conversions there are 2.54 cm per one inch. Convert each of the following (show your
work)
a. 106 inches=__________cm
b. 707 cm=__________inches
c. 6 feet=__________cm
In 2 to three sentences based on conversions of units explain why you think scientists use the metric system instead of
the English system.
3. In each of the following pairs which measurement is larger? (Circle one)
a. 14 mm or 1cm
b. 334 m or 1 km
c. 1 m or 990 cm
d. 145 m or 145 km
e. 3.4 cm or 30 mm
f. 10km or 1000 cm
HINT: If it says “nearest”, you need to round your answer so you do not have a decimal point.
4. Use a metric ruler to find each measurement
a. Length of the line in centimeters: _____________
b. Length of the line to the nearest cm: ____________
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c. Height of the rectangle to the nearest millimeter: ___________
d. Width of rectangle to nearest mm: __________
5. Find the length of an unsharpened pencil (including eraser) in mm: ____________
6. What is your height in cm? ___________ In meters? _________
7. (Keep your shoe on).
a. What is the length of your shoe to the nearest cm? __________
b. How many shoes would it take (heel to toe) to make 1 meter? _______
c. 1 Km? ________
8. Circle the BEST metric unit to measure each of the following:
a. The length of an eyelash:
b. The height of a flagpole:
c. The length of a strand of spaghetti:
d. The distance from Olathe to Lawrence:
mm
mm
mm
mm
cm
cm
cm
cm
m
m
m
m
km
km
km
km
Part 2: A look at the process of science
Directions Short Answer: Please use the information in the figure below to answer the questions (in complete sentences).
A scientist conducted an experiment to determine the effect of environment on the color of fur of a
Himalayan rabbit. The Himalayan rabbit typically has a white coat except for its colder nose, feet, tail, and ears, which
are black. The scientist shaved an area of hair on the back of each rabbit, then placed an ice pack over the shaved area
on one rabbit (A).
16. Designing Experiments: Which rabbit is the control?
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17. Designing Experiments: What is the variable in this experiment?
18. Developing Hypotheses: Before completing the experiment, the scientist made a hypothesis. What is the hypothesis
she is testing?
19. Designing Experiments: Why is Rabbit B essential to the experiment?
20. Observing: Are the observations in the experiment quantitative or qualitative data?
21. Drawing Conclusions: Based on your observations, conclude what effect temperature has on Himalayan rabbits.
Sponge Bob and his Bikini Bottom pals have been busy doing a little research.
Mr. Krabs created a secret ingredient for a breath mint that he thinks will “cure” the bad breath people get from
eating crabby patties at the Krusty Krab. He asked 100 customers with a history of bad breath to try his new breath
mint. He had fifty customers (Group A) eat a breath mint after they finished eating a crabby patty. The other fifty
(Group B) also received a breath mint after they finished the sandwich; however, it was just a regular breath mint and
did not have the secret ingredient. Both groups were told that they were getting the breath mint that would cure their
bad breath. Two hours after eating the crabby patties, thirty customers in Group A and ten customers in Group B
reported having better breath than they normally had after eating crabby patties.
25. Write a hypothesis for the experiment. It needs to be in an IF…THEN…statement.
26. Which people are in the control group?
27. What is the independent variable?
28. What is the dependent variable?
29. What type of data was collected – quantitative or qualitative?
30. What is ONE constant in this experiment?
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Part 3: Reading Graph and Data
Directions: Complete the following questions about the graphs provided.
Graph #1
The graph in Figure 1-2 shows the three stages in the growth of a corn plant from a seed to a mature plant.
Study the graph and then answer the questions.
22. From Figure 1-2, predict the mass of the plant at day 110.
23. Using Figure 1-2, what might you infer about the height of the plant during the exponential period?
24. What do you think is happening during the lag period in Figure 1-2?
Graph #2: Rabbits Over Time
a. Use the internet to research the term carrying capacity. The carrying capacity for rabbits is ______________
b. During which month were the rabbits in exponential growth? (see graph #1) ___________
c. From June 1 to August 1 what was the average daily growth of the rabbit population? Show your work.
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Graph #3: Average Toe Length
a. In 1800, about how many people surveyed had a 3 cm toe? ___________
b. In 2000, what is the average toe length? ____________________
c. What is the average toe length in 1800 _________________
d. What is wrong with the scale on the x-axis? ___________________ How would you correct it? ______________
Does this change any of your answers to a. through d.? ______________________________________________
Chart 3: Snakes & Mice
The date shows population of snakes and mice found in an experimental field.
Year
1960
1970
1980
1990
2000
2001
Snakes
2
10
30
15
14
15
Mice Born
1000
800
400
600
620
640
Mice Died
200
300
500
550
600
580
a. During which year was the mouse population at zero population growth? _______________
b. Use the internet to research the term carrying capacity. According to the data in the chart what is the carrying
capacity for snakes? _______________________
c. What is the carrying capacity for mice? _______________________
d. Use the formula below to calculate the rate of growth (r) for mice during 1960-1970. Show your work
1960-1970_______________________
During 1980-1990? ________________
Growth (r) = change in population
time
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Graph 4: Mexico and US
a. In Mexico, what percentage of the population is between 0-4 years of age? _________ In the US? ________
b. Which population is growing the fastest?__________________
c. Which age group has the smallest number in both countries? ______________
Chart 5: Trapping Geese
In order to estimate the population of geese in Northern Wisconsin, ecologists marked 10 geese and then
released them back into the population. Over a 6 year period, geese were trapped and their numbers recorded.
Year
Geese Trapped
1980
1981
1982
1983
1984
1985
10
15
12
8
5
10
Number with
Mark
1
1
1
0
2
1
a. Use the formula to calculate the estimated number of geese in the area studied? ____________________
(Total number captured) x (number marked)
(Total number recaptured with mark)
b. Supposing more of the geese found in the trap had the mark, would the estimated number of geese in the area
be greater or lesser? ______________________
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Chart 6: Mushroom Plots
Another ecologist used a different method to estimate the number of mushrooms in a forest. She plots a 10x10
area and randomly choses 5 spots, where she counts the number of mushrooms in the plots and records them on the
grid.
5
2
3
2
3
a. Calculate the number of mushrooms in the forest based on the grid data show your work: _________________
b.
If the sample were increased by counting in 15 squares instead of 5, would the accuracy of the estimate
change? If you think there will be change explain how the accuracy will change and why this would happen.
Part 4: Graphing Go to the following link:
http://www.mathgoodies.com/lessons/graphs/compare_graphs.html
Read about the different graph types and what graph type is considered appropriate for differing data sets.
Use the data in the following table/paragraph to make an appropriate graph. Please follow all rules of
constructing a good graph for scientific presentation. All data should be included on the one graph provided, please do
not make 2 small graphs, and use the whole graph paper provide (this means make your scale fit the whole paper).
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Graph 1: Comparison of annual rings thickness between Forest A and B
The thickness of the annual rings of a tree indicates what type of environmental situation was occurring at the
time of tis development. A thin ring usually indicates a rough period of development (lack of water, forest fires, or a
major insect infestation). On the other hand, a thick ring indicates just the opposite.
Comparison of annual rings thickness between Forest A and B
Age of the
Average thickness of the
Average thickness of the
tree in years
annual rings in
annual rings in centimeters
centimeters (cm).
(cm).
Forest A
Forest B
10
2.0
2.2
20
2.2
2.5
30
3.5
3.6
35
3.0
3.8
50
4.5
4.0
60
4.3
4.5
a.
b.
c.
d.
What is the dependent variable? __________________________________________
What is the independent variable? ___________________________________________________
What was the average thickness of the annual rings of 40 year old trees in Forest A? _______________________
What is the average thickness for 50 year old trees from both forests? SHOW YOUR WORK!
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e. About how old do you think a tree from forest A with a 2.1 average thickness would be? ___________________
f. Based on the data and the background information, what can you conclude about Forest A and Forest B? (Write
one paragraph to answer this in 3-5 good, detailed, specific complete sentences!)
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Graph 2: pH of Substances : Once again select the appropriate graph type for the data given below.
The following are pH values of common household substances taken by three different teams using pH probes. The
pH scale is from 0 to 14. Note: you will want to graph only ONE number per household item and you are going to want
to put them in order from 0 to 14.
1.
2.
3.
4.
5.
Lemon juice - 2.4, 2.0, 2.2
Baking soda in Water - 8.4, 8.3, 8.7
Orange juice - 3.5, 4.0, 3.4
Battery acid - 1.0, 0.7, 0.5
Apples - 3.0, 3.2, 3.5
6.
7.
8.
9.
10.
Tomatoes- 4.5, 4.2, 4.0
Bottled water - 6.7, 7.0, 7.2
Milk of magnesia - 10.5, 10.3, 10.6
Liquid hand soap- 9.0, 10.0, 9.5
Vinegar - 2.2, 2.9, 3.0
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Part 5: Reading
For this section you are going to need to read and produce a summary and 6 well thought out questions you
have after reading this article. While you are reading you should ask yourself questions to check for understanding.
Also good readers and scientists will have questions about the material after they are finished reading. These questions
need to relate to the science discussed in the article. We are expecting these questions to be of a higher thought level.
This means on the Bloom’s Taxonomy they need to be in Level III (Application) to Level V (Synthesis). Please use the
following key words to help you form your questions.
Application:
1. Apply
2. Build
3. Choose
4. Construct
5. Develop
6. Experiment with
7. Identify
8. Interview
9. Make use of
10. Model
11. Organize
12. Plan
13. Select
14. Solve
15. Utilize
Analysis:
1. Analyze
2. Assumption
3. Categorize
4. Classify
5. Theme
6. List
7. Inspect
8. Relationship
9. Motive
10. Simplify
11. Dissect
12. Constrict
13. Conclusion
14. Examine
15. Survey
Synthesis:
1. Adapt
2. Compile
3. Create
4. Imagine
5. Formulate
6. Estimate
7. Modify
8. Theorize
9. Solution
10. Predict
11. Improve
12. Design
13. Elaborate
14. Test
15. Propose
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Summary:
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6 Questions:
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Part 6: ACT Practice:
This is a research summary type set of questions. This means that there is a description of two to five
experiments provide and you will be asked to determine what the experiments mean and conclusion that can be drawn
from them.
The clearing of rain forests results in forest fragmentation (the breakup of large forest tracts into small patches).
Researchers predicted that fragmentation would result in a decrease in animal populations and aboveground tree
biomass (AGTB) in the resulting fragments. Four studies were completed to test this prediction.
Study 1
The researchers monitored the AGTB of twenty-five 100m x 100m forest plots near areas that had recently been
cleared of vegetation. The distance from the center of each plot to the nearest clearing was measured. Figure 1 shows
the average change per plot in AGTB in metric tons per year (t/yr) over 17 yr.
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Study 2
Twenty-five 100m x 100m forest plots were monitored as in Study 1. The center of each of these plots was at
least 500m from the nearest clearing. The average change in AGTB over 17 yr for these 25 plots was 0 t/yr.
Study 3
Researchers monitored sixteen 100m x 100m forest plots near areas that had recently been cleared of
vegetation. Each plot was bordered on 1 side by a clearing. Figure 2 shows the average cumulative percent change in
AGTB at these plots following fragmentation. (Note: Year 0 represents results prior to fragmentation).
Study 4
Researchers trapped and released birds in 10 forest fragments adjacent to areas that had recently been cleared
of vegetation. Three types of birds were monitored: insectivores, frugivores (fruit eaters), and hummingbirds. Figure 3
shows the number of captures per 1,000 hours (hr) of trapping. (Note: Year 0 represent results prior to fragmentation.)
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1. In study 4, as time increased from Year 0 to Year 6, the captures/1,000 hr of frugivores:
a. Decreased only.
b. Increased only.
c. Decreased, then increased.
d. Increased, then decreased.
2. Based on the results of Study 4, how did fragmentation most likely affect the population sizes of insectivores and
hummingbirds in the fragments studied?
a. Fragmentation increased the population sizes of both insectivores and hummingbirds.
b. Fragmentation decreased the population sizes of both insectivores and hummingbirds.
c. Fragmentation increased the population size of insectivores and decreased the population size of
hummingbirds.
d. Fragmentation decreased the population size of insectivores and increased the population size of
hummingbirds.
3. Based on the results of Study 1, if the distance from the center of a 100m x 100m plot were 75m from the
nearest clearing, the expected average change in AGTB at the plot over 17yr would be closest to which of the
following values?
a. -1.1 t/yr
b. -2.6 t/yr
c. +1.1 t/yr
d. +2.6 t/yr
4. After examining the results of Study 2, a student concluded that the AGTB at each of the 25 plots remained
constant. Which of the following alternative explanations is also consistent with the results?
a. The AGTB at all 25 plots increased.
b. The AGTB at all 25 plots decreased.
c. The AGTB at some of the plots increased and the AGTB at some of the plots decreased.
d. The AGTB at plots bounded by forest increased and the AGTB at plots bounded by clearings remained
constant.
5. Which of the following sets of results from the studies is least consistent with the prediction proposed by the
researchers?
a. The results of Study 1 for AGTB.
b. The results for Study 3 for AGTB.
c. The results of Study 4 for frugivores.
d. The results of Study 4 for hummingbirds.
6. In Study 4, the researchers trapped birds for 10,000hr per year. Thurs, how many insectivores were trapped in
Year 2?
a. 80
b. 100
c. 800
d. 1,000
* Modeled after a release and published ACT practice test.
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Part 7: Experimental Research Project Start:
In this course you will be completing an experimental research project on your own. This project with start in
class with research, but the experiment will be carried out at home. This project will have parts during all 4 quarters
of the year and will be turned in before spring break. The final grade with presentation will be a 4 th quarter grade.
To get you started on this project please brainstorm 10 topics you thing would like to create an experimental
research project around. This topic can be in any field of science…physical, biological, psychology…anything you are
interested in. This is a long project so we want you to pick a topic you are passionate about!! Use the following
websites for ideas.
http://www.education.com/science-fair/life-science/ includes 35 pages of 10+ideas each!
http://www.sciencebuddies.org/science-fair-projects/Intro-Human-Biology.shtml use intermediate or
advanced
http://biology.about.com/od/biologysciencefair/a/aa010807a.htm
Please create a list of 10 topics that you would like to do an Experimental Research Project on:
1._______________________________________
6._______________________________________
2._______________________________________
7._______________________________________
3._______________________________________
8._______________________________________
4._______________________________________
9._______________________________________
5._______________________________________
10._______________________________________
Now please circle your top 3 choices. These need to ideas that you can realistically carry out an experimental
research project at HOME. You will be doing an experiment that should last around 3 to 4 weeks…so pick a topic that
you can actually write and create an experiment about.
Start of Literary Research & Refining your Topic
From your top 3 topics/questions you are going to find research previously completed on the topic. This is going to
help guide you to define your topic and procedure. Think about the data collected, the procedure used, everything in
the research you find. The more information you find the better you research will be.
You may use Google searches too…but please make sure that the site is a good references (.org and .edu are
normally safe.) Please ask if you are unsure ([email protected] or [email protected]) . These
searches should give you ideas to then search in the data bases.
Google Scholar is also a great way to find sources about your topic.
When search in the data bases… you will choose a topic to search (click enter and it will take you to the items your
searched, there will be thousands); then choose Advanced Search. Search with your topic word “and” another 2 words,
your topic “or” 2 other words, your topic and “not” 2 other words. Your search will be better, the better you define it.
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You are looking for past research done on your top topic choices. This will help you define your own research. You
need to find, document the source and summarize (very very briefly in 2 to 3 sentences) 3 studies for each of your top 3
topics. 3 topics X 3 research articles each = 9 total brief summaries! With source information for each
Example:
Journal of Strength and Conditioning Res. 2009 Mar;23(2):619-25,
Effects of high-intensity training by heart
rate or power in well-trained cyclists.
This study used cyclists to look at the effect of two training regimens. One was based on
power training the other on heart rate based training. The findings were that heart rate training was
more beneficial.
Write your sources and notes on this sheet. If you need another sheet just used lined paper. Name the three topics
you are researching with a number.
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