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 29
me)
Assignment #4
Get your Supplies!
August 23
Assignment #5
Graphing, Data Skills, and Mathematics
First Day of School
Practice (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
[email protected] 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
you a link to the AP biology classroom
Or to receive messages via email, send an email
notebook on MS 365/One Drive.
You
to [email protected]. To unsubscribe,
reply with 'unsubscribe' in the subject line.
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 500600 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/apbiology/ (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 B
Number 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
Willow
4271g
3220g
3481g
1723g
5317g
3430g
100%
100%
100%
100%
100%
100%
2431g
3190g
1739g
501g
4401g
1201g
57%
91%
_____%
____%
83%
35%
1376g
2285g
35g
62g
1759g
4g
32%
71%
____%
____%
33%
0.1%
Date
November
May
August
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 3
Temperature
(
Mortality (%)
o
Relative
Mortality (%)
Humidity (%)
Light Intensity
Mortality (%)
(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-practice1-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-2using-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/apbpractice-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-4data-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-5analysis-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/apbpractice-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?