AP Biology 2015-2016 Summer Assignment
Greetings!
I can’t wait to meet you all in the Fall for this rigorous but fun adventure through a college-level biology curriculum. In
order to prepare for the course, you are responsible for completing the following summer assignment:
1. Access the textbook online (see instructions below).
2. Read Chapters 1-5 in the textbook.
3. Complete the reading guides for Chapters 1-5.
4. Choose ONE of the options from the list at the end of the reading guides.
You can pick up ONE printed copy of the reading guides from the LMHS Guidance Office or access them from the LMHS
website’s Summer Assignments page. If you MISPLACE your printed copy, you may NOT receive another printed copy
from Guidance. If you are unable to pick up a printed copy AND you do not have access to a printer, you may copy the
questions onto notebook paper and write the answers on your paper.
Instructions for accessing the online textbook!
1. go to: http://PearsonSchool.com/access
2. Enter the first 6 letters of the access code: SSNAST
then click the button Enter Code
3. Click:
Covered titles
science
Campbell, Biology 8e MasteringBiology (For 5e–8e users)
Student Registration
4. At the bottom of the License Agreement & Privacy policy click ‘I Accept’
5. On the next screen, click No to set up a new account
6. For username, make it lmhs##### (where the #s are your LMHS student ID #). For password, make it your birth
date in this format: YYYYMMDD. Apparently you have to have at least one letter, so add your first initial at the
end of the password.
7. At the bottom, click the button to switch to a single box for pasting the code. Paste the appropriate code:
 For incoming 9th graders: SSNAST-TRAIL-SKELF-TURVY-FRONT-TOUSE
 For 10th - 12th graders: SSNAST-TRAIL-SKELF-TURVY-FRONT-SORES
8. Fill out the Account Information page.
the school zip code is 32746
if our school is not listed on the pull down list, then select ‘other’ at the bottom of the list and then fill it in
click ‘next’ at the bottom of the form
9. Print the Confirmation & Summary page with your account info.
10. Course ID: NOVELLABIO1516
11. Access the book by clicking the blue eText button
NOTE: There are often issues with signing up for the online textbook. I HIGHLY encourage rising 10th-12th graders to
check out a textbook from the Media Center BEFORE summer break!
Chapter 1 Reading Guide
Name: __________________________
1. List the seven properties of life:
1.1 Themes connect the concepts of biology
2. What are emergent properties? Give two examples.
3. Life is organized on many scales. Figure 1.4
zooms you in from viewing Earth from space all
the way to the level of molecules. Label the
figure and give a brief definition of each level of
organization below.
biosphere ecosystem community population organism organs/organ systems tissues cells organelles molecules 4. Make a list here of the themes that are presented, and give an example that illustrates each theme. (Go to the
Summary of Key Concepts at the end of the chapter for a concise look at the themes.)
Theme
Example
1.
2.
3.
4.
5.
6.
7.
(Concept 1.2)
5. Define each of the following terms:
eukaryotic cell prokaryotic cell DNA genes genome negative feedback positive feedback Concept 1.2 The Core Theme: Evolution accounts for the unity
and diversity of life
6. Based on Figure 1.14, answer the following:
- Which level contains the greatest diversity of organisms?
- The least?
- Write the levels in order (most general to most specific).
7. Taxonomy is the branch of biology that names and
classifies organisms. Because of new molecular
information, there have been many changes in placement
of certain groups in recent years. Notice that all life is now
organized in your text into 3 domains rather than the 5
kingdoms you may have learned earlier. Put the kingdoms
mentioned in the text in the space above the proper
domain names shown here.
8. What two main points were articulated in Darwin’s
The Origin of Species?
9. What did Darwin propose as the mechanism of evolution?
Summarize this mechanism.
10. Study Figure 1.22, which shows an evolutionary “tree.”
- What is indicated by each twig?
- What do the branch points represent?
- Circle the most recent “common ancestor” shared by the
bottom three Galápagos finch species.
Concept 1.3 Scientists use two main forms of inquiry in their study of nature
11. What are the two main types of scientific inquiry? Give an example of each.
12. What are data?
13. Distinguish between quantitative and qualitative data:
- Which type would be presented in a data chart and could be graphed?
- Which type is found in the field sketches made by Jane Goodall?
14. In science, how do we define hypothesis?
15. A scientific hypothesis has two important qualities. The first is that it is testable. What is the second?
16. Are scientific hypotheses proved? Explain your answer!
17. What is a controlled experiment?
18. The text points out a common misconception about the term “controlled experiment”. In the snake mimicry
experiment, what factors were held constant?
19. Why are supernatural explanations outside the bounds of science?
20. Explain what is meant by a scientific theory by giving the three ways your text separates a theory from a hypothesis
or mere speculation.
Review these other basic aspects of science:
21. What is the difference between scientific theories and scientific laws?
22. Can a scientific theory ever become a scientific law? Can a law become a theory? Justify your response.
23. Define each type of variable in an experiment:
independent variable dependent variable controlled variable treatment group control group/control treatment 24. When graphing, which variable goes on the x-axis?
Which goes on the y-axis?
Label the conceptual graph with the names of these variables.
25. A good research question involves testing the effects of the independent variable on the dependent variable. Pose
an example research question:
26. A good hypothesis for AP Bio involves a prediction of the specific effects and a reason for that prediction. For the
research question you posed in #25, write a hypothesis that has both of these parts (prediction and reason).
Chapter 2 Reading Guide
Name: __________________________
Concept 2.1 Matter consists of chemical elements in pure form and in combinations called compounds
1. Define and give an example of each term:
element atom compound molecule 2. What four elements make up 96% of all living matter?
Concept 2.2 An element’s properties depend on the structure of its atoms
3. Sketch a model of an atom of helium, showing the electrons, protons, neutrons, and atomic nucleus.
- What is the atomic number of helium? _________
- Its atomic mass? ________
4. Here are some more terms that you should firmly grasp. Define each term.
neutron proton electron atomic number atomic mass isotope electron shells/orbitals valence shell/orbital energy 5. Consider this entry in the periodic table for carbon.
- What is the atomic mass? ______ atomic number? _______
- How many electrons does carbon have? _______ neutrons? _______
6. Which is the only subatomic particle that is directly involved in the chemical reactions between
atoms?
7. What determines the chemical behavior of an atom?
8. Here is an electron distribution diagram for sodium:
- How many valence electrons does it have? ______ Circle the valence electron(s).
Concept 2.3 The formation and function of molecules depend on chemical bonding between atoms
9. Complete the chart below.
10. What type of bond is seen in O2? Explain what this means.
11. What is meant by electronegativity?
12. Explain the difference between a nonpolar covalent bond and a polar covalent bond.
13. Draw a water molecule.
- Which element is most electronegative?
- Label the regions that are more positive or more negative.
- Why is water considered a polar molecule? (This is a very important concept. Spend some time with this one!)
14. Another bond type is the ionic bond. Explain what is happening in the figure below between Sodium and Chlorine.
15. What is a hydrogen bond?
- Indicate where the hydrogen bond occurs in this figure with an arrow.
16. Explain van der Waals interactions. Though they represent very weak attractions,
when these interactions are numerous they can stick a gecko to the ceiling!
17. Here is a list of the types of bonds and interactions discussed
in this section: hydrogen bonds, van der Waals interactions,
covalent bonds, ionic bonds. To the right of the arrow to the side,
place them in order from the strongest to the weakest.
18. Use morphine and endorphins as examples to explain why
molecular shape is crucial in biology.
Concept 2.4 Chemical reactions make and break chemical bonds
19. Write the chemical shorthand equation for photosynthesis. Label the reactants and the products.
20. For the equation you just wrote:
- How many molecules of carbon dioxide are there? _____
- How many molecules of glucose? _________
- How many elements in glucose? _________
21. What is meant by dynamic equilibrium?
- Does this imply equal concentrations of each reactant and product?
Chapter 3 Reading Guide
Name: __________________________
Concept 3.1 The polarity of water molecules results in hydrogen bonding
1. Study the water molecules at the right. On the central molecule, label
oxygen (O) and hydrogen (H).
2. What is a polar molecule? Why is water considered polar?
3. Now, add + and – signs to indicate the charged regions of each
molecule. Then, use a highlighter to trace the hydrogen bonds.
4. Explain hydrogen bonding.
5. How many hydrogen bonds can a single water molecule form?
Concept 3.2 Four emergent properties of water contribute to Earth’s fitness for life
Cohesion and Adhesion
6. Distinguish between cohesion and adhesion.
7. Which is demonstrated when you see beads of water on a waxed car hood? ________________
8. Which property explains the ability of a water strider to walk on water? _________________
Moderation of Temperature
9. The calorie is a unit of heat. Define calorie.
10. Water has a high specific heat. What does this mean?
11. Explain how hydrogen bonding contributes to water’s high specific heat.
12. Which has a higher specific heat: water or alcohol? Why?
13. Summarize how water’s high specific heat contributes to the moderation of temperature. How is this property
important to life?
14. Define evaporation.
15. How does the evaporation of water, with its high specific heat, help organisms maintain happy body conditions?
Expansion upon Freezing
16. Ice floats! Consider what would happen if ponds and other bodies of water accumulated ice at the bottom. Describe
why this property of water is impotant.
17. Now, explain why ice floats.
Solvent of Life
18. Review and define these terms:
solvent solute solution 19. Consider a cup of coffee to which you’ve added sugar. Which is the solvent? _____________ Solute? ____________
20. Explain why water is such a good solvent.
21. Define hydrophobic and hydrophilic. What determines whether molecules are hydrophobic vs. hydrophilic?
22. You already know that some materials, such as olive oil, will not dissolve in water, while others, such as salt, will.
Explain this property in terms of hydrogen bonding.
23. Define molarity:
24. Google search the AP Biology Reference Sheet. If you wanted to dilute 0.5 L of a 2.0 M glucose solution to 0.75 M,
how much water would you need to add? Final answer = __________ L
- Step one: what is the dilution equation?
- Step two: plug in numbers you have.
- Step three: solve for the final volume.
- Step four: subtract the starting volume from the final volume to find the difference.
Concept 3.3 Acidic and basic conditions affect living organisms
25. What two ions form when water dissociates?
26.
27.
28.
29.
You should have answered “hydronium (H3O+) and hydroxide (OH-) ions in the preceding question; however, by
convention we will represent the hydronium ion as H+
What is the concentration of each ion in pure water? [H+] = ___________ [OH-] = ___________
Water has a pH of 7. pH is defined as the negative log of the hydrogen ion concentration (also on the AP Bio
reference sheet). Write this as a math equation: pH =
To go a step further, the product of H+ and OH- concentrations always equals 1x10-14.
[H+][OH-] = 10-14
+
Water, which is neutral with a pH of 7, has an equal number of H and OH ions. Now, define:
acid base Because the pH scale is logarithmic, each number change represents a 10x change in ion concentration.
- How many times more acidic is a pH of 3 compared to a pH of 5?
- How many times more basic is a pH of 12 compared to a pH of 8?
- Explain the difference between a pH of 8 and a pH of 12 in terms of H+ concentrations.
30. On the pH chart, label pH 1-14. Label neutral, acid, base.
- Indicate the locations of pure water, urine, gastric juice, and bleach.
31. Even a slight change in pH can be harmful to living things! How do buffers moderate pH change?
32. Exercise will result in increased production of CO2, which acidifies the blood. Explain the buffering
system that minimizes blood pH changes.
33. Acid precipitation is increasing. Explain its sources.
34. Discuss how CO2 emissions affect marine life and ecosystems.
Chapter 4 Reading Guide
Name: __________________________
Concept 4.1 Organic chemistry is the study of carbon compounds
1. Study this figure of Stanley Miller’s experiment to simulate conditions
thought to have existed on early Earth. Explain the elements of the
experiment, using arrows (or number annotations) to indicate what occurs
in various parts of the apparatus.
2. What was collected in the sample for chemical analysis? What was
concluded from the results of this experiment?
Concept 4.2 Carbon atoms can form diverse molecules by bonding to four other atoms
3. Make an electron distribution diagram of carbon.
- How many valence electrons does carbon have?
- How many bonds can carbon form?
- What type of bonds does it form with other elements?
4. What is a hydrocarbon? Name two. Are hydrocarbons hydrophobic or hydrophilic?
Concept 4.3 A small number of chemical groups are key to the functioning of biological molecules
5.
Here is an idea that will recur throughout your study of biology:
change the structure, change the function. To the right are two
important hormones regulating gender in humans: testosterone
and estradiol (estrogen). Notice how similar these two molecules
are, and yet you know what vastly different effects each has. Label
which molecule is which and circle the differences between them.
6. Define functional group:
7. There are seven functional groups we will study. Complete the following chart:
8. You will need to master the chart and the information in it. Using the functional groups above as answer options,
see if you can answer the following prompts:
a. –NH2
b. Can form cross-links that stabilize protein structure
c. Key component of ATP
d. Can affect gene expression
e. CH3
f. Has acidic properties
g. –COOH
h. Acts as a base
9. Circle and identify three functional groups in the molecule shown.
Chapter 5 Reading Guide
Name: __________________________
Concept 5.1 Macromolecules are polymers, built from monomers
1. The large molecules of all living things fall into four categories. List them:
2. What is a polymer?
What is a monomer?
3. Monomers are connected into polymers with what type of reaction?
Polymers are broken into monomers with what type of reaction?
4. The root words of hydrolysis will be used many times to form other words you will learn this year. Define each:
hydrolysis
5. Consider the following reaction:
C6H12O6 + C6H12O6  C12H22O11
- The equation is not balanced; it is missing a molecule of water. Add it in on the correct side.
- What kind of reaction is this?
- Is C6H12O6 (glucose) a monomer or a polymer?
- To summarize, when two monomers are joined, a molecule of _________ is always removed.
Concept 5.2 Carbohydrates serve as fuel and building material
6. Look at a nutrition label on a food package. How many grams of carbohydrates are in it? ____ Each gram of carbs is
equal to four food calories (kcal [1000 physics calories]). How many carb-based kcal are in your food? _____
7. Carbohydrates include sugars and starches. The monomers of all carbohydrates are called mono_______________.
8. Most monosaccharides are some multiple of (CH2O). For example, glucose is a 6-carbon sugar
(a “hexose” sugar), so it is C6H12O6. Ribose is a pentose sugar; what is the formula of ribose?
9. Here is the abbreviated ring structure of glucose. Where are all of the carbons?
10. Look up these biologically important carbohydrates and list why each is important and/or
where it’s found/used:
glucose starch glycogen cellulose chitin lactose sucrose fructose ribose deoxyribose 11. Why can you not digest cellulose? What organisms can?
Concept 5.3 Lipids are a diverse group of hydrophobic molecules
12. Look at your nutrition label again. One of these groups is a type of lipid. How do lipids appear on nutrition labels?
_______ How many grams of it are in this food? _____ Each gram equals nine food calories (kcal).
13. Lipids include fats, oils, waxes, phospholipids, and
steroids. What characteristic do all lipids share?
14. What are the building blocks of fats? Label them on
this figure.
15. If a fat (triglyceride) is made of 3 fatty acids and one
glycerol, how many water molecules will be
removed from it? Again, what is this reaction called?
16. Draw a single fatty acid that is 8 carbons long and is unsaturated. Circle the part of your chain that makes it
unsaturated, and explain what this means.
17. Name two saturated fats:
Name two unsaturated fats:
18. Why are many unsaturated fats liquid at room temperature?
19. What is a trans fat? Why should you limit them in your diet?
20. List four important functions of fats.
21. Here is a figure that shows the structure of a phospholipid.
Label the sketch to show the phosphate group, the glycerol,
and the fatty acid chains. Also indicate the region that is
hydrophobic and the region that is hydrophilic.
22. Why are the “tails” hydrophobic?
23. Why is the “head” hydrophilic?
24. Label which of the two fatty acids is unusaturated. How do you
know it’s unsaturated?
25. To summarize, a phospholipid has a glycerol attached to a phosphate
group and two fatty acid chains. The “head” (phosphate) is hydrophilic,
and the “tails” (fatty acids) are hydrophobic. Now, sketch the phosphorlipid bilayer that makes up a cell membrane. Label the hydrophilic heads,
the hydrophobic tails, and the location of water.
26. Study your sketch. Why are the tails all located in the interior?
27. What are steroids?
Concept 5.4 Proteins have many structures, resulting in a wide range of functions
28. Table 5.1 is loaded with important information. Summarize the five focus types here.
Type of Protein Function
Example
Enzymatic
Structural
Transport
Hormone
Receptor
29. Enzymes are an important type of protein. They will be studied more in
detail in Chapter 8. For now, use this diagram to review enzymes. Label the
active site, the substrate, and the products. Show what happens to water.
30. Is this reaction dehyration or hydrolysis? __________________
31. The monomers of proteins are amino acids. Sketch an amino acid below. Label
the central carbon, amino group, carboxyl group, and R group.
32. What is represented by R? How many different types are there?
33. Define these terms:
dipeptide polypeptide peptide bond Circle the peptide bonds in the molecule on the far-right of the diagram.
34. There are four levels of protein structure. Refer to Figure 5.21, and summarize each level in the table below.
Level of Structure
Description
Primary (1°)
Secondary (2°)
Tertiary (3°)
Quaternary (4°)
35. Label each level of protein structure on this figure:
36. Remember when, in Chapter 4, we said “change the structure, change the function.” Explain how that principle
applies to the shape of the active site in an enzyme.
37. Now explain how it applies to sickle-cell disease. In this case, why is the structure changed?
38. Besides mutation, which changes the primary structure of a protein, protein structure
can be changed by denaturation. Define denaturation and list at least three ways a
protein may become denatured.
Concept 5.5 Nucleic acids store and transmit hereditary information
39. The flow of genetic information is from DNA  RNA  protein. Use this figure to
explain the process. Label the nucleus, DNA, mRNA, ribosome, and amino acids.
40. The components of a nucleotide are a five-carbon sugar,
a nitrogenous base, and a phosphate group. Label each
on the figure.
41. There are five nitrogenous bases. Which four are found in
DNA?
42. Which four are found in RNA?
43. How do ribose and deoxyribose sugars differ?
44. Here is a model of DNA, as proposed by James Watson and Francis Crick.
What is this overall shape of DNA called? __________________________
45. What does it mean that the two strands are “antiparallel”?
46. Each strand of DNA has a “backbone” with the bases pointing to the middle (like
rungs on a ladder). Which two parts of the nucleotide make up the “backbone”?
47. For these two nucleotides of DNA, provide the complementary base: A C48. In a DNA double helix, a region along DNA strand has this sequence of nitrogenous bases. Write the complementary
strand. Indicate the 5’ and 3’ ends on the new strand as well
5’ T A G G C C T 3’
AP Biology Summer Assignment – Experiential Component
Choose ONE option from the following list of biology summer homework experiences. This assignment is in addition
to reading the first 5 chapters of the textbook and completing the associated reading guides. All evidences submitted
must be in hard-copy format (unless specifically noted below). Make sure your work is intellectually your own!
1. READ A BOOK!
Read a book about a topic that interests you in Biology (choose ONE from the list below):
- Your Inner Fish by Neil Shubin (Evolution)
- Silent Spring by Rachel Carson (Ecology)
- The Immortal Life of Henrietta Lacks by Rebecca Skloot (Genetics and Biotech Ethics)
- Ebola by William T. Close (this is more accurate than the over-dramatized The Hot Zone by Richard Preston)
- Genome by Matt Ridley (Genetics)
- The Selfish Gene by Richard Dawkins (Evolution and Genetics)
- At the Water’s Edge by Carl Zimmer (Evolutionary History)
- Song of the Dodo by David Quammen (Ecology and Evolution…though it’s 700 pages long)
- The Island of the Colorblind by Oliver Sacks (Genetics and Evolution)
Required Evidence: (1) A 500-1000 word summary of the book, including the biology concepts it presented. (2) A 250
word reflection or essay about your reading experience with this book.
2. BURY IT.
Sometime by June 15, take two athletic socks and fill each with various forms of garbage (soft drink can, banana peel,
paper, etc.). The two socks should have approximately the same contents. Take pictures of you with your “before” socks
(make sure you get a picture of the contents before filling the socks, too). Record in a data table some descriptive
observations of the things you put in the sock. Go outside and bury them approximately 2 feet deep. Bury them in
different conditions (for example, sunny vs. shaded under a tree, wet soil vs. dry soil) Mark where you buried them using
popsicle sticks or yard flags (or something similar). After 6 weeks, dig up the socks and examine the objects inside. Take
a picture of you with your “after” socks then take pictures of the contents of each sock. In the same data table, record
your descriptive observations of the objects. Write a 1000-word summary of the results and compare the sock to what
you think happens in landfills where our trash is taken. Propose what you think would make landfills more effective,
based on the different conditions the two socks experienced.
Required Evidence: (1) A data table with descriptions of trash before and after burying including illustrations or pictures.
(2) A 1000-word summary of what happened and comparison to landfills.
3. DECAYING FOODS. – REQUIRES PARENT PERMISSION
Prepare three paper or plastic plates, each with three food items (spread out along the plate). You must include a cut
square of bread and two other foods of your choice like a piece of cheese or a small, open container of a condiment.
Place one of the plates in the refrigerator, the second plate in a dark, cool area of the house (a closet, for example), and
the third plate in a well- lit windowsill. Observe the food every day for 14 days. Keep a list of quantitative and qualitative
observations. Try to make five different observations or measurements daily. Focus on which of the plates of food are
showing signs of decay the most quickly or most slowly. Sketch the plates of food daily using colored pencils. At the end
of the 14 days, write a 1000-word summary of what you have observed. What overall trends did you see in food decay
or mold growth?
Required Evidence: (1) Data for 14 days, including observations and sketches. (2) A 1000-word conclusion summarizing
what you found.
4. PICTORIAL 2-WEEK NATURE STUDY.
Use a digital camera or disposable camera and find a tree, shrub, insect activity, or nearby park. For 2 weeks, take a
photo each day from the same angle of this one thing in nature and record at least 5 quantitative and qualitative
observations. Record daily weather patterns (amount of rainfall, high temperature, low temperature, humidity,
cloudiness/sunniness, etc.) Print the photos and create a photo-collage-timeline of changes and observations made
during the 2-week period. (Or even cooler, make a timelapse video and add annotations on it for changes/observations,
then upload it to Youtube and just give me the Youtube link with your essay). Write a 1000-word reflection about your
observations and any possible correlations to abiotic changes that occurred over the 2 weeks in that particular
environment.
Required Evidence: (1) Timeline/collage showing a series of 14 photos in chronological order or Youtube link for video.
(2) Data table showing observations about each day. (3) A 1000-word essay about changes you observed over 2 weeks.
5. GROW AND SELECTIVELY BREED FAST PLANTS.
NOTE: This option must be STARTED by June 15th to have enough time to see the second generation.
Buy seeds for a hairy variety of Brassica rapa (Wisconsin Fast Plants, can buy here and other places). Research how to
best grow them (I like the Bottle Biology design, but they don’t need much space, so use little bottles instead of 2L
bottles…or use egg crates with holes cut out for watering). Plant and raise them. Document changes observed (such as
when they sprout, when and how many flowers produced, pictures of you with your plants are encouraged). When the
plants are 10 (ish) days old, you will collect data on each plant. For each plant, choose ONE stem (be consistent about
whether this is close to a leaf or close to the base) and count how many trichomes (hairs) there are along a 1-cm length
of the stem. Calculate the surface area for what you just measured and record each plant’s trichome density (# hairs /
area, so #/cm2)…and label them to save you lots of time later! When the plants are 15 (ish) days old and have several
flowers each, you will breed either the 6 hairiest or the 6 hairless-iest by transferring pollen with a paintbrush from one
flower to another (distribute a little pollen from each plant to all other plants). Keep these parent plants separate from
the ones you did not breed. Keep the plants alive as they generate seed pods. Around day 28-36, when the seed pods
turn yellow, remove the water reservoir and let the plants dry out for about a week. Then harvest the seed pods into a
paper bag (for further drying—another few days). Completely clean your containers using bleach spray (or make new
ones) then plant your second-generation seeds with new seeds and new wicks (if using wicks). When these plants are 10
(ish) days old, calculate trichome density for each plant. Compare the average trichome density for the original
population to the average trichome density to the second generation. Look up artificial selection, and write a 250 word
conclusion about what took place.
Required Evidence: (1) Plant data and at least one photo of you with your plants. (2) A 250-word conclusion comparing
average trichome density in the first and second generations, and the relationship to artificial selection.
6. DESIGN AN INVESTIGATION ABOUT NATURE.
Design an investigation around a question you have about something in nature (e.g., What seeds do cardinals prefer?).
You should pick something to which you -- and the internet -- do not know the answer. Determine a method to
investigate your question. Collect data, both numerical and observational. Prepare your results with at least two graphs
or charts. Write a conclusion about your investigation. Must be at least 1000 words.
ADVICE: DON’T BITE OFF MORE THAN YOU CAN CHEW!!!
Required Evidence: (1) A lab report including the hypothesis, methods, results (text plus at least two graphs or charts)
and a 250-word-minimum conclusion that includes questions for further research. Total lab report should be at least
1000 words.