TO: 2014-2015 AP Biology Students
FROM: Mr. Furiosi
DATE: May 20th, 2014
SUBJECT: AP Biology Summer Assignment & Textbook
Please stop by Mr. Furiosi’s classroom, Room 12-018, sometime during remaining days of school to pick
up a textbook and some informational papers to take home for the summer.
There is no set assignment for the summer, but it is strongly suggested that you read the first five
chapters of the textbook. These chapters are material that will be covered pretty quickly at the beginning
of the year, and should be somewhat of a review from Biology and Chemistry. The more you read this
summer, the less stressful the beginning of the year will be.
For any reading you do, you must take reading notes. Instructions for reading notes will be provided
when you pick up a textbook. Reading notes will be your ticket for doing test corrections and completing
in-class quizzes. Furthermore, notes will help you better understand the complex material, participate in
class discussions, and help you be an active participant in your learning by knowing what questions you
should ask.
I look forward to seeing you and working with you next year!
Sincerely,
Mr. Furiosi
Instructions for Reading Notes
The opportunity to do test corrections and earn back points is available, but only if you have taken
adequate notes from the textbook before attending class, and also perform well on the reading quizzes.
Remember that reading notes are also allowed for quizzes. The reading notes will be your only reference
doing test corrections. Reading notes will be assessed according to the guidelines below.
NOTES MUST BE IN AN OUTLINE FORMAT
An outline presents a picture of the main ideas and subsidiary, or minor, ideas of any subject. When you
take notes while reading, an outline format will provide both a basic overview and important details from
the text.
Basic Roman Numeral Outline
I.
Main Idea 1
A. Subsidiary or supporting idea to the main idea.
B. Subsidiary or supporting idea to the main idea.
1. Subsidiary idea to B.
2. Subsidiary idea to B.
Main Idea 2
A. Subsidiary or supporting idea to the main idea.
B. Subsidiary or supporting idea to the main idea.
C. Subsidiary or supporting idea to the main idea.
II.
Cornell Notes
Topic 1
Topic 2
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Key words and ideas.
Important dates/people/places.
Repeated/stressed information.
Personal thoughts ideas.
Diagrams and pictures.
Formulas.
Key words and ideas.
Important dates/people/places.
Repeated/stressed information.
Personal thoughts ideas.
Diagrams and pictures.
Formulas.
The textbook will help determine how many main ideas and supporting points adequately describe a
topic. Look for the following when reading:
1.
2.
3.
4.
Key Concepts: These could represent the Roman numerals in your outline.
Blue Headings: These could represent the capital letters under the roman numerals.
Italicized Blue Headings: These could represent the Arabic numerals under the capital letters.
Your notes can and should be placed under each of these headings as appropriate.
See the attached page for example notes.
Instructions for Reading Notes
Note Taking Suggestions
1. Number the pages of your outline for easy reference.
2. Do NOT list a bunch of rote facts or copy sentences straight from the book.
3. Summarize the readings in your own words.
a. When you write information in your own words, you actively think about what you have
read.
b. Thinking about the reading is the purpose of taking notes, as well as for a quick reference
when studying.
4. Information in your reading notes should be enough to answer the Concept Check questions at the
end of each section and the Learning Objectives provided for each chapter.
5. Draw boxes around, highlight, or star vocabulary words.
6. Notes must be your own work.
If notes are typed, they must be submitted to “Safe Assign” to verify they are not plagiarized.
Sample Outlines
Chapter 1 Introduction: Themes in the Study of Life
I.
Themes Connect the Concepts of Biology
A. Evolution, the Overarching Theme of Biology
B. Theme: New Properties Emerge at Each Level in the Biological Hierarchy
1. Emergent Properties
2. The power and Limitations of Reductionism
3. Systems Biology
C. Theme: Organisms interact with their environments, exchanging matter and energy
1. Ecosystem Dynamics
2. Energy Conversion
D. Theme: Structure and Function are Correlated at All Levels of Biological Organization
E. Theme: Cells are an Organism’s Basic Units of Structure and Function
F. Theme: Feedback Mechanisms Regulate Biological Systems
II.
The Core Theme: Evolution Accounts for the Unity and Diversity of Life
A. Organizing the Diversity of Life
1. Grouping Species: The Basic Idea
2. The Three Domains of Life
3. Unity in the Diversity of Life
B. Charles Darwin and the Theory of Natural Selection
C. The Tree of Life
III.
Scientists Use Two Main Forms of Inquiry in their Study of Nature
A. Discovery Science
1. Types of Data
2. Induction in Discovery Science
B. Hypothesis-Based Science
1. The Role of Hypotheses in Inquiry
2. Deduction: the “If… Then” Logic of Hypothesis-Based Science
3. A Closer Look at Hypothesis in Scientific Inquiry
4. The Myth of the Scientific Method
C. A Case Study in Scientific Inquiry: Investigating Mimicry in Snake Populations
1. Field Experiments with Artificial Snakes
2. Designing Controlled Experiments
D. Limitations of Science
E. Theories in Science
F. Model Building in Science
G. The culture of Science
H. Science, Technology, and Society
Sample Outlines
CHAPTER 18: Limbic System
Emotion
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Emotion: An intense mental state produced by neuronal activity.
o It is spontaneous, rather than through conscious effort.
Emotional Experience: Input from senses that are processed by the cerebral cortex that leads to the
feeling of emotion.
Emotional Expression: The behavioral output from somatic motor neurons, autonomic neurons, and
the hypothalamus that leads to the expression of emotion.
Cannon-Bard Theory: Emotional experience leads to emotional expression.
o Experience precedes expression.
o Removal or damage to somatic sensory system does NOT diminish emotional experience.
James-Lange Theory: Emotional expression leads to emotional experience.
o Expression precedes expression.
o Experience is due to physiological changes in the body.
o People feel sad because they cry, NOT because they feel sad.
o DISCREPENCY: The same physiological characteristics can occur WITHOUT emotion.
 Cannon stated the thalamus/hypothalamus is responsible for emotional response.
Neural Basis of Emotion
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Paul Broca: He discovered the limbic lobe.
o It is a medial surface of cerebrum that is different from the rest of the cortex.
o It is the cortex surrounding the corpus callosum.
o Broca originally believed it was involved in olfaction.
Cingulate Gyrus: It is responsible for EXPERIENCE.
Hypothalamus: It is responsible for EXPRESSION.
Hippocampus/Amygdala: It is responsible for MEMORY, LEARNED RESPONSES, and
BEHAVIOR.
o The amygdala contains neurons at the pole of the temporal lobe.
Papez Circuit: An American neurologist that identified the limbic structure involved in emotion.
o He added the thalamic structures to the cingulate cortex.
o It runs from the cingulate cortex, to the hippocampus, to the hypothalamus via the fornix, and
to the anterior nuclei of the thalamus.
Limbic System: The Papez Circuit and the limbic lobe.
o MacLean: Evolution of the limbic system liberates humans from stereotypical reflexive
responses of the reptilian brain.
The frontal lobe provides rational control of emotion.
o Injury to the frontal lobe can cause change in personality.
o Example: Phineas Gage
Learning Objectives
CHAPTER 1
THEMES IN THE STUDY OF LIFE
Inquiring about the World of Life
1.
2.
3.
4.
5.
6.
7.
8.
9.
Briefly describe the unifying themes that characterize the biological sciences.
Diagram the hierarchy of structural levels in biological organization.
Explain how novel properties of life emerge from complex organization.
Describe the dilemma of reductionism.
Describe the two major dynamic processes of any ecosystem.
Name two characteristics shared by all cells.
Distinguish between prokaryotic and eukaryotic cells.
Describe the basic structure and function of DNA.
Discuss the goals and activities of systems biology. List the three research developments
that have advanced systems biology.
10. Explain the importance of regulatory mechanisms in living things. Distinguish between
positive and negative feedback.
Organizing the Diversity of Life
11. Distinguish among the three domains of life. List and distinguish among the three
kingdoms of multicellular, eukaryotic life.
12. Explain the phrase: “life’s dual nature of unity and diversity”. Explain how evolution
accounts for the unity and diversity of living things.
13. Describe the observations and inferences that led Charles Darwin to his theory of
evolution by natural selection.
14. Explain why diagrams of evolutionary relationships have a treelike form.
The Process of Science
15. Distinguish between discovery science and hypothesis-based science. Explain why both
types of exploration contribute to our understanding of nature.
16. Distinguish between quantitative and qualitative data.
17. Distinguish between inductive and deductive reasoning.
18. Explain why hypotheses must be testable and falsifiable but are not provable.
19. Describe what is meant by a controlled experiment.
20. Distinguish between the everyday meaning of the term ‘theory’ and its meaning to
scientists.
21. Describe an example that illustrates how science may be influenced by social and cultural
factors.
22. Distinguish between science and technology. Explain how science and technology are
interdependent.
Learning Objectives for Campbell/Reece Biology, 8th Edition, © Pearson Education, Inc. 6 of 11 Learning Objectives
CHAPTER 2
THE CHEMICAL CONTEXT OF LIFE
Elements and compounds
1. Distinguish between an element and a compound.
2. Identify the four elements that make up 96% of living matter.
3. Define the term trace element and give an example.
Atoms and molecules
4. Draw and label a simplified model of an atom. Explain how this model misrepresents our
understanding of atomic structure.
5. Distinguish between each of the following pairs of terms:
a. Neutron and proton
b. Atomic number and mass number
c. Atomic weight and mass number
6. Explain how the atomic number and mass number of an atom can be used to determine
the number of neutrons.
7. Explain how two isotopes of an element are similar. Explain how they are different.
8. Describe a biological application that uses radioactive isotopes.
Electron distribution and chemical properties
9. Define the terms energy and potential energy. Explain why electrons in the first electron
shell have less potential energy than electrons in higher electron shells.
10. Distinguish between nonpolar covalent, polar covalent and ionic bonds.
11. Explain why strong covalent bonds and weak bonds are both essential in living
organisms.
12. Distinguish between hydrogen bonds and van der Waals interactions.
13. Give an example that illustrates how a molecule’s shape can determine its biological
function.
14. Explain what is meant by a chemical equilibrium.
Learning Objectives for Campbell/Reece Biology, 8th Edition, © Pearson Education, Inc. 7 of 11 Learning Objectives
CHAPTER 3
WATER AND THE FITNESS OF
THE ENVIRONMENT
The Properties of Water
1. With the use of a diagram or diagrams, explain why water molecules are:
a. polar
b. capable of hydrogen bonding with 4 neighboring water molecules
2. List four characteristics of water that are emergent properties resulting from hydrogen
bonding.
3. Define cohesion and adhesion. Explain how water’s cohesion and adhesion contribute
to the movement of water from the roots to the leaves of a tree.
4. Distinguish between heat and temperature, using examples to clarify your definitions.
5. Explain the following observations by referring to the properties of water:
 Coastal areas have milder climates than adjacent inland areas.
 Ocean temperatures fluctuate much less than temperatures on land.
 Insects like water striders can walk on the surface of a pond without breaking the
surface.
 If you slightly overfill a water glass, the water will form a convex surface above the
top of the glass.
 If you place a paper towel so that it touches spilled water, the towel will draw in the
water.
 Ice floats on water.
 Humans sweat and dogs pant to cool themselves on hot days.
The Solvent of Life
6. Distinguish between a solute, a solvent and a solution.
7. Distinguish between hydrophobic and hydrophilic substances.
8. Explain how you would make up a one molar (1M) solution of ethyl alcohol.
The Dissociation of Water Molecules
9. Name the products of the dissociation of water and give their concentration in pure water.
10. Define acid, base, and pH.
11. Explain how acids and bases may directly or indirectly alter the hydrogen ion
concentration of a solution.
12. Using the bicarbonate buffer system as an example, explain how buffers work.
13. Briefly explain how the burning of fossil fuels may affect:
a. Acid precipitation
b. Ocean acidification
Learning Objectives for Campbell/Reece Biology, 8th Edition, © Pearson Education, Inc. 8 of 11 Learning Objectives
CHAPTER 4
CARBON AND THE MOLECULAR DIVERSITY OF LIFE
The Importance of Carbon
1. Explain how carbon’s electron configuration explains its ability to form large, complex
and diverse organic molecules.
2. Describe how carbon skeletons may vary, and explain how this variation contributes to
the diversity and complexity of organic molecules.
3. Describe the basic structure of a hydrocarbon and explain why these molecules are
hydrophobic.
4. Distinguish among the three types of isomers: structural, geometric, and enantiomer.
Chemical Groups
5. Name the major chemical groups found in organic molecules. Describe the basic
structure of each chemical group and outline the chemical properties of the organic
molecules in which they occur.
ATP
6. Explain how ATP functions as the primary energy transfer molecule in living cells.
Learning Objectives for Campbell/Reece Biology, 8th Edition, © Pearson Education, Inc. 9 of 11 Learning Objectives
CHAPTER 5
THE STRUCTURE AND FUNCTION OF LARGE BIOLOGICAL
MACROMOLECULES
The Molecules of Life
1. List the four major classes of macromolecules.
2. Distinguish between monomers and polymers.
3. Draw diagrams to illustrate condensation and hydrolysis reactions.
Carbohydrates Serve as Fuel and Building Material
4. Distinguish between monosaccharides, disaccharides, and polysaccharides.
5. Describe the formation of a glycosidic linkage.
6. Distinguish between the glycosidic linkages found in starch and cellulose. Explain why the
difference is biologically important.
7. Describe the role of symbiosis in cellulose digestion by animals.
Lipids are a Diverse Group of Hydrophobic Molecules
8. Describe the building-block molecules, structure, and biological importance of fats,
phospholipids, and steroids.
9. Identify an ester linkage and describe how it is formed.
10. Distinguish between saturated and unsaturated fats.
11. Distinguish between cis and trans fat molecules.
12. Name the principal energy storage molecules of plants and animals.
Proteins have Many Structures, Resulting in a Wide Range of Functions
13. Distinguish between a protein and a polypeptide.
14. Explain how a peptide bond forms between two amino acids.
15. List and describe the four major components of an amino acid. Explain how amino acids
may be grouped according to the physical and chemical properties of the R group.
16. Explain what determines protein structure and why it is important.
17. Explain how the primary structure of a protein is determined.
18. Name two types of secondary protein structure. Explain the role of hydrogen bonds in
maintaining secondary structure.
19. Explain how weak interactions and disulfide bridges contribute to tertiary protein structure.
20. List four conditions under which proteins may be denatured.
21. Explain how chaperonins may assist in proper folding of proteins.
22. List and briefly describe three complementary approaches to determining protein structure.
Nucleic Acids Store and Transmit Hereditary Information
23. List the major components of a nucleotide, and describe how these monomers are linked to
form a nucleic acid.
24. Distinguish between:
Learning Objectives for Campbell/Reece Biology, 8th Edition, © Pearson Education, Inc. 10 of 11 Learning Objectives
a. pyrimidine and purine
b. nucleotide and nucleoside
c. ribose and deoxyribose
d. 5 end and 3 end of a nucleotide
25. Briefly describe the three-dimensional structure of DNA.
26. Explain how DNA or protein comparisons may allow us to assess evolutionary relationships
between species.
Learning Objectives for Campbell/Reece Biology, 8th Edition, © Pearson Education, Inc. 11 of 11