Dear All,
The attached letter contains instructions for your summer reading assignment. You
can use the following website to access tutorials, the ebook, self quizzes and various
other study aids. This will be useful for you throughout the year so you should book
mark it NOW. J
http://www.macmillanhighered.com/launchpad/life10e/506292
to get in use: [email protected] then: apbio2016
Go into enter your course on the right hand side to get to the ebook and other help
materials. Go to resources on the left hand panel and then click on content by chapter
to bring up quizzes and various kinds of aids and tutorials for each of the chapters you
are reading.
Other things that might be useful to look at:
AP Bio Course Survival Skills https://drive.google.com/open?id=0B0fcRs9E_OvNzI0ZlR1UG5Wa01nRExQaWlkQnlvS05ZeVpz
AP Bio Math tutorial https://drive.google.com/open?id=0B0fcRs9E_OvQ1dLdTg5UXdxaDBLbVQ0bmVLWFFBSGhGSXRZ
I an not really connected to the internet during the summer as I am on an island with
no electricity. I do get to town about once a week and try to check email then. If you
email me a question I will answer it, but don't be worried if it takes me a while.
I look forward to seeing all of you in September.
Sincerely
Mrs. Stott June 2016
Dear AP Biology Student,
Due to the amount of material that needs to be covered to prepare for the AP Biology Exam, it is important that
you begin your studies this summer. Your summer assignment is to read all of chapters 1, 25-33 in Life the
Science of Biology 10th edition.
Below, I have given you a detailed reading schedule. It should take you about twenty-three days to complete
the reading in easy stages. While reading the chapters you should make sure to go carefully over all of the
Working with Data sections. Appendix B (starts pg. 1255) is an excellent primer on the kinds of stats you will
need to do this work. I have also attached 2 pdfs to the email about basic math and survival skills. Practice your
understanding of the material by working through the recap (rev) sections. You should also make a concept map
for each chapter or for the hardest sections of each chapter. Your first test will be over this material during the
first week of school. It is your job to prepare yourself for this. I am most interested in you knowing: the
major events in the history of life, the methods used to classify organisms, the characteristics of the major
groups, and the environmental and evolutionary pressures that drove changes (i.e. what changes allowed
invasion of land). The test will consist of 40 multiple choice questions each worth 2 points; one essay question
worth 10 pts; two short answer/calculation questions over any of the working with data sections from the
chapters that you read, worth 5 pts each. The essay questions should be answered in 2-3 paragraphs. You do
not have to know any formulas. A formula sheet will be provided with the test. I give three extra credit points
for a properly done concept map You may have the concept map with you during the test. It must be hand
drawn, nothing computer generated will be acceptable. Using linking words is especially important. This
concept map can only be covering one of the assigned chapters. See the next several pages for instructions
on how to make a concept map. Practice by making a concept map for each chapter or for the hardest sections
of each chapter.
DO NOT WAIT UNTIL THE VERY END OF SUMMER TO DO THE READING AND WORK.
I look forward to having you as students
Best of Luck to you
Mrs. Rachel Stott
Summer reading unit plan
Week 1 Day 1 2 3 4 chapter 1 1, 25 25 26 sections to read 1-­‐2 3, rev, 1-­‐2 3, rev 1-­‐2 Pages 1-­‐15 15-­‐21, 505-­‐508 508-­‐524 525-­‐537 Number of pages. 15 10 17 13 5 26 3-­‐4 537-­‐548 12 6 7 8 9 10 26, 27 27 27 28 28 rev, 1 2-­‐3 4, rev 1-­‐2 3, rev 547-­‐552 552-­‐563 563-­‐568 569-­‐579 579-­‐587 6 12 5 11 9 11 12 13 14 15 29 29 29, 30 30 30 1-­‐2 3-­‐4 rev, 1 2-­‐3 4, rev 588-­‐596 596-­‐605 606-­‐611 611-­‐623 623-­‐628 9 10 6 13 6 September 16 17 18 19 20 21 22 23 31 31 31 32 32 32 33 33 1-­‐2 3-­‐4 5, rev 1-­‐2 3-­‐4 rev 1-­‐3 4-­‐5, rev 629-­‐637 637-­‐643 643-­‐650 651-­‐664 665-­‐673 673-­‐678 679-­‐689 689-­‐707 9 7 8 14 9 5 11 18 6th Tuesday September 7th Wednesday September 8th Thursday Review of Summer reading
material Review of Summer reading
material Review of Summer reading
material Friday Review of Summer reading
material
Hand in EC concept Map Monday Test over summer reading
Reading TBA 2 3 4 5 September September 9th 12th KEEP UP WITH THE READING the AP Exam will be May 8, 2016
See World History Time line below!!Fill in as indicated
In the time line below fill in major events happening on earth at each indicated time. Make sure to state whether it involves prokaryotes, eukaryotes,
fungi, plants, etc. For some time periods there may be more than one event happening.
Concept Mapping, Diagramming, and Drawing Excerpted from
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
Concept mapping or diagramming can be used:
•
•
to bring a structure of hierarchy and relatedness to what may seem to be a set of disjointed topics, facts, and ideas;
and
to serve as a guide to integrate and understand both broad and specific concepts associated with the topic being
explored.
Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in
circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts.
Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts.
Another characteristic of concept maps is that the concepts are represented in a hierarchical fashion with the most
inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically
below. The hierarchical structure for a particular domain of knowledge also depends on the context in which that
knowledge is being applied or considered. Therefore, it is best to construct concept maps with reference to some particular
question we seek to answer, which we have called a focus question. The concept map may pertain to some situation or
event that we are trying to understand through the organization of knowledge in the form of a concept map, thus providing
the context for the concept map.
Another important characteristic of concept maps is the inclusion of cross-links. These are relationships or links between
concepts in different segments or domains of the concept map. Cross-links help us see how a concept in one domain of
knowledge represented on the map is related to a concept in another domain shown on the map. In the creation of new
knowledge, cross-links often represent creative leaps on the part of the knowledge producer. There are two features of
concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a
good map and the ability to search for and characterize new cross-links.
A final feature that may be added to concept maps is specific examples of events or objects that help to clarify the
meaning of a given concept. Normally these are not included in ovals or boxes, since they are specific events or objects
and do not represent concepts.
The mechanics of developing a concept map or diagram are simple. You brainstorm, or the instructor provides, the list of
terms to be included in the map or diagram. Write each term on a separate Post-it note or piece of paper. Organize the
terms into a map or diagram that indicates how the terms are associated or related. Draw lines between related terms and
write action phrases on the lines to indicate how the terms are related. Developing this structure helps you discover the
multiple associations that exist among the various levels and components of a system or topic.
Your ability to organize and develop a conceptual framework from a list of terms associated with a topic (for example, a
list of the various parts of the digestive, circulatory, and respiratory systems) is a direct measure of your understanding of
the topic. Using the same set of terms, different students may come up with similar concept maps, but the maps are
seldom identical. For example, maps developed by students with deeper understanding are generally less linear because
they can see many more interrelationships and connections. Look for as many interrelationships as possible
Below are two examples of concept maps
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm June 24, 2008
YOUR CONCEPT MAPS MUST BE HAND DRAWN NO TYPED MAPS ALLOWED