Rio Vista Honors Biology
Summer Assignment
Welcome to 9th Grade and Honors Biology! In order to be accepted into this course the coming year
you must complete this packet and turn it in on your first day of Biology class. You will need to do your best
work and follow all instructions completely. Failure to follow instructions or turn in assignment will disqualify
you from participating in the honors course next year.
Honors Biology is an introductory science course taught at the Honors level. This course should
hopefully prepare students for the critical thinking and problem solving skills required in higher-level high
school and college courses. We will study everything from the microscopic organelles of a cell to the
complexity of living organisms! But, due to the large amount of material that needs to be covered during the
year, a summer research assignment is essential. The summer assignment will introduce you to many of the
topics that we will visit this year and give you a much needed head-start that will ensure your success in the
course.
The purpose of this assignment is to give students an opportunity to show that they are proactive and,
therefore, do not need constant supervision to do quality work on time. What you get out of this class will be
based solely on what you are willing to put into class. The students who have performed most successful in
this class and on the End of Course (EOC) exams are those students who are willing to work steadily
throughout the summer, the school year and are willing to work independently. As your teacher, I expect my
Honors students to be prepared and well behaved during class that way I can concentrate on teaching and
help you get the most out of this course. If you come to class eager to learn, focused and prepared, I can
promise that you will learn a great deal about Biology and have a good time in the process.
To complete this assignment, you may use ANY resources that you wish. You may even collaborate
with each other, but I absolutely do not want to see identical work from any students! Students with
plagiarized or copied work from each other will automatically be denied entry into the Honors course as well.
It is called an Honors course for a reason. If you are copying work, that is not very honorable. The best way to
contact me is at my school email: [email protected] . Feel free to contact me over the summer with ANY
QUESTIONS about this assignment, but please don’t worry if I don’t respond immediately because I may not
check my email every day. I can promise you that I will check my email multiple times a week, so if you don’t
hear back from me, just be patient and I will respond soon.
Make sure that you complete all parts of the summer assignment. If your assignment is incomplete or
not turned in, you will be removed from the Honors Biology course. The best advice is DO NOT wait until the
end of summer to start working!
I look forward to seeing you next school year!
Coach Pongratz
What is an Honor Student?
Honors Biology
Rio Vista High School
These are the qualities that I believe define an Honor student. I believe that these qualities are all equally
important so this is not a ranked list.
 Intelligence
This quality is not just about being ‘smart.’ It is being ‘smart’ enough to identify what you do not know
or understand and then actively seeking sources of help.
 Self-Motivation
This quality describes your attitude. Enrollment in this ‘honor’ level class is voluntary. Your desire to
learn the material should be your chief motivation. You understand that the teacher will not plead or
beg an honors level student to do the assigned work. You are willing to go the extra mile when
necessary to succeed.
 Integrity / Character
This quality is about doing the right thing in all situations. If you have integrity, you do not cheat on any
assignment, whether a test, quiz, project or homework. You do your own work. If you have integrity it
means you do not help others to cheat either, be it providing homework for someone to copy or
providing the questions/answers for a test or quiz in class or for another class.
 Work Ethic / Industriousness
This quality means that the work you turn in is of your highest quality. You show complete and
organized work on all assignments (tests, quizzes, homework, projects) clearly identifying how your
arrived at the solutions. Showing just answers does not show any work ethic at all and is unacceptable.
Industriousness means that you use all available time to learn and improve. This could simply be
starting your homework if there is time left in class. It could mean asking questions about a concept of
which you are unsure. When given an extended problem / project / assignment, industriousness means
that you start on the assignment promptly and not wait until the night before the test or due date
(KEEP THIS IN MIND FOR THIS PROJECT!) This quality means you do not do work for another class or
play games on your phones during class time.
 Safety
Honor students treat the lab and lab materials with respect. While they may not yet know all the safety
regulations, they do know that horsing around or misbehaving in the lab can potentially cause injury or
worse to themselves and their peers. Honor students do not need to be told how to behave properly in
a lab, or when to appropriately observe safe and correct lab techniques. Honor students ensure the lab
is cleaner than when they found it once they are finished using the lab.
 Inquisitiveness
This quality means that if you have a question, you ask the question as soon as possible. An honor
student does not just sit there and take notes; they think: “Did I understand?” “Does it make sense?”
“What if?” Being shy is not a valid excuse in an honors class. Do not make the mistake of assuming that
a concept you do not understand now in class will all make sense later on. Being inquisitive also means
taking advantage of all opportunities to help yourself including:
Your teacher in class
Your teacher out of class
Your textbook
Other teachers of the same subject
Other students who may have a grasp of the concept
 Ingenuity
This quality is about applying knowledge, not just memorization. An honor student is able to devise
solutions to problems that have never seen before. They are able to take what they have cumulatively
learned in the class and all of their current and previous classes and apply it toward the solution of a
new problem.
I have read and understand the qualities and expectations of an Honors level student as stated above and
realize my performance will be judges and ultimately my grade will be determined using these criteria. I agree
to perform as an Honors level student at all times and work to my highest level.
Student Printed Name
Student Signature
Parent/Guardian Printed Name
Parent/Guardian Signature
Parent Email Address
Date
Assignment:
Your assignment consists of Five (5) sections.
The assignment will also count for Five (5) grades:
3 Daily Grades, 1 Quiz Grade & 1 Project Grade + Option for 2 EXTRA Daily Grades
The Grade Breakdown (Grading Rubric) is as follows:
1.Vocabulary Flash Cards – 100 points (one QUIZ grade)
50 Flash Cards @ 2 Points each
Total = 100 points
*Optional ADDITIONAL DAILY Grade for Written or Typed Definitions on Separate Paper (100 pts)*
2. Prefix/Suffix Chart – 100 points (one DAILY grade)
30 Prefix @ 2 points* each = 60 points
20 Suffix @ 2 points* each = 40 points
Total = 100 points
*1 point for Meaning & 1 point for Example
** Optional ADDITIONAL DAILY Grade for Prefix & Suffix Flash Cards (100 pts)**
3. Hypothesis & Variable Statements – 102 points (one DAILY grade)
6 Statements @ 17 points each
Total = 102 points
Breakdown of Points:
- Each Hypothesis –
9 points
- Each Independent Variable – 4 points
- Each Dependent Variable – 4 points
Total = 17 points
4. Element & Macromolecule Chart – 96 points (one DAILY grade)
4 Elements with 3 Blanks each – 12 Blanks
4 Macromolecules with 3 Blanks each – 12 Blanks
Total – 24 Blanks
Each Blank – 4 Points
Total – 96 Points
5. Animal Observation – 100 points (one PROJECT grade)
1. Correct Animal Choice (Wild Animal)
2. Cover Sheet/Slide
3. Info Sheet/Slide
4. Five Photos (5 points each)
5. Photo Descriptions (5 points each)
6. Summary Sheet/Slide
Total
-
5 points
15 points
15 points
25 points
25 points
15 points
100 Points
*More detail on the grading when you read the actual assignments and instructions*
Section 1: Biology Vocabulary
Create flash cards of the definitions for the following terms:
*Optional ADDITIONAL DAILY Grade for Written or Typed Definitions on Separate Paper (100 pts)*
Abiotic factors
Biotic factors
Adaptation
Polarity
Biodiversity
Succession
Producer
Niche
Photosynthesis
Cellular respiration
Mitochondria
Chloroplast
Cellulose
Homeostasis
Diffusion
Osmosis
Cell membrane
parasite
host
herbivore
carnivore
omnivore
scavenger
decomposer
aerobic
anaerobic
chemosynthesis
carbohydrate
eukaryote
prokaryote
flagella
lipid
ribosome
mutation
mutualism
commensalism
biomass
cell wall
monosaccharide
radiation
cilia
pseudopodia
protein
enzyme
nucleic acids
nucleus
binary fission
budding
meiosis
mitosis
Section 2: Biology Prefixes and Suffixes
Learning science vocabulary can feel like learning a different language, mainly because it is! The roots
of most of these words are either Latin or Greek. By breaking them down and learning the meaning of
their prefixes and suffixes we can begin to "speak scientist!”
Look up the meaning of each prefix and suffix below and give an example of how they are used.
** Optional ADDITIONAL DAILY Grade for Prefix & Suffix Flash Cards (100 pts)**
Prefix
AbAntiAutoBiCytoDiMacroMetaMicroMonoHemiHetero-
Meaning
Example Using Prefix/Suffix
HomoHydroHyperHypoInterIntraIsoNeuroPathPolyPhotoPseudoSubThermTransTriUnZooSuffix
-asis
-blast
-emia
-genic
-gram
-graph
-ism
-ist
-itis
-kinesis
-lysis
-meter
-oma
-osis
-otomy
-ous
-phyll
-philic
-phobic
-scope
Meaning
Example Using Prefix/Suffix
Section 3: Elements and Macromolecules
The following Elements and Macromolecules are essential to our studies this year and must be
mastered prior to the beginning of class. Fill out the table correctly, completely and know their
content.
ELEMENT
STRUCTURE
FUNCTION
HOW DOES THE BODY
ACQUIRE IT
STRUCTURE
FUNCTION
HOW DOES THE BODY
ACQUIRE IT
Carbon
Oxygen
Nitrogen
Hydrogen
MACRO
MOLECULE
Carbohydrates
Proteins
Lipids
Nucleic Acids
Section 4: Hypothesis & Variable Statements
A hypothesis is usually written a particular way. Hypothesis are written as an “If this, then that”
statement. In the following statements, create a hypothesis and identify the independent variable and
then the dependent variable.
1. Will loud music affect the height of corn plants?
a. Hypothesis:____________________________________________________________________
__________________________________________
b. Independent Variable: ___________________________________________________________
c. Dependent Variable: ____________________________________________________________
2. Will nicotine affect mold growth?
a. Hypothesis:____________________________________________________________________
__________________________________________
b. Independent Variable: ___________________________________________________________
c. Dependent Variable: ____________________________________________________________
3. Will growing tomato plants in water affect mass size?
a. Hypothesis:____________________________________________________________________
__________________________________________
b. Independent Variable: ___________________________________________________________
c. Dependent Variable: ____________________________________________________________
4. Will salt in water affect the breathing rate of a goldfish?
a. Hypothesis:____________________________________________________________________
__________________________________________
b. Independent Variable: ___________________________________________________________
c. Dependent Variable: ____________________________________________________________
5. Will the use of bug spray attract fewer mosquitoes?
a. Hypothesis:____________________________________________________________________
__________________________________________
b. Independent Variable: ___________________________________________________________
c. Dependent Variable: ____________________________________________________________
6. Will eating cake every day increase a person’s health?
a. Hypothesis:____________________________________________________________________
__________________________________________
b. Independent Variable: __________________________________________________________
c. Dependent Variable: ____________________________________________________________
Section 5: Animal Observation
Since this section is graded as a project, it includes more ‘hands-on’ work and requires more time input
on your part than the other sections do. The instructions should explain all steps in detail, please read
them and follow directions!
1. Find a camera. (Digital is best, even your phone! But film will work if you don’t have a digital camera)
2. Decide on the living thing that you want to observe. It MUST be WILD. It CANNOT be a pet or caged, nor
can it be a farm animal or from a zoo. Your dog Fido does not count! It must be a non-captive WILD animal.
However, it doesn't have to be exotic or unusual. Birds and squirrels are easy to find and do lots of cool stuff if
you've got the patience to pay attention. Even invertebrates like spiders, insects, crabs, etc. can be good
subjects. Birdfeeders are GREAT locations for observing lots of different wildlife! Who KNOWS what cool
animal you'll observe IF you keep your eyes and ears OPEN! If you are near water over the summer, look for
ospreys or herons or egrets! Don't know what one is? LOOK IT UP! THEY ARE COOL!
3. Make sure you IDENTIFY the thing you've chosen to observe. Don't just say "bird" or "spider". What kind
of bird? What kind of spider? Be SPECIFIC! (For example, “seagull” is general. What TYPE of seagull?) Look it
up in a field guide (available at your local library or even on the web. Use Google! It is your friend!)
4. Observe the thing you've chosen for a total of at least one half hour and record these observations using
your camera. You will make better observations if you observe longer. If the animal totally leaves your
observation location, stop timing until you can observe it (or another individual of the same species) again.
While you're observing, pay attention to the animal's behavior. Take photos of the animal doing as many
different things as you can observe. If it doesn't do many different things over the half hour, that's fine. Just
be sure to take as many good pictures as you can.
You may want to observe some work of wildlife photographers to get an idea of what wildlife pictures can look
like. National Geographic is a wonderful resource as are many web sites. Just search "wildlife photography"
on the internet and you'll come up with many beautiful examples of wildlife photographers' work. Be as
artistic and creative as you wish while keeping in mind that the focus of the photograph is still the animal.
5. Prepare a presentation of your photos in ONE of the following ways:
CHOICE 1 - Mount your 5 best photos NEATLY on paper
CHOICE 2 - Present your 5 best photos in a PowerPoint presentation. I encourage this option, but you
will in NO way be graded down if you choose the paper option.
In either case, find the instructions on the next page that pertain to the format you wish to use and follow
them!
Paper Presentation Instructions




Provide a cover sheet that gives the following information:
a) name of the species you were observing
b) the time(s) of day/date(s) when you observed it
c) the location in which you observed it.
d) description of the type of habitat in which you observed it.
e) your name
Mount your best 5 photos neatly on 5 individual sheets of paper
Give each photo a detailed caption explaining what each photo is showing.
Attach a page at the end of your photo package that gives a brief summary of your experience and
observations. Please thoughtfully reflect on what you learned (or didn't learn) about this animal,
about making photographs of wildlife, etc.
OR
PowerPoint Presentation Instructions





Slide One should be a title slide that gives the species of the animal you observed and your name.
Slide Two should be an Introductory Slide that gives the following information:
a) name of the species you were observing
b) the time(s) of day/date(s) when you observed it
c) the location in which you observed it.
d) description of the type of habitat in which you observed it.
Choose your five best photos and have a slide for each (slides 3-7).
Give detailed captions with each picture explaining what each photo is showing.
The last slide should give a brief summary of your experience and observations. Please thoughtfully
reflect on what you learned (or didn't learn) about this animal, about making photographs of wildlife,
etc.
6. IF YOU NEED HELP WITH THIS ASSIGNMENT PLEASE ASK ME! Also, if you have ANY problem finishing this
section or have a problem with access to a camera and getting pictures, please let me know ASAP so I can
help you or come up with a solution. DO NOT wait all summer and tell me a week or two before school
starts to tell me you can’t get a camera.
PLEASE REMEMBER: The animal you choose MUST BE WILD! NOT CAPTIVE! NO ZOO ANIMALS! NO PETS!
If you give me a project that involves a captive animal, you will get a zero for this section and may not be
allowed into the Honors Biology course.