AP Biology
Summer
Assignment
2014-2015
By
Anne Maxwell
AP Biology
Summer 2014-2015 revised
WELCOME TO AP BIOLOGY 2014-2015
Welcome to AP Biology. This course is a very challenging, yet rewarding opportunity
for you to learn many different aspects of modern biology today. AP Biology is an
EXTREMELY self-directed class that will require time management and organizational
skills from everyone. The course is based on Four BIG IDEAS, with essential knowledge
and science skills that should be mastered by the exam, which is given the second
Monday of May. We will be covering most of the material in a college level textbook and
will be covering approximately 12 labs required by the AP College Board, as well as
several others that optional to the curriculum.
The syllabus will give you the dynamics of the course, as well as the expectations and
materials needed for the first day of class. Please review this carefully. Deadlines are
important, please be aware of these and follow them accordingly using the MOODLE
drop-box and Mastering Biology access site. The course, as described by the AP Course
description states: “The AP course is designed to be the equivalent of a college
introductory biology course taken by biology majors during their first year.” We will
cover on average ONE chapter of the textbook a week throughout the year, therefore
reading is important, NOTETAKING IS CRUCIAL to success. You should be reading
the textbook nightly in order to keep up with the pace of the class. Suggestion to use the
Cornell note taking system is advantageous, or purchase of the textbook study guide
suggested for success. Homework quizzes will be given and scored via the Mastering
Biology website. Tests will be given per unit, therefore, several chapters of material may
appear on one test. In addition, it is suggested that you purchase a biology review guide
to use throughout the year. The end result should be a deeper knowledge of biology.
During the year, your textbook should remain at home. You will have access to the book
using the Mastering Biology website, therefore, you will not need to carry your textbook
at all. Hard copies of the textbook are available from the classroom for assignments in
class, and additional materials that need to be handed out will be posted on the MOODLE
site.
Attached, you will find a copy of the AP Biology Summer Assignment. The AP Biology
Inner Fish Reading assignment will be due the first week we return to school in
September. There is a 10% penalty for each day the assignment is late beyond the posted
due date on MOODLE. We will start right away with a quiz on the chapter suggested
readings, etc., be prepared.
If you have any questions, feel free to email me over the summer at
[email protected]
Happy summer! Look forward to a great year in AP Biology
Mrs. Maxwell
1
REQUIRED TEXTBOOKS & MATERIALS
REQUIRED: ISBN: 978-321-813664 Campbell Biology in Focus- Plus Mastering
Biology with e-Text—Access Card Package
REQUIRED: Quad Ruled Composition Book for LAB- Available at many stores
REQUIRED: A 4 function scientific calculator (this is the accepted calculator for the test,
and will be used throughout the year in class)
OPTIONAL: Study Guide for Campbell Biology in Focus Lisa A. Urry, Mills College,
Oakland, CA, Michael L. Cain, Bowdoin College, Brunswick, Maine , Steven A. Wasserman, University of
California, San Diego, Peter V. Minorsky, Mercy College, Dobbs Ferry, New York, Robert B. Jackson, Duke
University, Durham, North Carolina, Jane B. Reece, Berkeley, California, Martha R. Taylor, Ithaca, New York
ISBN-10: 0321864999 • ISBN-13: 9780321864994
©2014 • Benjamin Cummings • Paper, 408 pp, Published 03/20/2013
SUMMER READING ASSIGNMENT
To help students apply biological, scientific knowledge and critical thinking skills to their
understanding of the biological world and how evolution has influenced natural change,
students will read a novel, Your Inner Fish, A Journey into the 3.5 Billion-Year History of
the Human Body by Neil Shubin, and answer significant, thought related questions
concerning the research process which was used in the discovery of the fossils mentioned
in the book. This book is discussed at the beginning of the school year during the first
week of class. Through this type of activity, the students are afforded the opportunity to
see that biology is in their everyday lives.
Shubin, Neil, Your Inner Fish, A Journey into the 3.5 Billion-Year History of the Human
Body, (2009), Vintage Books, Random House Books Inc., New York, NY.
This book can be found on the Classbooks.com at Mount Saint Mary Academy website in
summer reading assignments, or you can purchase it at several bookstores such as
Borders, Amazon, Barnes & Noble, etc.
2
WHY THIS BOOK? It centers on the unifying theme of Biology: Evolution. It also
emphasizes the scientific process, which is an important component to the course. It
provides you with the opportunity to extract significant information from scientific
reading, and develop skills for understanding the importance of scientific research.
HELP! There is a great website which highlights the research done on Tiktaalik roseae, here
it is:
http://tiktaalik.uchicago.edu/index.html
Chapter 1: Finding Your Inner Fish
Questions to answer for this chapter:
1.
2.
3.
4.
5.
How does Neil Shubin maximize his chances of finding fossils?
What is the meaning of the illustration on p. 9, and why did Dr. Shubin include
this in Chapter 1?
What is the ideal class of rock to find fossils in?
How long ago was the Devonian?
What is the location of the site that Tiktaalik was discovered?
Chapters in Biology in Focus recommended while reading:
Chapter 19, pp. 366-368, Chapter 24, pp. 458-462, Chapter 26, p. 518.
Chapter 2 Getting a Grip, pp. 28-43.
Answer the following questions as you read the chapter.
1.
2.
3.
4.
What is it about your hand that is quintessentially human?
What is the basic pattern to the skeleton of a limb in vertebrates.
What are the two things about lungfish that caught scientists attention?
On p. 37, there is an illustration of a fossil fish fin. What is special about this
fossil?
Chapters in Biology in Focus that addresses this topic:
Chapter 39.2, pp. 799-802,Chapter 27, pp. 529-550, Chapter 19, pp. 376-378.
Chapter 3: Handy Genes, pp. 44-59
Answer the following questions as you read the chapter.
1.
2.
3.
4.
5.
How is it that cells as different as those found in muscle, bone, and nerve
contain the same genes?
How do we know that there are two little patches of tissue that control the
development of the pattern of bones inside limbs?
How does ZPA control the development of digits (fingers)?
What is the Sonic Hedgehog gene?
Were “new” genes required during the gradual transformation of fins into limbs
over thousands of generations as populations of fish adapted to life on land?
Chapters in Biology in Focus that address these topics:
Chapter 9.1 pp. 175-176, Chapter 21 pp. 400-402, Chapter 18 pp. 353-361
3
Chapter 4: Teeth Everywhere, pp. 60-80
Answer the following questions as you read this chapter.
1.
2.
3.
4.
5.
6.
7.
8.
According to Dr. Shubin, what is the job of teeth?
What is special about mammalian teeth?
On p. 62 Shubin writes, "Go higher in the rocks and we see something utterly
different: the appearance of mammalness." What does he mean by "go higher
in the rocks?" Why not go lower?
Why do we have so much information about patterns of chewing and diet in the
fossil record compared to information about how animals cared for their young?
How is the diverse human diet possible?
What are conodonts?
What are ostracoderms?
What do teeth, breasts, feathers, and hair have in common?
Chapters in Biology in Focus that addresses these topics.
Chapter 33, pp. 665-682, Chapter 27, pp. 537-539
Ostracoderms resource: http://planet.uwc.ac.za/nisl/biodiversity/loe/page_85.htm
Chapter 5: Getting Ahead, pp. 81-86
Define the following Nerves as you read the chapter,
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Olfactory
Optic
Oculomotor
Trochlear
Trigeminal
Abducens
Facial
Vestibulocochelar
Glossopharyngeal
Vagus
Spinal Accessory
Hyopglossal
Answer the following questions as you read this chapter:
1.
2.
3.
4.
5.
6.
7.
8.
4
What is the common pattern for all vertebrate limbs?
What is the common pattern for all vertebrate skulls, shown on p. 83?
On p. 86, Neil Shubin describes his old lab building constructed in 1896. What
does it have to do with skulls and heads?
What happened to you between 23 and 28 days after you were conceived?
Why does the trigeminal nerve go to both the jaws and the ear?
What does the facial nerve go to both the muscle of facial expression and
muscles in the ear?
What was Johannes Goethes’ epiphany? What pattern did he notice?
P. 89 describes a fundamental pattern to all our body parts ( nerves, bones, etc.).
What is it?
9.
What is the difference between the human embryo and the shard embryo
illustrated on p. 91?
10. Sharks have special bones that support the upper and lower jaws so that they
extend and retract as the shark bites. What features do humans have that mimics
this functon in sharks?
Chapters in Biology In Focus that address these topics:
Chapter 37 Neurons, Synapses, and Signaling pp. 751-765, Chapter 38 Nervous and
Sensory Systems pp. 769-789
Chapter 6: The Best-Laid (Body Plan), pp. 97-115
Answer the following questions as you read this chapter:
1.
2.
3.
4.
5.
What does Neil Shubin mean when he writes “Just as with heads and limbs, our
history is written within our development from egg to adult”?
List the ways fish, amphibian, and chicken embryos are alike.
What tissues and organs form from the Ectoderm in all vertebrates?
Which tissues and organs from from the mesoderm layer in all tetrapods?
Which tissues and organs form from the Endoderm in all tetrapods?
In the 1920’s, Hilde Mangold discovered a patch of cells in developing frog embryos
called the “organizer”, what is the organizer, and why was her discovery so important?
Chapters in Biology in Focus that address this topic:
Chapter 36.4, pp. 742-747, Chapter 16, pp. 311-322.
Chapter 7 Adventures in Bodybuilding, pp. 116-138
Answer the following questions while reading this chapter:
1.
2.
3.
4.
5.
6.
7.
8.
What is an animal body plan?
How is a human body plan and a fly body plan similar?
What are Hox genes?
What do Hox genes do?
How does the BMP-4-Noggin gene system work?
Do sea anemones have Hox genes?
How is the sea anemone and human body plan similar?
Why did Neil Shubin write this chapter?
Chapters in Biology in Focus that address this topic:
Chapter 18, pp. 360-361.
Chapter 8 Making Scents, pp. 139-147
1. Briefly explain how we perceive a smell.
2. Jawless fish have a very few number of odor genes while mammals have a much larger
number. Why does this make sense and how is it possible?
Chapters in Biology in Focus that address this topic:
5
Chapter 38 pp. 781-782, Chapter 39 pp. 805-806
Chapter 9: Vision, pp. 148-157
1. Humans and Old World monkeys have similar vision – explain the similarity and
reasons for it.
2. What do eyeless and Pax 6 genes do and where can they be found?
Chapters in Biology in Focus that address this topic:
Chapter 15, p. 293, Chapter 38 pp. 785-789
Chapter 10: Ears, pp. 158-172
1. List the three parts of the ear; what part of the ear is unique to mammals?
2. An early anatomist proposed the hypothesis that parts of the ears of mammals are the
same thing as parts of the jaws of reptiles. Explain any fossil evidence that supports this
idea.
3. What is the function of the Pax 2 gene?
Chapters in Biology in Focus that address this topic:
Chapter 38, pp. 783-785, Chapter 23, pp.440-442.
Chapter 11 The Meaning of It All, pp. 173-198
1. What is Neil Shubin’s biological “law of everything” and why is it so important?
2. What is the author trying to show with his “Bozo” example?
3. This chapter includes many examples of disease that show how humans are products of
a lengthy and convoluted evolutionary history. Choose three (3) of the problems listed
below and briefly explain how ancient ancestors’ traits still “haunt” us:

Obesity

Heart disease

Hemorrhoids

Sleep apnea

Hiccups

Hernias

Mitochondrial diseases
Afterthought questions, pp. 199 +
6
Tiktaalik was a fish that lacked an operculum – what does this tell us about the
1.
animal?
Tiktaalik had a true neck – what did this allow the animal to do (advantages?)
2.
3. How was Tiktaalik able to survive in the cold Artic environment?
These questions will be due Friday September 3, 2014 by 11:55pm, and can be posted in
the appropriate ASSIGNMENT drop box. One of the guidelines for a college level
course is to become familiar with due dates and times. There will be NO submissions.
Quiz grade.
BIOLOGY AND CHEMISTRY SKILL REVIEW
Suggested Reading & Review of general biology and chemistry from earlier courses.
The following chapters in Biology in Focus will NOT be covered extensively in class,
and this material will be tested the first week in September. It is NOT a
MANDATORY ASSIGNMENT, BUT HIGHLY RECOMMENDED FOR
SUCCESS.
Chapter 1 Introduction: Evolution and the Foundations of Biology, pp. 1-16.
a.
b.
c.
d.
e.
f.
b.
g.
h.
i.
j.
k.
l.
7
Four Big Ideas
Biological Organization
Emergent properties
Systems biology
The cell as a basic unit of life
Life’s processes involve the expression and transmission of genetic information
i. Genome
ii. DNA
Gene expression
Life requires the transfer and transformation of Energy and matter
i. Photosynthesis
ii. Respiration
Organisms interact with other organisms and the physical environment
i. Species interaction
ii. interaction
Evolution
i. Three domains of Life
1. Bacteria
2. Achaea
3. Eukarya
ii. Natural Selection- Charles Darwin
iii. Tree of Life
Scientific Method
Theories in Science
Scientific Process- communication & collaboration
Chapter 2 The Chemical Context of Life, pp. 19-37
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Matter
Elements & compounds
Atoms- neutrons, protons, electrons
Atomic number & atomic mass
Isotopes
Energy Levels & chemical properties
i. Potential & kinetic energy
Chemical Bonding properties
i. Covalent
ii. Ionic
iii. Hydrogen
iv. Van der Waals
Molecular Shapes & Functions
Chemical Reactions
Water Properties
i. Cohesion
ii. Adhesion
iii. Specific heat
iv. Heat of vaporization
v. Density of ice vs. water
vi. Polarity
vii. The solvent of life
viii. Hydrophilic vs hydrophobic
Acids & bases
i. pH scale
ii. Buffers
iii. Acidification & ocean effects
Chapter 3 Carbon and the Molecular Diversity of Life, pp. 41-63
a.
b.
c.
d.
e.
f.
g.
h.
8
Carbon compounds & life
Carbon bonds & carbon skeletons
Important chemical groups
ATP- structure & function
Polymers
Carbohydrates as fuel
a. Monosaccharide sugar
b. Disaccharide sugar
c. Polysaccharide sugars
Structural polysaccharides
a. Cellulose
b. Glycogen
c. Chitin
Lipids
a. Fats- unsaturated & saturated structure & function
b. Phospholipids – structure & function
c. Steroids
Proteins
a. Protein functions
b. Enzymatic
c. Defensive
d. Storage
e. Transport
f. Hormonal
g. Receptor
h. Contractile & motor
i. Structural
j. Basic structure of protein: Interactions & bond type
a. Amino acid
b. Secondary
c. Tertiary
d. Quaternary
k. Protein Folding properties
a. Denaturation
b. Genetic alterations & structure changes (sickle cell)
c. X-ray crystallography
l. Nucleic acids
a. Roles of DNA & RNA
b. Components
c. Purines
d. Pyrimidine
m. Structures of DNA and RNA molecules
i.
Chapter 4 A Tour of the Cell, pp. 66-91.
1) Microscopy
a) Transmission
b) Scanning
c) Light
d) Fluorescent
e) Phase
2) Range of Cell Size
a) Virus
b) Bacteria
c) Eukaryote
3) Cell Fractionation
a) Centrifugation
4) Eukaryote vs Prokaryote cell structure
a) Cytoplasm
b) Plasma membrane
c) Cell wall
d) Cell size-surface area vs volume
5) Organelles
a) Nucleus
9
b) Mitochondria
c) Endoplasmic reticulum
i) RER
ii) SER
d) Vacuole
e) Lysosome
f) Peroxisome
g) Ribosome
h) Cytoskeleton
i) Microfilaments
ii) Intermediate filaments
iii) microtubules
i) Chloroplast
j) Golgi apparatus
k) Centrosome
l) Flagellum
m) Plasmodesmata
6) Evolutionary Origins of Mitochondria and Chloroplasts
a) Endosymbiont theory
NOTETAKING SKILLS
It is important to write GOOD notes, so that you can refer back to them prior to the exam.
Purchase a LARGE BINDER (2inch) for this purpose, and create a spreadsheet template
using the Cornell Note system.
General Information about Cornell note system:
http://ace.fsu.edu/Gfx/Cornell_Template_ACE.pdf
Cornell Note template tutorial:
http://www.timeatlas.com/5_minute_tips/general/word_templates_and_cornell_note_taki
ng
Cornell Note template (general pdf):
http://static.timeatlas.com/tutorials/CornellNotesTemplate.pdf
LABORATORY SKILLS
YOU MUST PURCHASE A COMPOSITION BOOK FOR USE IN THE LAB. THIS
BOOK MUST BE QUAD RULED, AND SHOULD NOT COST MORE THAN $3.00.
YOU CAN USUALLY FIND THESE AT THE LARGE OFFICE SUPPLY STORES
SUCH AS STAPLES, AT TARGET, OR AT MOST PHARMACY STORES.
10
IN ADDITION, YOU MUST HAVE A PAIR OF GOOGLES OR SAFETY GLASSES.
We can no longer supply you with these items. They are available in the bookstore if you
do not have a pair for use in class.
YOU WILL NEED A 4 FUNCTION CALCULATOR, AVAILABLE FOR UNDER
$5.00 AT A LOCAL PHARMACY, TARGET, WALMART, DOLLAR STORE, ETC.
GRAPHING SKILLS & STATISTICS
Understanding Biology Statistics are VITAL for the new curriculum, refer to this tutorial
for a review of the information we will use throughout the year in developing these skills.
http://www.goldiesroom.org/AP%20Biology/AP%20Labs%20pdf/v2013/AP%20Lab%2
000%20-%20Biological%20Statistics%202013-2014.pdf
Be able to complete the following simple math review problems prior to the start of the
class for complete success in starting your laboratory experience. Many of these
problems are based on understanding how statistics and graphing are vital to the analysis
and discussion of laboratory data. You must be able to complete these example graphing
problems using an EXCEL program, and be able to properly label a graph with a TITLE,
as well as LABEL the independent and dependent variables in proper mathematical
increments. Most graphs in Biology are LINE graphs, but occasionally, you will need to
understand the principles behind the scatter plot, as well as a bar graph, so there is one
example of each of these given below as well. Error bars are also important, and we will
review these once we have returned to school, as they require statistical knowledge that
has not been discussed yet. In addition, there are several “making a solution” problems
posted which will be used throughout the year. It is important to know how to do this
prior to being expected to perform this task, it will be difficult to do this without prior
knowledge.
Simple Scientific Notation
Section A: The Definition of the Notation (Decimal => Scientific)
Write the following numbers in scientific notation.
11
1. 1001
6. 0.13592
2. 53
7. -0.0038
3. 6,926,300,000
8. 0.00000013
4. -392
9. -0.567
5. 0.00361
Section B: Converting Back (Scientific => Decimal)
1. 1.92 x 103
6. 1.03 x 10-2
2. 3.051x101
7. 8.862 x 10-1
3. -4.29 x 102
8. 9.512 x 10-8
4. 6.251 x 109
5. 8.317 x 106
9. -6.5 x 10-3
10. 3.159 x 102
Section C: Multiplication, Division and ... with Scientific Notation
Use Scientific Notation (and only the scientific notation!) to find the answer to the
following multiplication, division, and addition problems.
1. 4.1357 x 10-1 + 4 x 102 = _________________
2. 1.695 x 104 ÷ 1.395 x 1015 = ________________
3. 4.367 x 105 x 1.96 x 1011 = _________________
4. (6.97 x 103 x 2.34 x 10-6) + 3.2 x 10-2 = _____________________
5. (5.16 x 10-4 ÷ 8.65 x 10-8) + 9.68 x 104 = ___________________
Section D: Significant Figures
For the following, write each with the correct number of significant figures.
1. (2.38617954 x 10-1) x (1.15197705 x 106)
2. 3.0001 x 5
3. (1.12 x 105) x (6.06 x 105)
4. (2.27513 x 103) x (1.9376 x 102)
5. (2 x 105) x (3.0 x 101)
6. (5.567 x 108) / (2.215 x 108)
7. (2.775 x 10-4) x (4.775 x 104)
8. 5 / 8.14 x 102
9. (4.7192 x 102) / (3.862 x 10-4)
12
Chemical Solution Problems
1.
2.
3.
4.
5.
6.
7.
8.
9.
13
You stir 10 g of glucose in a 1000ml volumetric that contains 200mL of distilled
water. Describe what you would do next to ensure that you have prepared a molar
solution using the glucose concentration that you have been given. What is the
resulting molar concentration of the glucose solution?
You take 100ml of this glucose solution and add 100mL of phospholipids in a
500mL beaker. You then add an additional 200mL of water to the beaker and stir.
What will you expect to see after you have allowed this to settle for 30 minutes? Has
the concentration of glucose changed? How? Describe the results and be very
specific.
You repeat this experiment, but now you want to use a 10% solution of glucose you
have prepared, before you add the phospholipids to the beaker. Your final volume
will be 400mL. How will you make a 10% glucose solution from your original
molar solution? Describe this in detail, and be very specific.
What information do you need to calculate the following?
a. The atomic number of an element
b. The mass number of an element
c. The weight in Daltons of one atom of an element
List the chemical elements that occur naturally in the human body. Similar
percentages of these elements are found in most living organisms.
a. In what ABIOTIC (nonlife) chemical forms are these elements often found
in nature?
b. In what chemical form(s) do animals need to obtain these elements?
c. In what chemical form(s) do plants need to obtain these elements?
d. What are trace elements, and why are they important to living systems
To make a one-molar (1M) solution of NaCl, you need to add 1 mole of NaCl to
distilled water to make a final volume of 1L (1000mL). A 1M solution is said to
have a molarity of 1. If you added 2 moles of NaCl to 1L of distilled water, you
would make a 2M solution and its molarity would equal 2. In the following problem,
you must start with a solution of 1M NaCl.
a. How many molecules of NaCl are in the 1M NaCl solution?
b. How many molecules of NaCl are there per ml of the solution?
c. Next, you divide this 1M solution of NaCl into four separate flasks, putting
250mL into each flask.
i. How many grams of NaCl are in each flask?
ii. How many molecules of NaCl are in each flask?
iii. How many molecules of NaCl are there per ml of distilled water?
iv. What is the molarity of NaCl in each of the four flasks?
The summary formula for photosynthesis is: 6 CO2 + 6 H2O → C6H12O6 + 6O2
a. How many molecules of carbon dioxide and water would a plant have to
use to produce three molecules of glucose (C6H12O6)?
b. How many moles of carbon dioxide and water would a plant have to use to
produce 2 moles of glucose?
A biologist places a plant in a closed chamber. A sensor in the chamber maintains
the carbon dioxide level at the normal atmospheric concentration of 0.03%. Another
sensor allows the biologist to measure the amount of oxygen produced by the plant
over time. If the plant produces 0.001 moles of oxygen in an hour, how much carbon
dioxide had to be added to the chamber during that hour to maintain the atmospheric
concentration of 0.03%?
Compounds that have the capacity to form hydrogen bonds with water are said to be
hydrophilic (water loving). Those without this capacity are hydrophobic (water
fearing). Draw the picture of a water molecule, why are the bonds unevenly spaced?
10. In addition to being polar, water molecules can dissociate into hydronium ions
(H3O+ or H+) and hydroxide ions (OH-). The concentration of each of these ions in
pure water is 10-7. Another way to say this is that the concentration of hydronium
ions, or H+ ions, is one out of every 10 million molecules. Similarly, the
concentration of OH- ions is one in 10 million molecules. We use the pH scale to
represent this disassociation between the H+ and OH- ions in water based solutions.
a. The H+ ion concentration of a solution can be represented as its pH value.
The pH of a solution is defined as the negative log 10 of the hydrogen ion
concentration, and will never be below 0 or over 14, which is the range we
use to measure pH of substances.
i. What is the pH of pure water?
ii. What is the pH of a solution where the H+ ion concentration is
equal to 1 x 10 -8?
iii. What is the pH of a solution where the H+ ion concentration is
equal to 1 x 10 -2?
iv. What is the p OH of a solution where the OH- ion concentration is
equal to 1 x 10 -8?
v. What is the p OH of a solution where the OH- ion concentration is
equal to 1 x 10 -2?
b. Substances that have values below the pH of water are said to be acids,
those that are higher than water are considered bases. Strong acids
disassociate completely, and strong bases disassociate completely, but
substances that are closer to the pH of water are often not able to separate in
this fashion. Acetic acid CH3COOH is one of these substances. The
COOH group can ionize to release an H+ ion into the solution. If you add
acetic acid to water and raise the concentration of H+ ions to 10 -4, what is
the pH of this solution?
11. Life as we know it could not exist without water. All the chemical reactions of life
occur in aqueous solutions. Water molecules are polar and are capable of forming
hydrogen bonds with other polar or charged molecules. As a result, water has unique
properties:
a. H2O molecules are COHESIVE, they form hydrogen bonds with EACH
OTHER.
b. H2O molecules are ADHESIVE, they form hydrogen bonds with POLAR
surfaces
c. Water is a LIQUID at ROOM temperature, which is the normal
physiological (body) temperature.
d. Water has a HIGH SPECIFIC HEAT.
e. Water has a HIGH HEAT OF VAPORIZATION
f. Water’s greatest density occurs at 4°C.
Explain how these properties of water are related to the following phenomena. More
than ONE property may be used to explain a given phenomenon.
a. During the winter, air temperatures in the northern United States can remain
below 0°C for months; however, the fish and other animals living in the
lakes survive.
b. Many substances, such as salt (NaCl) and sucrose (table sugar), dissolve
quickly in water.
c. When you pour water into a 25ml graduated cylinder, a meniscus forms at
the top of the water column.
d. Sweating and the evaporation of sweat from the body surface help to cool
and lower the body temperature.
e. A bottle contains a liquid mixture of equal parts of water and mineral oil.
You shake the bottle vigorously and then set it on the table. Although the
14
f.
g.
h.
i.
law of entropy favors maximum randomness, the mixture separates into
layers of oil and water.
Water drops that fall on a surface tend to form rounded drops or beads.
Water drops that fall on your car tend to bead or round up more after wax
has been applied to the surface of the vehicle.
If you touch the edge of a paper towel to a drop of colored water, the water
will move up into (or be absorbed) by the towel.
A strider bug is able to walk on the water.
Graphing Practice Problems
GRAPHING PROBLEM 1
Oxygen can be generated by the reaction of Hydrogen Peroxide with Manganese Dioxide
in the following equation: 2H2O2 + MnO2 → 2H2O + Mn + 2O2
An experiment is set up using nine test tubes, with different masses of MnO 2 in
each test tube. An equal amount of H2O2 is added to each tube, and the volume
of gas is measured each minute for 5 minutes.
The data from the experiment is shown in Table 1:
TABLE 1
Tube #
1
2
3
4
5
6
7
8
9
a.
b.
c.
d.
e.
f.
g.
15
MnO2
(g)
0.1
0.2
0.3
0.5
1.0
1.5
2.0
2.5
3.0
1 min
(mlO2)
1.4
2.8
4.9
5.9
8.5
11.0
12.0
13.6
16.2
2 min
(mlO2)
2.6
4.6
7.2
8.5
12.4
14.8
17.0
19.0
21.8
3 min
(mlO2)
3.5
5.5
8.8
10.4
14.4
17.5
20.2
22.1
25.1
4 min
(mlO2)
4.2
7.1
10.2
11.8
16.1
19.8
22.7
24.7
28.2
5min
(mlO2)
5.2
7.6
11.3
13.3
17.1
21.8
24.7
27.3
30.4
Draw a graph of this data, use EXCEL if possible, and label the graph
appropriately for all axes.
What are the independent and dependent variables in this experiment?
What is (are) the control(s) in this experiment?
How much oxygen was produced in Tube #3 from minute #2-minute #4?
How much oxygen was produced in Tube #5 in the first 2 minutes?
What volume of gas in Liters, was produced in this experiment by each tube
during the 5 minute period?
By comparing the slope of the data, what tube was responsible for producing
oxygen at the fastest rate?
h.
Make a graph comparing the mass of manganese dioxide to the amount of
oxygen gas produced at 5 minutes. How does this graph differ from your first
graph?
GRAPHING PROBLEM 2
Ethylene is a powerful plant hormone that causes fruit to ripen. An experiment was
carried out to measure the amount of time that was needed for fruit to ripen on the trees in
a nursery, upon initial spraying of ethylene gas. The Data for the experiment is found in
TABLE 2:
TABLE 2
Amount of
Ethylene Gas
(ml/m2)
10
15
20
25
30
35
a.
b.
c.
d.
e.
f.
g.
Wine Sap
Apples-Days to
maturity
14
12
11
10
8
8
Golden ApplesDays to maturity
Gala Apples –
Days to maturity
14
12
9
7
7
7
15
13
10
9
8
7
Create a graph for this data. Label all the appropriate axes, and give the graph a
title. Describe the trend between ethylene gas and fruit maturity. Explain why
you chose the type of graph used to explain this data.
What is the dependent variable in this experiment?
What is the independent variable in this experiment?
What controls needed to be included in the experiment to make it measurable?
What factors do you think could be added to increase the accuracy of the data
being taken by the scientist?
How would you set this type of experiment up in a laboratory setting? Give a
short synopsis of a method you could use to measure this in the laboratory.
What factors would you need to control in the lab that were not needed in the
environment?
What equipment do you think you could use to measure the levels of oxygen in
the lab?
What other fruits do you think could be used to make this an effective
experiment?
HAVE A WONDERFUL SUMMER, See you in SEPTEMBER!
16