AP Biology Summer Assignment 2017-18

Students must complete this assignment by the first week of school. The first exam, which will be the first week of school, will cover the information in this packet. You may use the textbook to complete the assignment along with other reliable

web resources. Be sure to explain concepts in your own words. The assignment may be typed or handwritten and must be YOUR own

work. Copying of another student’s paper will not be permitted and will not be accepted!

The assignment is on my website, which can be accessed using the NHS High School homepage

Completion of this summer assignment allows us to cover more of the material covered on the AP Biology exam.

The assignment covers the 4 Big Ideas of the course

I hope you look forward to a fun and challenging year in AP Biology! Big Idea 1: The diversity and unity of life can be explained by the process of evolution. Big Idea 2: Biological systems use energy and molecular building blocks to grow, reproduce, and maintain homeostasis (regulation). Big Idea 3: Living systems store, retrieve, transmit, and respond to information critical to life processes. Big Idea 4: Biological systems interact, and these interactions possess complex properties.

Your Task~ Using your AP Biology textbook and other resources, answer the following essential questions on the big ideas of the course. Be sure to provide specific examples when applicable. Most of the questions are a review

from your previous Biology course Kindly, Ms. Christine Procaccino AP Biology Teacher cprocaccino@nhsd.org

Student Name:________________________________________________________ Email:_________________________________________________ Grade for the 2017/2018 school year (circle one): Sophomore Junior Senior

Scientific Skills Review

It is very important in AP Biology to understand and apply scientific skills including identification of variables (IV and DV), graphing, analyzing, and interpreting data. Read the 2 experiments below and answer the

accompanying questions..

Experiment 1: How Does Temperature Affect Respiration Rates of Fish?

Introduction: Golf fish are ectoderms. An ectothermic is an animal that cannot regulate its own body temperature

internally, so its body temperature fluctuates according to its environment. Ectothermic animals, or ectotherms,

are commonly referred to as "cold-blooded." Examples of ectotherms include: reptiles, amphibians, and fish.

Endothermic animals are those that must generate their own heat to maintain their body temperature. These

animals are commonly referred to as "warm-blooded." An animal that is endothermic is categorized as an

endotherm, and this includes all mammals.

Procedure:

1. The goldfish will start at room temperature. Check the temperature and record the number of breaths the fish takes at room temperature for 30 seconds.

2. Use an empty bowl and add cold, icy water. Place the fish beaker in the ice bath. 3. Place a thermometer in the fish's beaker and watch as the temperature slowly changes. When it reaches

each of the ranges in the data table, determine how many breaths the fish takes. 4. Replace ice bath with warm water bath to raise temperature.

Data:

Temperature & Respiration Rate of Fish Analysis Questions

1. Identify the independent and the dependent variable in the experiment. Look at the axis on the graph, which axis indicates the IV, which axis indicates the DV?

2. Formulate a hypothesis for the experiment.

3. Identify 3 constants/control variables that would be used in the experiment.

4. Identify a possible source of error in the experiment.

5. Based on the data table, describe the relationship between a fish's respiration rate and temperature.

6. Calculate the rate of change

7. Suppose this experiment was repeated using an endothermic (warm-blooded) animal as a test subject. Propose how the data may be different. Indicate on the graph above which line would represent the endothermic animal and which line would represent the ectothermic animal. Explain how you know this.

Graphing

Graphing is an important way to display data that is collected during a controlled experiment. Line graphs must be constructed correctly to accurately portray the data collected. A graph contains these major parts:

Title

Independent variable

Dependent variable

Scales (plots)

Legend

8. Using the following data, construct a line graph

Depth (m) # of bubbles/ minute in Plant A

# of bubbles/ minute in Plant B

2 25 21

5 30 28

10 35 32

15 27 25

20 20 15

25 10 8

Experiment 2: Bacteria Growth on Door Handles

Introduction: In an experiment, students wanted to measure the number of bacterial colonies on the door handles of Ms Procaccino’s classroom. Students swabbed the handles, put the samples in petri dishes with a growth medium, and incubated the samples for 8 hours. During the course of 8 hours, students counted the number of bacteria colonies every hour and created the data table below.

Bacteria Growth Analysis Questions

9. What is the independent variable in the experiment? What is the dependent variable?

10. Calculate the rate of change within the first 2 hours.

11. Describe the type of growth (logistic or exponential) during the first 2 hours.

12. Calculate the rate of change from hour 5 to hour 8.

13. Describe the type of growth (logistic or exponential) during hour 5 to hour 8.

Evolution Review

Common misunderstandings: Homologous vs Analogous structures

Textbook: Unit 4 Evolution: Chapter 22

Read the section on “Homology”

14. Contrast homologous and analogous structures in terms of evolutionary relatedness.

a. Provide an example of each type of structure.

Common misunderstanding: Genetic drift vs Gene Flow

Textbook: Unit 4 Evolution: Chapter 23

Read the sections on Genetic Drift & Gene Flow

15. Contrast genetic drift with gene flow.

a. Provide a real life example of each process.

b. Describe the 2 types of genetic drift: founder effect and the bottle-neck effect.

c. What effect does gene flow have on genetic variation?

d. What effect does genetic drift have on genetic variation?

Misconception/ Common misunderstanding: Populations evolve, not individuals

Textbook: Unit 4 Evolution: Chapter 23

Read the section on the “smallest unit of evolution “

16. Contrast a population and an individual species.

a. Provide an example of each.

b. Describe a population that has undergone evolution and supporting evidence.

Misconception/ Common misunderstanding: Natural Selection does not always increase genetic variation

In chapter 23, read the section “Genetic Variation makes evolution possible”

17. Identify 3 sources of genetic variation.

Misconception/ Common misunderstanding: Origin of Life vs Origin of Eukaryotes

Textbook: Unit 4 Evolution: Chapter 25

18. Explain Urey Miller’s experiment theory of how life began from inorganic compounds.

a. Describe the validity of the theory.

b. Describe the theory of endosymbiosis in the evolution of eukaryotes from simple prokaryotes.

c. Identify the evidence that supports the theory of endosymbiosis.

Misconception/ Common misunderstandings: Evolution can be observed

Online research

19. Describe a scenario in which scientists have observed evolution.

Misconception/ Common misunderstandings: Humans did not evolve from monkeys or apes.

Online research

The data below shows similarities humans share primates

20. Explain why humans and other primates share so many genetic similarities.

Misconception/ Common misunderstandings Acquired characteristics are not inherited.

Textbook: Unit 4 Evolution: Chapter 22

Read the section on “Lamark’s Theory of Evolution”

21. Identify 2 traits that can be acquired during an organism’s lifetime that are not passed on to their offspring.

22. Explain why acquired traits are not passed on to offspring.

Previously Learned Evolution Questions

23. Explain why Evolution is considered a theory, not a law.

24. Using the data below to identify which 2 organisms share the most similarities in cytochrome C?

Which 2 organisms have the most differences in cytochrome C? Explain how you know.

Cellular Energy Review

Review chapters 9 & 10 on Cellular respiration & Photosynthesis and answer the accompanying questions.

Misconception/ Common misunderstandings: Mitochondria are found in plant and animal cells

Textbook: Unit 2 The Cell: Chapters 9 & 10

25. Explain why some organisms, such as plants need both energy converting organelles?

Misconception/ Common misunderstandings: The Mitochondria is referred to the powerhouse of the cell. Textbook: Unit 2 The Cell: Chapter 9

26. Explain why the analogy of a “mitochondria as a powerhouse” is commonly used. Identify the type of

energy the mitochondria produces?

a. Contrast anaerobic and aerobic respiration. Which is more efficient and why?

b. What is the main reactant of aerobic and anaerobic cellular respiration? What are the 3 products?

c. Since prokaryotes lack membrane-bound organelles, such as the mitochondria, how do prokaryotes produce energy?

Chemistry Review

Textbook: Unit 1 Chemistry of Life: Chapter 4

27. Explain why carbon is such a versatile molecule that makes up organic compounds. ** Think about valence

electrons.

28. Describe the importance of functional groups in organic compounds and identify the functional groups

below: * Indicate the Non-polar group*

Testosterone (Lipid) Amino Acid (Protein)

29. The main macromolecules we study are carbohydrates (C), proteins (P), lipids (L), and nucleic acids (N). Identify the following example of a macromolecule & provide a brief description of its function in living organisms.

_________Glycogen

_________Phospholipids

_________Starch

_________Estrogen & testosterone

_________Enzymes

_________Insulin

_________Glucose

_________Cholesterol

_________DNA & RNA

Misconception/ Common misunderstandings: All enzymes are not destroyed by high temperatures. Textbook: Unit 2 The Cell: Chapter 8

Review chapter 8 on enzymes

30. Explain the effects of temperature on enzymes of humans and thermophile bacteria seen below.

31. Explain how enzymes affect chemical reactions.

32. Identify 3 factors that can denature an enzyme.

33. Describe the reaction rate of the enzyme in the graph below at 10 degrees C compared to the reaction rate at 30 degrees C.

Genetics Review

Misconception/ Common misunderstandings: Incomplete vs Co-dominance

Textbook: Unit 3 Genetics: Chapter 14

34. Contrast incomplete and codominance inheritance patterns. Cite an example of a trait that expresses co-dominance and a trait that expresses incomplete dominance.

Misconception/ Common misunderstandings: The most abundant phenotype in a population is not always the

dominant trait and deleterious alleles are not always eliminated from a population. Online Research

35. Cite an example of a population in which the most abundant phenotype is not the dominant phenotype.

Misconception/ Common misunderstandings: Every gene in your DNA codes for exactly one protein.

Textbook: Unit 3 Genetics: Chapter 18

Read the section regarding eukaryotic gene expression

36. Explain differential gene expression. Provide an example.

37. Describe 3 ways chromatin structure is regulated. In other words, describe factors that can turn genes on and off.

Cell Cycle & Cell Division Review

Misconception/ Common misunderstandings: Cells do not divide in mitosis and meiosis- only the nucleus divides in mitosis and meiosis

Textbook: Unit 2 Cells: Chapter 12

Read the section on phases of the cell cycle

38. What stage of the cell cycle divides the cell’s cytoplasm and organelles into daughter cells?

39. Explain how plant and animal cells differ in the separation into daughter cells.

Misconception/ Common misunderstandings: Homologous chromosomes are different from sister chromatids Textbook: Unit 2 Cells Chapter 12

Read the section in chapter 12 about chromosomes in cell division.

40. What are sister chromatids?

a. When during the cell cycle (be specific) does a single chromatid-chromosome replicate to become sister chromatids?

b. How do the sister chromatids compare to each other?

c. What is the purpose of replicating chromosomes before cell division?

41. Describe the types of cells that are created in mitosis. Are they haploid (n) or diploid (2n)?

Textbook: Unit 3 Genetics Chapter 13

Read the section in chapter 13 on sets of chromosomes in human cells

42. Describe homologous pairs of chromosomes?

43. Explain how meiosis increases genetic diversity.

44. Describe the types of cells that are created in meiosis. Are they haploid (n) or diploid (2n)?

Misconception/ Common misunderstandings: Binary fission in bacteria is not the same as Mitosis in eukaryotes

Textbook: Unit 3 Genetics: Chapter 13

Read the section in chapter 13 Binary Fission in bacteria

45. Explain how binary fission is similar to mitosis. Be sure to also note the main differences.