ap biology summer assignment › cms › lib › fl02202357... · inb 13: carbon notes. explain and...

AP Biology Summer Assignment

AP Biology is a rigorous course that requires independent learning, thinking, and effort. Please complete these assignments

over the summer so you have an understanding of what is expected of you in this course prior to the first day of class. You must

do these assignments in order to be successful in AP Biology from Day 1.

You may email me anytime over the summer if you need clarification on an assignment: [email protected]

Interactive Notebook Set-Up

You must obtain and begin to use a 1-Subject OR 3-Subject Five-Star (or equivalent) college-ruled spiral notebook to use as an

interactive notebook. If you use a 1-Subject notebook you may need to buy a second one for the second semester. If you

choose a 3-Subject notebook it will be very heavy by the end of the year. ☺

• To begin – open your subject notebook and begin numbering your pages. The very first page of your notebook, the one to the right of the cover, is page 1. Flip the page, the page to the left is page 2, the page to the right is page 3. Number your INB pages to page 15.

• As you work on the assigned AP Biology summer assignments, place the assignments on the appropriate INB pages as explained below.

The AP Biology Interactive Notebook Summer Assignments

➢ INB 1: Unit 1 Title Page - Unit 1: The Nature of Science and Biochemistry. Include at least four images (computer generated or drawn) that correspond to the topics you will be covering in Unit 1.

➢ INB 2 and 3: AP Biology Formula Sheet (http://media.collegeboard.com/digitalServices/pdf/ap/bio-manual/CB_Bio_TM_APPENDIX_A_WEB.pdf)

➢ INB 4: Chi-Square Notes, use this Bozeman video to help you understand chi-square:

http://www.bozemanscience.com/chi-squared-test/

➢ INB 5: Complete Chi-Square Practice Problems Be ready for a quiz on chi-square within the first 1-2 weeks back to school.

➢ INB 6: SEM Practice (leave blank, this will be used in class in August)

➢ INB 7: Standard Deviation Notes (leave blank, these notes will be taken in class in August)

➢ INB 8: Mealworm Investigation (leave blank, we will do this lab in August)

➢ INB 9: Scientific Method Notes – take notes on the parts of the scientific method and answer FRQ.

➢ INB 10: The Properties of Water Worksheet

➢ INB 11: Water Notes. Define and understand the properties of water including: polarity, hydrogen bonding, adhesion,

cohesion, expansion at freezing, high heat of fusion, high heat of vaporization, high specific heat, surface tension, and

universal solvent

➢ INB 12: Functional Groups. Draw, label and be able to recognize the following functional groups: hydroxyl, carbonyl,

carboxyl, amino, phosphate, sulfhydryl, methyl. For each functional group list at least one example of where it is found in

a living organism.

➢ INB 13: Carbon Notes. Explain and understand the properties of carbon and why it is found in all living organisms.

➢ INB 14: Macromolecule Vocabulary Sentences

➢ INB 15: Macromolecule Notes (Proteins, Carbohydrates, Lipids, Nucleic Acids). Take notes on the important properties of

the four groups of macromolecules.

mailto:[email protected]

mailto:[email protected]

http://media.collegeboard.com/digitalServices/pdf/ap/bio-manual/CB_Bio_TM_APPENDIX_A_WEB.pdf






INB 1

Unit 1: The Nature of Science and Biochemistry

Expected Previous Knowledge (use this information while designing your Unit 1 title page):

• The Scientific Method: Independent Variable, Dependent Variable, Control, Constants

• Graphing: X-Axis vs. Y-Axis, Correct Scale, Titles of Graphs

• The Properties of Water

• The Importance of Carbon to Living Organisms

• Macromolecules: Monomers, Functions, Location in Cells and Living Organisms, Structure

• Proteins and Amino Acids

• Enzymes

INB 4: Chi-Square Practice Problems

1. A scientist is measuring the effect of exercise on glucose level in blood. The scientist collected the following measurements of blood glucose levels:

a. Perform a chi-square test on the data given and enter the values from your chi-square calculations into the table below.

Variable Observed Expected (o-e)2/e

Patient 1 10.2

Patient 2 10.2

Patient 3 10.2

Patient 4 10.2

Sum

b. Specify the null hypothesis that you are testing There is no significant difference in blood glucose levels __________________________________________________________ _______________________________________________________________________________________________________.

c. Explain whether your hypothesis is supported by the chi-square test and justify your explanation.

• Chi square value =

• Degrees of Freedom =

• Critical value at a p value of 0.5 =

• Chi square value is (less than/greater than) critical value

• Circle: Fail to Reject or Reject Null Hypothesis

• Implications of the chi square test:

2. A scientist is interested in measuring the number of leaf chads floating in a sodium bicarbonate solution, which is a measurement of the rate of photosynthesis. The student places 50 leaf chads into 4 different cups at different distances from a light source. The student waits 10 minutes then counts the number of leaf chads floating in the different cups. DISTANCE FROM LIGHT SOURCE (cm) NUMBER OF LEAF CHADS FLOATING

15 42 30 35 45 27 60 25


Variable Observed Expected (How many leaf chads do you

expect to undergo photosynthesis?)

(o-e)2/e

42

35

27

25

Sum

At Rest Patient 1: 15 minutes after exercise

Patient 2: 15 minutes after exercise



10.2 mMol glucose 8.7 mMol glucose 9.2 mMol glucose 7.9 mMol glucose 8.2 mMol glucose

b. Specify the null hypothesis that you are testing








3. A student performed a cross between a brown toad and a green toad. When born, 146 toads that were produced from the cross matured into 87 toads with brown skin and 59 toads with green skin.

a. Perform a chi-square test for the null hypothesis that both parents are heterozygous (consider how many of the 146 toads born would be brown vs. green based on the results of a Punnett square if both parents are heterozygous) for the skin-color gene.

b. Explain whether your hypothesis is supported by the chi-square test and justify your explanation.


Variable Observed Expected (o-e)2/e

87 109.5

Sum

b. The null hypothesis: Both parents are heterozygous








INB 5: Chi-Square Notes

The chi‐square (χ 2) test is a statistical analysis that can be used to evaluate a relationship between two or more variables to see if the relationship has occurred by chance. Use the following scenario to help you understand chi-square test: A gardener wants to understand the effect of color of light on the growth of a tomato plant. The gardener obtains 100 tomato plants and exposes groups of 25 plants to one of four different colors of light (red, blue, white and green). After eight weeks, the gardener measures the height of the tomato plants. The results of the test are in the table to the right.

1. Record the OBSERVED values in the table below.

Once you know the observed values, you will need to determine the expected value. Expected values are sometimes given to you in the problem, other times you must determine them based on the experimental results. In this situation, you must think about the expected value. In this situation, consider the “expected” treatment for plant growth. Your answer should be white light since white light includes all the colors of light and is normally what is used as a light source for plant growth, the sun emits white light. Therefore, the “expected” growth of a tomato plant should be equal to the amount of growth exhibited in the plant grown under white light.

2. Record the EXPECTED values in the table below.

3. Use the formula on the AP Biology formula sheet to calculate the chi-square value.

After understanding the experiment and the data, the next step in a chi-square test is to write a null hypothesis. A null hypothesis is similar for all chi-square tests and states that the results of the experiment occurred by chance and one variable did not influence the other variable. Possible null hypotheses for this chi-square test could be: There is no significant difference between tomato plant growth and the color of light given to the plant OR the color of light does not influence the growth of the tomato plant.

Once your calculations are complete, you must be able to explain whether your (null) hypothesis is supported by the chi-square test and justify your explanation. To do this you must determine the following information:

• Chi square value (from the table above): __________

• Degrees of Freedom (number of variables – 1): _____

• Critical value at a p value of 0.5 (found on your AP Biology formula sheet): ___________

• Determine if the chi-square value is (less than/greater than) the critical value.

• If the chi-square value is less than the critical value: fail to reject the null hypothesis. If the chi-square value is greater than the critical value: reject the null hypothesis

• Determine the Implications of the chi square test: o If you fail to reject the null hypothesis for this chi-square test you are essentially stating that the null hypothesis is

accepted and the color of light does not influence the growth of a tomato plant. Any differences in growth in the four different plants was simply due to chance or another outside factor.

o If you reject the null hypothesis you are saying that the null hypothesis is not supported by the data and light color does influence the growth of a tomato plant.

Variable Observed Growth (cm)

Red Light 12

Green Light 2

Blue Light 18

White Light 8

Variable Observed Growth (cm) Expected Growth (cm) (o-e)2/e

Red Light

Green Light

Blue Light

White Light

Sum

INB 6: Standard Deviation and SEM Practice (Leave BLANK until AUGUST)

Adult male guppies (Poecilia reticulata)

exhibit genetically determined spots,

while juvenile and adult female guppies

lack spots. In a study of selection, male

and female guppies from genetically

diverse populations were collected from

different mountain streams and placed

together in an isolated environment

containing no predators.

The study population was maintained for

several generations in the isolated area

before being separated into two groups.

One group was moved to an artificial pond

containing a fish predator, while a second

group was moved to an artificial pond

containing no predators. The two groups

went through several generations in their

new environments. At different times during the experiment, the mean number of spots per adult male guppy was determined as

shown in the figure below. Vertical bars in the figure represent two standard errors of the mean (SEM).

1. Identify the independent variable in this experiment.

2. Identify the dependent variable in this experiment.

3. Propose a title for this graph.

4. Identify the SEM at time 0 months.

5. Identify the SEM at time 6 months.

6. Notice the change in the length of SEM bars between time 0 and time 6. Explain what the change in error bars between these

times signifies with respect to the mean number of spots in the adult guppy population at the beginning of the investigation

and after 6 months.

In a second trial, the data listed in the table below was collected.

7. Complete the data table below.

Time

(months)

Guppy 1 Guppy 2 Guppy 3 Guppy 4 Mean Standard

Deviation

1 SEM

(68%

confidence)

2 SEM (95%

confidence)

0 9 7 12 13

6 11 12 11 12

20 13 15 12 11

8. Justify if the data collected above at time 20 months was in an environment where the predator was present or absent?

9. A male guppy at time 6 months has 15 spots. Justify if this guppy falls into the 95% confidence range for mean number of

spots per adult guppy.

INB 7: Standard Deviation and SEM Notes (leave BLANK until AUGUST)

Calculating Standard Deviation – how far the data deviates from the mean

Calculating Standard Error of the Mean

TRIAL Number of Flies Glucose Soaked Cotton

Choice Chamber after 10 minutes (x)

A 49

B 52

C 45

Mean

Sum:

Standard Deviation:

TRIAL Number of Flies Water Soaked Cotton

Choice Chamber after 10 minutes (x)

A 5

B 4

C 10

Mean

Sum:

Standard Deviation:

**In science, we always report 2 SEM

1 SEM for Glucose Soaked Cotton Ball =

2 SEM for Glucose Soaked Cotton Ball =

1 SEM for Water Soaked Cotton Ball =

2 SEM for Water Soaked Cotton Ball =

FRQ ALERT!!!

What is the purpose of calculating

standard error of the mean? What

statistical data does SEM provide?

INB 8: Mealworm Investigation (Leave BLANK until AUGUST)

This investigation explores the animal behavior of mealworms. Animal behavior refers to the responses an animal makes and why it makes them. These behaviors are triggered by either internal or external stimuli and can be either an instinct (based on the organism’s genes) or a learned behavior acquired by the interaction of the organism with its parents or surroundings.

Some of the simplest behaviors are those related to an organism’s reaction to environmental factors such as light, sound, or moisture. If an organism changes its behavior in response to stimulus, but is not directed by the stimulus, it is called kinesis. However, if the organism responds positively (moves towards) or negatively (moves away from) to the stimulus, the movement is called taxis. For example, an organism might sense the presence of a chemical substance and the organism may be attracted to the substance or repelled by it. The observed directional movements of the organism in response to the substance are referred to as chemotaxis. A response to light is called phototaxis.

In the lab, you will collect and analyze data from a choice chamber to identify whether fruit flies respond to an environmental stimulus and identify if taxis or kinesis behavior occurs. To study this behavior, you will use a choice chamber, like the one illustrated in the figure to the right. The choice chamber is designed to give mealworms two choices during any one test.

Materials and Equipment Choice Chambers Mashed unripe banana Timer Your choice of material: Cotton Balls Mashed ripe banana Mealworms (12)

Procedure 1. Place 12 mealworms into the center of the choice chamber. Label one end of the choice chamber as side A and one as

side B. Allow the mealworms 2-4 minutes, with no disturbances, to acclimate to the choice chamber. 2. Place the mealworms back in the middle of the choice chamber. Repeat the above procedures to expose the mealworms

to the two combinations of substances. Record the data in the data table for each one. 3. Complete the data table.

Data Table

Time (minutes) Number of Mealworms

Water vs. Ripe Banana ____________ vs. ____________

Scientific Question:

Scientific Question:

Hypothesis:

Hypothesis:

Independent Variable: Dependent Variable: Control:

Independent Variable: Dependent Variable: Control:

A Middle B A Middle B

0

2

4

6

8

10

Choose the test that you feel has the best results, complete a chi-square analysis for this

trial:

1. Specify the null hypothesis.

2. Calculate the chi-square value – use the data for your last time (after 10 minutes).

3. State if the null hypothesis is supported based on your chi-square value.

Repeat this trial.

Analysis II

On the axes provided, construct an appropriately labeled bar graph to illustrate the mean number of mealworms located on each

side of the choice chamber at the END of your experiment (the 10 minute mark for the repeated trials that worked best for your

group). Be sure to include 2 SEM for the data.

1. After completing the graph, explain the impacts of the +/- 2SEM for your two variables.

Time (minutes) Number of Mealworms

____________ vs. ____________

Hypothesis:

A Middle B

0

2

4

6

8

10

Post-Lab Questions (Answer on a separate piece of paper to turn in)

1. Propose a hypothesis to explain the change in taxis in the mealworms. 2. Briefly propose a model (concept that explains a wide body of evidence) that describes how environmental cues affect the

behavior of mealworms in the choice chamber. An experiment was performed to investigate aggressive behavior in olive fruit flies (B. oleae).1 Aggressive behavior was observed in swarms of flies around olive trees—males fighting to occupy leaves to perform courtship displays and females fighting for sites for laying eggs. Additionally, both sexes could gain access to food sources by occupying leaves or fruits on the tree. Investigators recorded fly behavior with high-speed video cameras and determined three behaviors to categorize as aggressive: wing waving, fast running toward the opponent, and pouncing and boxing on the head and thorax of the foe. One of the driving questions of the investigation was: Do resident flies win more combats than non-resident flies?

NOTE: A resident fly is a fly placed into the chamber first, allowing it to establish a territory (“residence”) before other flies are added to the testing chamber. A “win” is awarded to a fly if it remains on an olive leaf for at least 30 seconds after an aggressive interaction that displaces another fly.

Observations of aggressive interactions in olive fruit flies

Sex Initiator of an Aggressive Interaction Winner of an Aggressive Interaction

Resident Non-resident Resident Non-resident

Males 16 14 21 9

Females 19 11 22 8

3. Write a null hypothesis for the driving question of the experiment. 4. Calculate the chi-square value. Make sure to show your work. 5. Justify if the null hypothesis should be rejected or fail to be rejected. 6. Explain what the results of the null hypothesis suggest about the results of this investigation. 7. Aggressive behavior has a genetic basis and has been conserved in insect evolution. In other words, the behavior is

common in many insect taxa. Explain the relationship between natural selection and behavior in organisms.

1 Benelli, G. Aggressive Behavior and Territoriality in the Olive Fruit Fly, Bactrocera oleae (Rossi) (Diptera: Tephritidae): Role of Residence and Time of Day. Journal of Insect Behavior (2014) 27:145–161. doi 10.1007/s10905-013-9411-7.

INB 9: The Scientific Method

Define the following terms

• Independent Variable: When graphing this variable should be placed on the ______ axis

• Dependent Variable: When graphing this variable should be placed on the ______ axis

• Experimental Group:

• Control:

• Negative Control:

• Constants: The passage below is an example of how the scientific method may be presented to you in AP Biology. Answer the

FRQ below. This is an example of a 3-point FRQ. A 3-point FRQ should take you 6 minutes to complete.

In a three-month experiment, mice with an average body mass of 300g were tested several times. For each individual mouse,

urine was collected over a three-hour period after ingestion of 10mL of liquid (water, 1% ethyl alcohol solution, or 5% ethyl

alcohol solution). The volume of urine was then measured, and the results were averaged for all individuals within each

experimental group. The data are shown in the table below.

THREE-HOUR URINE OUTPUT FOLLOWING FLUID INGESTION

Fluid ingested (10mL) Water 1% Ethyl Alcohol 5% Ethyl Alcohol

Average urine output (mL) 3.5 3.8 4.7

a. Pose ONE scientific question that the researchers were most likely investigating with the experiment.

b. State a hypothesis that could be tested to address the question you posed in part (a).

c. Using the data in the table, describe the effect of ethyl alcohol on urine production.

INB 10: The Properties of Water

1. Describe polarity and hydrogen bonding in

water.

For the situations listed below, determine which

property (or properties) of water are being described.

Properties of Water:

• Adhesion

• Cohesion

• Expansion at Freezing

• High Heat of Fusion

• High Heat of Vaporization

• High Specific Heat

• Surface Tension

• Universal Solvent

2. Gradual transition from September to November temperatures

3. Caused by hydrogen bonding of water

4. Most chemical reactions occur in the cytoplasm of the cell (a watery environment), rather than

inside a membrane (which is composed of lipid or fat)

5. Capillary action

6. A dog panting

7. Life can survive the winter in northern lakes

8. Climate in Baltimore, Maryland is milder and less variable than it is 100 miles inland, due west of

the city

9. Water rises from roots to leaves of plants

10. A desert hare has huge ears, with many capillaries carrying blood

11. Water striders “walk” on water

12. Ocean/large lake temperatures are relatively stable

13. Water comprises 70-95% of cells

14. Formation of water droplets

INB 11: Water Notes

Define and understand the properties of water including by filling out the table below:

Term

Definition

Real World Example(s)

• Polarity

• Hydrogen Bonding

• Adhesion

• Cohesion

• Surface Tension

• Universal Solvent

• Expansion at Freezing

• High Heat of Fusion

• High Heat of

Vaporization

• High Specific Heat

INB 12: Functional Groups

Functional Group Image Example of where it is found in

living organisms

Hydroxyl

Carbonyl

Carboxyl

Amino

Phosphate

Sulfhydryl

Methyl

INB 13: Carbon Notes

Explain and understand the properties of carbon and why it is found in all living organisms.

INB 14: Macromolecule Vocabulary Sentences Please use the following two words in a sentence together. Your sentence should show that you know what the

terms mean, and should say how they are related.

1. monosaccharide, disaccharide, polysaccharide and carbohydrate

2. glucose and sucrose

3. starch in plants vs. glycogen in animals

4. lipids, hydrophobic, hydrophilic, polarity

5. enzymes and proteins

6. saturated vs. unsaturated lipids

7. DNA and nucleic acids

8. nucleotides and RNA

9. glucose and disaccharide

10. peptide bonds and proteins

11. protein and polypeptide

12. nucleic acid and protein

13. water and lipids

14. glucose and lipids and energy

15. protein, amino acids and R-group

16. protein and denaturation

INB 15: Macromolecule Notes

Carbohydrates Nucleic Acids

Monomer(s):

Functions:

Biological Examples:

Image:

Monomer(s):

Functions:


Image:

Proteins Lipids

Monomer(s):

Functions:


Image:

Monomer(s):

Functions:


Image:

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