honors biology summer assignment 2012-2013

Averett Summer Assignment 2012-2013

Honors Biology Summer Assignment 2012-2013

Materials: You will need to use the online copy of the textbook to complete this assignment.

Instructions and the link for accessing the textbook can be found on the Biology Summer Assignment

webpage at http://www.mrsaverettsclassroom.com/summer-assignment.php

If you do not have internet access contact Mrs. Averett at [email protected] to

make alternative arrangements.

You will also need to view the instructions, information and vocabulary lists in this document.

Please make sure you read this document in its entirety before beginning the Summer Assignment.

Although you do not need to print out a copy of this information it may make completing the

assignment easier. If you do not have access to a copier the public library as well as places like FedEx

Kinkos provides printing for a small fee.

Directions: Over the summer break, you are to critically read for comprehension and retention

Chapters 13 (all sections), Chapter 14 (all sections) and Chapter 15 (section 15.3 ONLY) in the Biology

textbook. This material will largely be a review from middle school science class and is aimed at

refreshing your knowledge of this foundational information as well as guaranteeing that all students,

regardless of where they have attended school previously, have had the opportunity to learn the

same basic information involving ecology; a major unifying concept in biology.

For the steps below, it is suggested that you complete each of the three steps for each section before

moving on to the next section. For example: Complete all three steps for section 13.1 before moving

on to section 13.2.

Step One: Read for comprehension and retention each section. Reading for comprehension

and retention means that you read slowly, making sure you understand each sentence and term

before moving on. You may need to stop periodically and look up the definitions of words you do

not understand or complete an internet search to find alternate explanations to ensure you

completely understand what each section is discussing. The information you look up should be

documented in the form of notes and can be added to your outline in Step Two. This process

requires students to read much slower than they may be used to but ensures that the material is truly

understood and therefore able to be retained. Retaining, or having retention of the material means

that you will have learned and will remember the information well into the future. The material you

are learning over the summer will be needed on the final exam in May! Do not just read this material;

do not just become familiar with it; learn it!

http://www.mrsaverettsclassroom.com/summer-assignment.php

mailto:[email protected]


Step Two: Re-read the section; this time outlining the section as you read. Please see the

instructions below on how to outline. You will be graded on your outlines. All grading is done for

correctness, not just completion!

Step Three: Create flashcards for each of the vocabulary words listed on the vocabulary lists

below. Please see the instructions below on how to create flashcards. All vocabulary terms should also be

explained in the appropriate location within your outlines. Vocabulary terms are listed below. You

will be graded on correctness, and appropriateness (in length and description) of each explanation.

Assignment Value: Each chapter will be tested and each test is worth 50 points for a total of 100

points (Section 15.3 will be included in the Chapter 14 test). Each chapter’s vocabulary will also be

assessed for a total of 100 points (Section 15.3 vocabulary will be included in the Chapter 14

vocabulary assessment). Each outline will be collected for a total of 120 points. Each chapter’s flash

cards will be collected for a total of 180 points. The Summer Assignment as a whole is worth 500

points. These points may be attributed to first quarter or they may be distributed over multiple

quarters at the teachers’ discretion.

Due Date: All portions of the Summer Assignment are due, completed, on the first day of class.

Remember to study your outlines as well as your vocabulary cards for the chapter assessments and

vocabulary assessments which may be as early as the first day of school. Make sure you full name is

on all materials prior to submission.

Additional Notes:

-Be mindful that this assignment was not meant to be completed in one day (or at 2 AM the day

before school starts). You should work progressively on this throughout the summer. Spending 1-2

hours a week is recommended to provide you with enough time to successfully complete this

assignment while giving you time to also learn the material (and enjoy your summer ) along the

way. Students with strong reading comprehension skills may need less time. Students still

developing grade level reading skills may need more time. Please use as much time as you need to

complete the assignment fully and successfully. This is not a race; the important part is that you

learn the material.

-After you’ve completed these items please take time to study them. You will be tested on these

materials the first week of school and then throughout the year with additional assessments. You

will also need to reference this information for the ENTIRE year.

-The textbook is obviously a value resource and needed to assist in your summer venture and

throughout the year. The internet is also a reliable source for information that you may not

understand from the book or as a secondary resource to better explain and expand upon information.

Although our textbook provides the basic definitions of many of the terms we will use this year, it


does not define all of those terms, nor does it provide the only/best explanation of those terms.

Dictionary.com http://dictionary.reference.com/browse/environment?s=t can serve as an added

resource for better understanding this course’s vocabulary. When using dictionary.com make sure

the dictionary tab is highlighted and simply type your term into the search bar. Dictionary.com will

give you multiple definitions for the requested term. It is important to learn the definition most

applicable to our studies. In order to do this, you must skim the definitions provided and choose the

one related to biology, or more specifically in this case, ecology. Below are two screen shots; one of

the term species and one of the word environment. Notice how the best definition for species is the

one categorized under biology and the best definition for the term environment is listed under

ecology.

http://dictionary.reference.com/browse/environment?s=t


Flashcard Instructions: You will need to use 3”x 5” index cards. You may use these at their

original size or you may cut them in half (hamburger style) to increase the number of cards available

to you without having to purchase more cards. On the front of the card clearly, with correct spelling,

write the term. On the back of the card clearly, with correct spelling, write an explanation of the

term. The best explanation of the term is the one that helps you learn and understand the term. You

should not memorize word for word any definition – doing so will not help you on a vocabulary

assessment nor will it help you throughout the year as we build upon this information. You need to

create a definition that is appropriate, applicable and right for you. Putting ideas into your own

words will make them easier for you to understand and remember. You may include any additional

notes you deem important on the back of the card if you wish, but this is not required. The flashcards

must be in your own handwriting (no computers).

There is a great deal of vocabulary in Biology. A year of Biology has more new vocabulary terms

than a year of a foreign language. Unless you make an attempt to learn and use the terms, you will

not do well in this course. Never simply list the words in your notes or outlines. Without a

definition you haven’t shown that you have mastered the term. Never (or only under extreme

situations) use the glossary! The glossary is a crutch for the mind and should not be used unless you

are trying to take a short cut and not really learn the term. The glossary uses no examples; the

glossary makes no connections. No concept in Biology is simple enough to be completely explained

(and therefore learned) in a single sentence! Using the index will provide you with page numbers

that will, in turn, provide you with examples and put the term into context (showing connections to

other ideas). Using alternative resources on the internet or in other textbooks can do the same thing.

This will allow you to create your own definition of the word custom made for your understanding.

Group the flashcards into three groups according to the chapter with which they are associated and

in the order they are listed. They must be in proper order to receive credit for the term. Rubber band

each group together, place in a Ziploc bag, write your name and period on the outside of the bag and

bring to class the first day of school.

Using the flashcards to study is a great way to learn all of the vocabulary terms. It is recommended

you begin by looking only at the “back” of the card with the definition and ask yourself what is the

term to which the description is referring. I suggest writing the answer on a sheet of paper BEFORE

checking your answer. Remember – SPELLING COUNTS. Once you have this task mastered, flip

the cards over and study them from the “front” side. Practice explaining the term to a friend of

family member while they hold the card. You can also practice writing out the explanation in

preparation of the assessments.


Vocabulary Terms

Chapter 13 Principles of Ecology

Organism

Species

Environment

Ecology

Ecologist

Population

Community

Ecosystem

Biome

Biosphere

Observation

Endangered species

Experiment

Field experiment

Lab experiment

Scientific model

Biotic

Abiotic

Biodiversity

Keystone species

Foundational species

Producers/Autotrophs

Consumers/Heterotrophs

Photosynthesis

Photoautotrophs

Chemosynthesis

Chemoautotrophs

Food chain

Food web

Trophic level

Herbivore

Carnivore

Omnivore

Detritivore

Decomposer

Specialist

Generalist

Primary (1°) consumer

Secondary (2°) consumer

Tertiary (3°) consumer

System

Minerals

Elements

Chemicals

Hydrologic cycle

Atmosphere

Precipitation

Groundwater

Surface runoff

Evaporation

Transpiration

Condensation

Biogeochemical cycles

Carbon

Carbon dioxide

Carbon cycle

Cellular respiration

Deforestation

Combustion

Fossil fuels

Emissions

Methane

Carbon sinks

Nitrogen

Nitrogen cycle

Ammonium

Nitrate

Nitrite

Ammonia

Nitrogen fixation

Bacteria

Cyanobacteria

Nodules

Hydrogen ions

Acidic (acid)

Nitrifying bacteria

Nitrification

Ammonification

Denitrifying bacteria

Atmospheric fixation of

nitrogen

Phosphorus

Phosphorus cycle

Leach (leaching)

Sediment

Sedimentation

Phosphate

Weathering

Geologic uplifting

Sewage/mining/agricultural

runoff

Limiting factor

Algal blooms

Energy pyramid

Biomass

Kilocalorie

Tier

Biomass pyramid

Inverted


Chapter 14 Interactions in Ecosystems

Habitat

Ecological niche

Resources

Competitive exclusion principle

Extinct (extinction)

Niche partitioning

Ecological equivalents

Competition

Interspecific competition

Intraspecitic competition

Predation

Predator

Prey

Symbiosis

Mutualism

Commensalism

Parasitism

Host

Ectoparasite

Endoparasite

Density

Dispersion

Distribution

Population density

Dispersion patterns

Population dispersions

Clumped dispersion

Uniform dispersion

Random dispersion

Survivorship curve

Type I survivorship curve

Type II survivorship curve

Type III survivorship curve

Offspring

Birth rate

Death rate

Infant mortality rate

Immigration

Births

Emigration

Deaths

Exponential growth

J-shaped curve

Logistic growth

S-shaped curve

Carrying capacity

Sustainability

Population crash

Limiting factor (review) Density-dependent limiting factor

Disease Density-independent limiting factor

Natural disasters

Disturbance

Catastrophe

Succession

Uninhabited

Primary succession

Pioneer species

Lichens

Mosses

Secondary succession

Chapter 15 The Biosphere 15.3 Biomes

Biosphere

Geosphere

Weather

Climate

Temperate

Pole

Tropical

Desert

Grassland

Forest

Tropical grassland

Savannas

Temperate grassland

Tropical desert

Temperate desert

Cold desert

Canopy

Tropical rain forest

Temperate deciduous forest

Deciduous

Coniferous

Temperate rain forest

Taiga

Boreal forest

Tundra

Chaparral

Polar ice caps

Mountain

Averett Summer Assignment 1-Jun-12

Basic Outlining Instructions

An outline presents a picture of the main ideas and the supporting ideas of a paragraph. The skill of

outlining will help you organize and remember what you read. Outlining means to write information

in order, from the most important to the least important. Main topics, subtopics and details are the

important parts of an outline. Outlining will help you learn how to take notes and remember the

main ideas of what you've read. However, it is very important that you take the time to really

understand the material you are outlining. If you simply copy chunks of words from the text you

will learn very little. Remember; take one chapter at a time and one section in each chapter at a time.

Realize that if you outline it properly, this will be the last time you read this chapter. You’re making

your life easier when the test comes.

Title An outline always has a title that tells you what the outline is about. If the outline is from a

book it is helpful to identify the chapter and the section in the title.

I. Main Topics THIS IS A MAIN TOPIC

A. Use Roman numerals for each main topic.

B. Write each main topic in the same way.

C. Write in sentences or phrases, but capitalize the first word.

D. A main topic is a very important idea and is comparable to the headings in textbooks.

E. Below are Roman numerals for your review. 1. I = 1, II = 2, III = 3, IV = 4, V = 5, VI = 6, VII = 7, VIII = 8, IX = 9, X =10

II. Subtopics

A. Use a capital letter before each subtopic. THIS IS A SUBTOPIC

B. Indent subtopics under the main topics.

C. Subtopics give more information about the main topic.

III. Detail

A. Use an Arabic numeral for each detail under subtopics: 1.2.3.etc.

B. Indent details under subtopics.

1. A detail is an extra piece of information that helps make the subtopic clearer.

2. THIS IS A DETAIL

IV. Subdetails and Sub-subdetails

A. Use lower case letter for subdetails

1. This is not a subdetail

a. THISIS A SUBDETAIL!

II. Sub-subdetails

A. Sub-subdetails support details

1. They provide additional information

a. They use lowercase Roman numerals –i, ii, iii, iv, v, vi, vii, viii, ix, x

i. THIS IS A SUB-SUBDETAIL!


Step by Step Outlining Instructions

1 Skim the textbook chapter for a few minutes, looking at the headings and any bold or italic

words. Having a basic idea of the chapter content and keywords will help you follow the

structure of the chapter better and prepare you for outlining.

2 Read the chapter. Don't start writing your outline yet, but feel free to write down any

particularly interesting points or page numbers as you go.

3 Begin your outline. Many textbook chapters have introductory paragraphs that give a good

outline for the chapter. For example, in a history textbook, a chapter introduction may say it will

discuss the lead up to the Vietnam War, the war itself and the aftermath. For the Vietnam War

chapter, you might choose three main headings: Before the War, During the War and After the

War.

4 Adhere to the outline format. Outlines typically have several different levels; one of the most

common formats has heading titles preceded by I, II, III. Subheadings begin with capital letter

headings, followed by Arabic numeral headings (1, 2, 3), followed by lowercase Roman numeral

headings (i, ii, iii). Label each level of heading and content with both a number or letter and a title,

key word, or sentence, and indent each successive level of headings more than the previous level.

Use the structure your instructor prefers, if given.

5 Search for the main ideas and subjects as you re-read the chapter and write your outline. Under

each main heading, add subheadings that elaborate on the subject, giving additional facts and

details. For the Vietnam War, you might have subheadings with key facts about the effects of the

American draft on American society and significant events such as the Tet Offensive. Ideas that

are part of a main idea should be indented and labeled as a subheading of that idea.

6 Skim the chapter once more when you have finished re-reading the chapter and constructing

your outline to check that you have not missed any important information.

Taken from: http://www.ehow.com/how_6218820_directions-outlining-textbook-chapter.html

Basic Outlining Information

I. Outlines should have enough information to help on a test.

a. Outlines should include definitions

b. Outlines should include examples

c. Outlines should include connections

II. Outlines should be organized according to the chapter but also according to what makes sense

to you – you are the one who will be using the outline as a study tool.

a. Not every outline over the same material will be alike.

http://www.ehow.com/how_6218820_directions-outlining-textbook-chapter.html

http://www.ehow.com/how_6218820_directions-outlining-textbook-chapter.html


i. Your outline over section 13.1 may be different than my outline over the same

material.

b. Chapters are divided into sections and each section has specific information.

c. Also remember that nothing is set in stone. If later you realize you should have put

topic B where topic F is, change it.

III. Indenting

a. Indenting the descriptions of each section makes it easier to read

i. When you indent it is easier to find the information

1. When you don’t indent it is harder to find the information

ii. When you indent it is easier to study from you outline

1. When you don’t indent it is harder to study from you outline

IV. Defining

a. There is a great deal of vocabulary in Biology.

i. A year of Biology has more new vocabulary terms than a year of a foreign

language!

b. Unless you make an attempt to learn and use the terms, you will not do well in this

course.

i. Never simply list the words. Without a definition, you haven’t shown that you

have learned something.

ii. Never (or only under extreme situations) use the glossary!

1. The glossary is a crutch for the mind and should not be used unless you

are trying to take a short cut and not really learn.

a. The glossary uses no examples; the glossary makes no connections.

i. No concept in Biology is simple enough to be completely

explained (and therefore learned) in a single sentence!

b. Using the index will provide you with page numbers that will, in

turn , provide you with examples and put the term into context

i. This will allow you to create your own definition of the

word custom made for your understanding.

V. Using Examples

a. Tests are never simply definitions. You will be asked to apply the information to

specific examples.

i. The examples I use on exams may or may not be the same ones in the book, but

familiarity with one example will always help you apply the information to new

examples.

VI. Make Connections

a. Biology is a subject that constantly builds upon prior knowledge.

b. Without an understanding of previous ideas, any new material will be a mystery to

you.

i. The more connections you make to prior knowledge, the more connections you

make to your own life, and the more connections you make to things you have

learned in other classes, the better you will learn, enjoy, and remember the

material.


BASIC OUTLINE FORM EXAMPLE

III. The evolution of Homo sapiens

A. The hominids 1. Australopithecus

a. Appeared in east Africa about four million to one million years ago b. Walked upright on two legs; well-developed hands c. Stone tools; fire later

2. Homo erectus a. 2.5 million to two hundred thousand years ago, east Africa b. Large brain; sophisticated tools; definitely knew how to control fire c. Developed language skills in well-coordinated hunts of large animals d. Migrated to Asia and Europe; established throughout by two hundred thousand years

ago B. Homo sapiens; evolved as early as two hundred thousand years ago

1. Brain with large frontal regions for conscious and reflective thought 2. Spread throughout Eurasia beginning more than one hundred thousand years ago,

3. Ice age land bridges enabled them to populate other continents 4. The natural environment

a. Homo sapiens used knives, spears, bows, and arrows b. Brought tremendous pressure on other species

IV. Paleolithic society A. Economy and society of hunting and gathering peoples

1. Economic life a. Prevented individuals from accumulating private property b. Lived an egalitarian existence c. Lived in small bands, about thirty to fifty members in each group

2. Big game hunting with special tools and tactics

3. Some permanent Paleolithic settlements, if area rich in resources a. Natufians in eastern Mediterranean b. Jomon in central Japan

c. Chinook in Pacific northwest area of North America B. Paleolithic culture

1. Neandertal peoples a. Europe and southwest Asia between one hundred thousand and thirty-five thousand

years ago b. Careful, deliberate burials were evidence of a capacity for emotion and feelings

2. Cro-Magnon peoples (Homo sapiens sapiens) a. The first human beings of fully modern type; appeared forty thousand years ago b. Venus figurines--fertility c. Cave paintings of animals--sympathetic magic

Please see the example below for a portion of the first section you are to outline…..

If you need further assistance or clarification before school starts, please e-mail Mrs. Averett at

[email protected]

Have a great summer! See you in August!

mailto:[email protected]


This is an example of how to outline.

honors biology summer assignment 2012-2013

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