Name ______________________________________________
Summer Fun with Biology1
Students
across the country prime their brains during the summer in order to be
successful in their AP/IB Biology course. You, too, shall have this opportunity! “Four purposes
for this summer assignment:

for
To get you to think during those summer months to keep your mind sharp, because we will
expect a lot out of it come August.

To introduce you to major concepts from AP/IB Biology through non-classroom methods of
learning.

To have you earn three grades to help you begin the first quarter with confidence.

To decrease the amount of new material you will have to learn during the school year.”
Summer Assignments and Due Dates for AP/IB Biology
#
1A
1B
2.
3
4
2
Due date
Wednesday, May 20
Rm. 901, lunchtime
Final product-8/12
BY Sunday, June 28
Sunday, Jul. 26
Week of Aug. 2nd
Assigned Task—see attached pages for descriptions
A. Enter your contact information into Ms. Altieri’s
computer database
B. You get to grow your own plants ! Pick up your seeds 5/20.
Send your e-mail “Letter of Introduction” to
Ms. Oliver e-mail robinloliver@hotmail.com and
Ms. Altieri e-mail: nalteach@gmail.com
(see attached instructions)
5.3 “collected” (see attached)
A. Purchase your class supplies for lecture and lab
B. Check out textbooks AT registration/orientation1. Campbell and Reese. Biology, 7th edition (rust binding,
black cover)
2. Tortora. Principles of Anatomy and Physiology, 9th
edition (blue cover; if these run out, red ones okay)
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1.
2.
Monday, August 10
Bring to class supplies for lecture. Lab stuff on Tuesday!
Adapted with permission and thanks to Ms. Kim Foglia, AP Biology teacher extraordinaire.
Assignments #2 and 3 may be turned in before the due date; work turned in after the due date does
not earn full credit; NO WORK for Assignments 2 and 3 will be accepted after Monday, August 3.
Send it EARLY or ON TIME for full credit. Do you see?--NO WORK will be accepted after Monday,
August 3 for Assignments #2-3.
!!!!!SUPER, SUPER IMPORTANT: You MUST cite ALL sources of information
or ideas. The citation must be linked to the use of the information. That requires in-text,
parenthetical citations and a Works Cited list. No citation? No credit!! See the SOHS
Library link, under “Research,” for assistance with this. ¤Also—NO Blogs, no “ask” type
sources, no dictionaries. Read something to get an explanation. In fact, read MORE than
one source. Do it with the intent to learn it! Then write what is requested.
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Assignment #1B: Grow-A-Plant!
Meet your new responsibilities: Bean and/or radish and/or sunflower seeds
My objectives for you: To get you to experience that plants are living, breathing,
growing, and responsive creatures; to learn some basics of plant biology and data
collection as you work with your plants. Topics you will have the opportunity to explore
include plant germination, anatomy, photosynthesis, and reproduction, as well as how
to make observations and record and analyze data.
Your goal: To nurture your plants successfully for at least three weeks. You are
expected to record both qualitative and quantitative data. Choose a start time that will
enable you to complete the care and data collection and finish before school starts.
Questions: How do I get the seeds to sprout? What do I need to do? How do I take care
of them? Do these plants like lots of sun or do they need some shade? How will you
know that I really did grow my own plants?
Answers: Look it up!! Do some research! Do it to learn it!!
How to Verify your Plants’ Progress:
A. Each individual plant should be clearly labeled. You must take pictures, at least every other day;
the pictures must somehow show the date on which they were taken. Make it a selfie so I can see
you AND your plants in the same shot. As they get larger you may need to include your school ID
or license instead of your face (-:
B. You are expected to keep a scientific log of your plants’ progress. The log can be graph paper or
notebook paper stapled together. A data table to record quantitative data is most appropriate. In
addition, a scientific log also includes qualitative descriptions of the plants and their environment.
Record information at least every other day; your descriptions are intended to help you understand
your plants’ progress as well as to help you see the difference in how different types of plants
develop.
What if my seeds don’t grow? Just go to the nearest garden shop and buy some seeds
and start over. You should have at least two different types of seeds. Send me an email explaining why your plants will be different from the other students’ plants.
What do I turn in to you and when? On Tuesday, August 11, bring your scientific log and
your photos to lab in Room 901. It would be best if you print out the pictures—they can
be small; just be sure I can see you, the plants, and their labels clearly.
Extra Credit:
Keep your plants growing until they sexually reproduce. (You may need
to do some more research so you know it is doing that!) Of course, a picture showing
this must be part of the record you submit.
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AP/IB Biology
Assignment #2-
Letter of Introduction
Dear AP/IB Biology class of 2015-16,
We are so excited that you are joining the class! We are going to spend a lot of time
together next year, so it’s best if we get a head start on learning a bit about you. We are
trying to incorporate ICT in as many ways as we can, so let’s get you used to communicating
with us through e-mail.
>>Your first digital assignment is to successfully send us an e-mail BY Sunday, June 28, 2015, at the
latest.
Send us your e-mail following these rules:
a. Use clearly written, full sentences. Do not abbreviate words like you are AIM or texting with a
friend. Use spell check! This is a professional communication like you would have with a college
professor, so let’s practice for your rapidly nearing future!
b. Address it to both of us: nalteach@gmail.com and robinloliver@hotmail.com
c. Make the Subject: “AP-IB Bio: Introduction to <Insert your Name Here>”
(Do not include the quote marks or the brackets, just the words.)
d. Begin the e-mail with a formal salutation, such as “Dear Ms. Altieri and Ms. Oliver,”
e. Now introduce yourself (your name) and provide a one-paragraph snapshot to tell us what you
are hoping to get from your participation in the IB HL2 /AP Biology class. This would be a good
place to include any special needs you have that we should be aware of.
f. End the e-mail with a formal closing: “Cordially,” “Sincerely,” “Warm Regards,” and add your
name as if you were signing a letter.
Exergonically yours,
Ms. Altieri
AND
Ms. Oliver
Assignment #3 -BIOLOGY COLLECTION for 5.3 Classification of Biodiversity
For this part of your summer assignment, you will be familiarizing yourself with a part of
the animal kingdom. The seven common phyla of animals are likely a topic you have never
studied. You are expected to be able to use simple external recognition features to
distinguish between these seven phyla of animals: porifera, cnidaria, platyhelminthes,
annelida, mollusca, arthropoda, and chordate; and these five classes of vertebrates: birds,
mammals, amphibians, reptiles and fish. You will have a quiz based on this work on Tuesday,
August 11.
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Assignment #3, cont. -BIOLOGY COLLECTION for 5.3 Classification of Biodiversity
You are going to create a 19-20 slide PowerPoint and e-mail it to Ms. Altieri BY the due
date, July 26. Read the following carefully, several times, so your work is complete.
For each of the seven phyla you will have two slides:
Slide 1. State the characteristics that define that phylum. A bulleted list works well for this purpose.
You should use the simplest, scientifically accurate, language you can to communicate your
understanding of what features place an animal in that group. Scientific terms should be explained.
(For example, what exactly IS radial symmetry?) Of course, you must cite your sources directly after
the use of the information—see our library link to “Research” for help with this. Do not copy or
rewrite the information from your source; state the information in a simplified (Think “I’m explaining
this to a freshman!”) manner. It is suggested you use more than one source of information. See first
page of this packet for more about sources!! No blogs! No ask.com, wikispaces or similar sources!
Slide 2. You are to provide a photograph of a representative animal from that phylum. You should
provide the scientific name for the representative organism in the correct format: Genus species or
Genus species. For porifera, cnidaria and platyhelminthes you may use published photographs.
The complete URL or text citation must be on the slide. The rest of the animals can be found right
here! For annelid, mollusca and arthropoda you must take the photographs yourself: You cannot
use an image from any publication or the Web. You must have taken the photograph yourself. The best way to
prove you took the picture is to place an item in all of your photographs that only you could have added each
time; something that you might usually have on you like your student ID, phone, keys, etc. Add labels to all of
the photographs to point out the characteristics that make this animal a definitive representative of the phylum.
You will have one slide for each of the five classes of vertebrates:
Take a photograph of a representative organism. (Again, place your identifying feature in each
photo.) Identify the group (reptile, bird, etc) and, if possible, give the scientific name of the
organism. Then use labels to identify the external features that place the animal into that
group. You should have at least two definitive features per animal.
This is an INDEPENDENT ASSIGNMENT: IB and AP College Board expect you to
know and be able to apply this information. Therefore, do it with
the intent to LEARN!
You will be quizzed on this information on the first lab day, Tuesday, August 11. If I show
you or describe to you an animal, you should be able to determine the correct phylum ro
group of vertebrates.
Comment from a former student: Why not do it thoroughly and with intent to learn?
That actually made it more enjoyable and interesting for me. I wasn’t just trying to
finish—I was getting something out of the experience.
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“Assignment” #4-A
AP/IB Biology Supplies
Please use the summer as your opportunity to “shop the sales” and get your suggested supplies
for AP/IB Biology early. Our most successful students come in prepared with these materials on
Day One. Former students have recommended these materials to help you stay organized and
ready for each day’s work. There are many papers you need to keep for study purposes. You
will turn all lab work in at the end of the year for a final grade so you need a way to not lose it
and to keep it organized.
“I’m ready to succeed” DATE: MONDAY, August 10, 2015
MATERIALS

2(two) 3-ring notebooks -- One for lab (2” MAX) and one for lecture (2.5-3”). Label them
thusly on the spine of the binder AND on the front cover so you can easily distinguish it in
your locker or on the floor of your car or bedroom!(See Ms. Altieri if you need one…I have a stash!)
 A small amount of lined loose-leaf paper
 A small amount of unlined white paper for lab drawings
 Blue or black pens and regular pencils to be brought to lab on Tuesday and Thursday
 Colored sticky pads, different color highlighters, pens of your choice for lecture on Monday,
Wednesday, Friday
 Two paper portfolios with three prongs down the center. These are usually sold dirt-cheap in
August. Color does not matter; the three prongs, however, are essential for holding in your
papers. (Bring these to lab on Tuesday, August 11)
And, of course, if you need help obtaining materials for success, see
one of us as soon as possible! We WANT you to succeed!

Assignment #4-B and 5
 Textbooks—Campbell and Reese. Biology, Tortora. Principles of Anatomy and Physiology.
You will check these two books out during orientation and registration. 5. Bring the
Campbell to class with you on Monday, August 10, for lecture with Ms. Oliver 
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