Welcome to AP Biology! This course is designed to be the equivalent of a two‐ semester introductory
biology course usually taken in the first year of college. It will be a rewarding experience, but as with
most things that are, it will also be very challenging. Throughout the course, you will become familiar
with major recurring ideas that persist throughout all topics and material. The 4 Big Ideas are:
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Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to
reproduce and to maintain dynamic homeostasis.
Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to
life processes.
Big Idea 4: Biological systems interact, and these systems and their interactions possess
complex properties.
To successfully complete the course and meet all of the required objectives, you will need to do
independent work on your own at home. It will not replace classroom instruction or labs. It is to ensure
all material is covered, as we do not have enough time allotted to cover every single topic in AP Biology.
During the school year, you will be reading chapters in the book and taking some of your own notes to
supplement notes taken in class. You will also check out other resources and links I may give to you in
class or on Portal, as they will help your understanding of the topic. It is necessary that you do this
throughout the year.
On the pages that follow, there is a five-part assignment:
Part I: Introduction Email (Due August 1, 2016)
Part II: Biology Prefixes and Suffixes
Part III: Graphing and Data Skills Practice
Part IV: Acids and Bases
Part V: Chemical Bonding
Parts II, III, IV and V
will be due on your second
A-day.
You will not need a textbook to complete these assignments, but will need to access the Internet. If
you have any questions while working over the summer, feel free to email me at
alewkowich@ursulineacademy.org. Please give me at least 2 days to respond.
Have a fun, safe, restful summer! 
-Mrs. Lewkowich
Academic Honesty
You are permitted to work with other AP Biology students on this assignment. However, the work you
turn in should be your own work and words. Once you have completed the assignment, please sign
verifying this statement.
I have neither given nor received unauthorized aid on this work.
Student Name _________________________ Student Signature __________________________
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Part I: Introductory Email
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Use your SCHOOL EMAIL and make sure that you check it at least once a week this
summer.
In the subject line, put your name-AP Biology (Sample: Mrs. Lew- AP Biology)
In the body of the email, answer the following questions, in numerical order. They do not
have to be in complete sentences, unless requested.
1. Your name – first and last. Name you preferred to be called.
2. Will you be a Junior or a Senior in the 2016-2017 academic year?
3. AP classes you have previously taken? How did it go?
4. Have you taken Anatomy & Physiology or will you be taking that course this year?
5. List of AP Classes you will be taking during the 2016-2017 academic year.
6. All-time favorite hobby or activity?
7. List your favorite candy or snack.
8. Summarize your family in one sentence.
9. Will you have a job during the school year? If so where?
10. In what clubs and/or extracurricular activities will you participate this coming school
year?
11. Explain in a sentence or two why have you chosen to take AP Biology.
12. Do you have any concerns and/or curiosities about taking AP Biology?
13. What are your plans after graduation?
14. What are your personal strengths when it comes to learning new material?
15. What causes you to struggle in a course?
16. What is the most effective way for you to prepare for a test?
17. What is your favorite type of music?
18. Tell me 3 additional fun facts about you 
Be on the lookout for an email from me this summer regarding classroom supplies you will need
have at the start of the school year.
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Part II: Biology Prefixes and Suffixes-The Language of Science
The main reason students find it difficult to understand science is because of all the hard to write, spell and read words.
Actually, scientific vocabulary is a mix of small words that are linked together to have different meanings. If you learn the
meanings of the little words, you'll find scientific vocabulary much easier to understand. Find the mean to the following
Greek/Latin root words.
LEARN THESE ROOT WORDS--- YOU WILL SEE THEM OFTEN NEXT YEAR.—THINK QUIZZES!!!
Word
Word
Meaning
a / an
hyper
meso
hypo
leuco
intra
aero
-itis
anti
lateral
amphi
-logy
aqua / hydro
-lysis
arthro
-meter
auto
mono
bi / di
morph
bio
micro
cephal
macro
chloro
multi / poly
chromo
pod
cide
-phobia
cyto
-philia
derm
proto
haplo
photo
ecto (exo)
pseudo
endo
synthesis
epi
sub
gastro
troph
genesis
therm
herba
tri
hetero
zoo, zoa
homo
-tropism
ov
-taxis
kary
-stasis
neuro
zyg / zygous
soma
phago
saccharo
path / pathy
primi / archea
sym / syn
Meaning
phyll
hemo
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Once you have completed the above table, use it to develop a definition, in your own words, for each
of the following terms.
1. Hydrology ________________________________________________________________
2. Cytolysis ________________________________________________________________
3. Protozoa__________________________________________________________________
4. Epidermis _________________________________________________________________
5. Spermatogenesis __________________________________________________________
6. exoskeleton_______________________________________________________________
7. Abiotic ___________________________________________________________________
8. Pathogen ________________________________________________________________
9. pseudopod _______________________________________________________________
10. Hemophilia ______________________________________________________________
11. Endocytosis ____________________________________________________________
12. herbicide ________________________________________________________________
13. Anaerobic _______________________________________________________________
14. Bilateral _________________________________________________________________
15. autotroph _______________________________________________________________
16. Monosaccharide __________________________________________________________
17. Arthropod _______________________________________________________________
18. polymorphic ______________________________________________________________
19. Hypothermia _____________________________________________________________
20. Biogenesis _______________________________________________________________
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Part III: Graphing and Data skills practice
Research the answer to the following questions
1. In designing an experiment or other scientific study, why do
scientists need to sample from a population rather than using
an entire population?
2. Suppose you are designing an experiment to test the
effects of nicotine on the heart rate of rats. What are the disadvantages of having too small a sample size
(i.e., testing on too few rats)? What are the disadvantages of having too large a sample size (i.e., testing on
too many rats)?
3. Explain the difference between discrete variables and continuous variables. Give an example of each.
4. Explain the difference between quantitative and categorical variables. Give an example of each.
5. What is a null hypothesis?
6. Explain the difference between a Type I error and a Type II error.
7. What are some steps that scientists can take in designing an experiment to avoid false negatives?
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Graphing Practice
Graphing is an important procedure used by scientists to display the
data that is collected during a controlled experiment. Line graphs must
be constructed correctly to accurately portray the data collected.
Many times the wrong construction of a graph detracts from the
acceptance of an individual’s hypothesis
A graph contains five major parts:
a. Title
b. The independent variable
c. The dependent variable
d. The scales for each variable
e. A legend
 The TITLE: depicts what the graph is about. By reading the title, the reader should get an idea
about the graph. It should be a concise statement placed above the graph.
 The INDEPENDENT VARIABLE: is the variable that can be controlled by the experimenter. It
usually includes time (dates, minutes, hours, etc.), depth (feet, meters), and temperature
(Celsius). This variable is placed on the X axis (horizontal axis).
 The DEPENDENT VARIABLE: is the variable that is directly affected by the independent variable.
It is the result of what happens because of the independent variable. Example: How many oxygen
bubbles are produced by a plant located five meters below the surface of the water? The oxygen
bubbles are dependent on the depth of the water. This variable is placed on the Y-axis or vertical
axis.
 The SCALES for each Variable: In constructing a graph one needs to know where to plot the points
representing the data. In order to do this a scale must be employed to include all the data points.
This must also take up a conservative amount of space. It is not suggested to have a run on scale
making
the graph too hard to manage. The scales should start with 0 and climb based on intervals such as:
multiples of 2, 5, 10, 20, 25, 50, or 100. The scale of numbers will be dictated by your data values.
 The LEGEND: is a short descriptive narrative concerning the graph's data. It should be short
and concise and placed under the graph.
 The MEAN for a group of variables: To determine the mean for a group of variables, divide the sum
of the variables by the total number of variables to get an average.
 The MEDIAN for a group of variables: To determine median or “middle” for an even number of values,
put the values in ascending order and take the average of the two middle values. e.g. 2, 3, 4, 5, 9, 10
Add 4+5 (2 middle values) and divide by 2 to get 4.5
 The MODE for a group of variables: The mode for a group of values is the number that occurs most
frequently. e.g. 2, 5, 8, 2, 6, 11 The number 2 is the mode because it occurred most often
(twice)
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Problem A:
Using the following data, answer the questions below and then construct a line graph.
Depth in meters Number of Bubbles / minute Plant A Number of Bubbles / minute Plant B
2
29
21
5
36
27
10
45
40
16
32
50
25
20
34
30
10
20
1. What is the dependent variable and why?
2. What is the independent variable and why?
3. What title would you give the graph?
4. What are the mean, median, and mode of all 3 columns of data?
a). Depth :
Mean
_Median
Mode_
b). Bubble Plant A.:
Mean
Median
Mode
_
c). Bubbles Plant B:
Mean
Median
Mode
_
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Title:
LEGEND:
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Problem B:
Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not enough
insulin being produced by these cells, the amount of glucose in the blood will remain high. A blood glucose
level above 140 for an extended period of time is not considered normal. This disease, if not brought
under control, can lead to severe complications and even death.
Answer the following questions concerning the data below and then graph it.
Time After Eating hours Glucose ml / Liter of Blood Person A Glucose ml / Liter of Blood Person B
0.5
170
180
1
155
195
1.5
140
230
2
135
245
2.5
140
235
3
135
225
4
130
200
1. What is the dependent variable and why?
2. What is the independent variable and why?
3. What title would you give the graph?
4. Which, if any, of the above individuals (A or B) has diabetes?
5. What data do you have to support your hypothesis?
6. If the time period were extended to 6 hours, what would the expected blood glucose level for Person
B?
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Title:
LEGEND:
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Problem C
Temperatures were obtained in November in a fairly arid area of Nevada. At two different sites,
temperature readings were taken at a number of heights above and below the soil surface. One site
was shaded by a juniper (a plant) whereas the other was not.
Table 1
Condition
Height in cm from
soil surface
Temp. in Co Beneath Forest
Cover
Temp in Co –
Unshaded Field
Air
150
18
20
Air
90
18
21
Air
60
18
20
Air
30
18
21
Soil surface
0
16
33
Humus
-6
12
19
Mineral
-15
9
15
Mineral
-30
7
12
Construct a line graph and plot the data
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Problem D
A researcher interested in the disappearance of fallen leaves in a deciduous forest carried out a field
experiment that lasted nearly a year. She collected all the leaves from 100 plots scattered throughout
the forest. She measured the amount of leaves present in November, May and August. The
percentages reflect the number of leaves found, using the November values as 100 percent.
Table 2
Collection
Date
Ash
Beech
Elm
Hazel
Oak
Willow
November
4271g
3220g
3481g
1723g
5317g
3430g
100%
100%
100%
100%
100%
100%
2431g
3190g
1739g
501g
4401g
1201g
57%
91%
83%
35%
1376g
2285g
1759g
4g
32%
71%
33%
0.1%
May
August
%
35g
%
62g
%
%
Complete the table by calculating the missing percentages
Construct a line graph for the ash and elm leaves
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Part IV: Acids and Bases
This video may help you complete this part of the assignment: http://www.bozemanscience.com/acids-bases-ph/
Atoms can gain or lose electrons in order to form ions in a process called ionization (compounds formed in this way
are called ionic compounds).
When ionic compounds dissolve in water, their ions separate from one another in a process called dissociation.
One interesting feature of water and many other covalent compounds is that they too can dissociate into ions.
Unlike ionic compounds, such as sodium chloride, they are not ionized before they dissociate; they accomplish
ionization and dissociation at the same time.
Dissociation of Water
When water dissociates, one of the hydrogen nuclei leaves its electron behind with the oxygen atom to become a
hydrogen ion, while the oxygen and other hydrogen atoms become a hydroxide ion. Since the hydrogen ion has no
electron to neutralize the positive charge on its proton, it has a full unit of positive charge and is symbolized as
H+. The hydroxide ion retains the electron left behind and thus has a full unit of negative charge, symbolized by
OH-. The hydrogen ion (proton) does not wander long by itself before it attaches to the oxygen atom of a second
un-ionized water molecule to form a hydronium ion (H3O +)
In any sample of water, very few of the molecules are dissociated at any one time: in fact, only about one in 550
million. There is, however, a constant change; as one hydrogen ion reattaches to a hydroxide ion to form a water
molecule, another water molecule dissociates to replace the hydrogen ion and the hydroxide ion in solution.
ACIDS: Hydrochloric Acid
Certain molecules, ionic and covalent, dissociate in such a way that they release a hydrogen ion without releasing a
hydroxide ion. These substances are called acids. Since a hydrogen ion is really just a single proton in most cases,
the chemist’s definition of an acid is a “proton donor.” If very many protons (hydrogen ions) are “donated” the
effect can be very profound, such as burning your skin or dissolving metal. The acid illustrated is hydrochloric
acid. Pure hydrochloric acid is a gas, but it dissolves easily in water to produce a solution of hydrogen ion and
chloride ion. Since nearly all of it is dissociated in water, it is called a strong acid. Acids that do not dissociate
completely are called weak acids.
Bases (alkaline) : Sodium Hydroxide
The opposite of an acid is a base, also known as an alkali. A typical strong base is sodium hydroxide, the principal
component of lye. Sodium hydroxide dissociates to form a sodium ion and a hydroxide ion. A base is defined as a
“proton acceptor.” The most common bases produce hydroxide ion when they dissociate, and it is the hydroxide ion
that accepts the proton. A strong base can give your skin a much worse burn than an acid.
Neutralization
When a base and an acid are mixed, the hydroxide ion and the base combines with the hydrogen ion from the acid
to form water. This process is called neutralization.
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1. Describe in your own words what happens during neutralization:
Model:
Key Questions
+
─
+
─
+
─
1. How does the concentration of H compare to the concentration of OH in solution A?
2. How does the concentration of H compare to the concentration of OH in solution B?
3. How does the concentration of H compare to the concentration of OH in solution C?
4. Identify the acidic solution in the model: _______________________
5. Identify the basic solution in the model: ________________________
6. Identify the neutral solution in the model: ______________________
7. What would happen if the solution in beaker A and the solution in beaker B were mixed? Explain your answer.
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8. Classify the solution that forms in question #2 as acidic, basic, or neutral and justify your classification in terms
+
─
of the concentration of H ions and OH ions.
9. What happens when an atom gains or loses an electron?
10. In your own words, explain why water generally has a neutral pH, even though water molecules dissociate.
11. Why are acids called proton donors?
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Part V: Chemical BONDING
Directions: Use the chart below and a periodic table to answer the questions that follow.
This video may help you with this assignment: http://www.bozemanscience.com/chemicalbonds-covalent-vs-ionic/
Part A: COMPARING ELEMENTS
Group One and Group Two both show different compounds made by bonding different elements together. Let’s
take a closer look at the elements in each compound to see what makes a compound IONIC or COVALENT.
IONIC BONDS
(group 1)
NaCl (Sodium Chloride)
MgO (Magnesium Oxide)
Li2O (Lithium Oxide)
KF (Potassium Fluoride)
FeBr3 (Iron III Bromide)
CaCl2 (Calcium Chloride)
NiI2 (Nickel Iodide)
BaS (Barium Sulfide)
COVALENT BONDS
(group 2)
H2O (Dihydrogen Monoxide)
CH4 (Methane)
CO2 (Carbon Dioxide)
HF (Hydrofluoric Acid)
NH3 (Ammonia)
NO2 (Nitrogen Dioxide)
C6H12O6 (Glucose)
CF4 (Carbon Tetraflouride)
1.
List out the FIRST element in each of the GROUP ONE compounds.
2.
What do you notice about the FIRST element that makes up each compound in GROUP ONE?
3.
4.
What side of the periodic table do you find these FIRST elements on? ______________________
List out the SECOND element in each of the GROUP ONE compounds.
5.
What do you notice about the SECOND element that makes up each compound in GROUP ONE?
6.
What side of the periodic table do you find these SECOND elements on? ______________________
BIG IDEA #1: When a _____________________ and a
___________________ come together, they make an IONIC BOND.
7.
What do you notice about ALL of the elements in GROUP TWO?
8.
What side of the periodic table do you find ALL of these elements on? ____________________
BIG IDEA #2: When a ____________________ and another
_________________ come together, they make a COVALENT BOND.
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PART II: COMPARING PROCESSES
Directions: Examine the following pictures of IONIC and COVALENT bonding.
BONDING
PICTURE
ONE:
Lithium (Li) atom
Fluorine (F)
Explain what is happening in the picture in your own words:
9. What are the names of the two elements present in bonding picture one?
10.
What TYPE of element is element one? Element two?
11.
Therefore, bonding picture one must show the process for which type of bonding; ionic or covalent?
BIG IDEA #3: In IONIC BONDING, the _______________
TRANSFERS it’s electron(s) to the __________________________.
12.
Read the following and answer the questions that follow:
Imagine you are in a competition with 20 other people. Everyone starts out with a different number of
basketballs in their container. The goal of the competition is to either have 8 OR 0 basketballs in your container
by the end of 20 minutes. The prize is $1,000,000. When the timer starts you notice that you have only 1
basketball in your container to start. Which would be easier?
a) Giving away your 1 basketball so that you have 0 at the end of 20 minutes?
OR
b) Trying to get 7 more basketballs so that you has 8 at the end of 20 minutes?
Why did you choose this option?
You look over at your friend and notice that he has 7 basketballs in his container already.
What is the easiest way for him to reach the goal?
a) Trying to get rid of the 7 basketballs so that he have 0 at the end of 20 minutes?
OR
b) Trying to get 1 more basketball (maybe from you! )so that he has 8 at the end of 20 minutes?
Why did you choose this option?
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This is kind of like what happens in IONIC BONDING. The METALS have a small amount of electrons in their last
shell so it is easier for them to get rid of them than try to gain a bunch. The NONMETALS almost have a full
shell of eight so it is easier for them to get a few then get rid of all of theirs. This is why the METALS
TRANSFER ELECTRONS TO NONMETALS IN IONIC BONDING.
BONDING PICTURE
TWO:
Chlorine (Cl)
atom
Chlorine (Cl)
atom
Explain what is happening in the picture in your own words:
13. What are the names of the two elements present in bonding picture two?
14.
What TYPE of element is element one? ____________________ Element two? ___________________
15.
Therefore, bonding picture two must show the process for which type of bonding; ionic or covalent?
BIG IDEA #3: In COVALENT BONDING, the __________________
and the other ________________ SHARE their electrons.
16.
Imagine that you are still in that same basketball competition. You look in your container and see that you
have 7 basketballs. You look next to you and notice that your twin brother has 7 also. Both of you have so many
that you don’t want to give them up, but you both need one more. No one around you is giving any of theirs away!
You and your brother come up with a plan. At the end of the 20 minutes when the judges are checking how many
basketballs everyone has, you share one of yours to him so he has 8. Then, once he is checked he gives yours back
to you and shares one of his with you so you have 8 also. You both split the prize!
Why is this a good option for both of you?
This is kind of like what happens in COVALENT BONDING. Both NONMETALS are almost to their happy eight,
so neither wants to give anything away. This is why NONMETALS SHARE ELECTRONS IN COVALENT
BONDING.
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PRACTICE III: PRACTICE
Based on what you just learned, put the following into the chart as either IONIC or COVALENT COMPOUNDS.
KCl
Fe2O3 NaBr
Rb2S
Cl2
CaF2
PH3
SCl6
IONIC COMPOUNDS
CH3Cl
N2O5
SO2
CuF2
MgCl2
CS2
COVALENT COMPOUNDS
*In IONIC BONDING metals ___________________________ their electrons to nonmetals so they all have 8.
*In COVALENT BONDING nonmetals _____________________________ their electrons so they all have 8.
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