Advanced Placement Biology Summer Assignment 2014
Deborah Curry, Angela Wilson and Jason Miller
Congratulations on your decision to take Advanced Placement Biology! This class has the potential to be one of
the most fun & rewarding classes that you will take in high school. However, please be advised that many people
have found AP Biology to be a particularly challenging course with a particularly challenging exam, even when
compared with other AP courses and AP exams.
Remember also that AP classes are taught as college courses—not just college-level courses, but actual college
courses. This means that:
 We will each do as much as possible to help you learn, but you and you alone are responsible for learning
and understanding everything covered in class.
 We will tell you when everything is due, but will not chase after you. If you were absent and you need to
turn in an assignment late, you need to remember to show it to me; do not assume I will ask you for it.
 If you’re having trouble with something, you need to be proactive about learning it, either by coming in for
help after school, consulting with your classmates, or by getting outside help. This expectation is effective
immediately, and it applies to this summer assignment. Remember—your job is to succeed; my job is to do
everything in my power to help you be successful. Your job is to do everything you need to get the grade
you want on this exam.
Because AP Biology exam has changed its focus to lab centered inquiry skills I want to start the year teaching you how to
collect data, remind you how to graph and analyze data, design an investigation. To do this I will need for you to try a
simple kitchen serial dilution lab at home and be ready to present a modification to this lab design the first day of school. I
am expecting you to come to your first AP Biology class on August 18, 2014 ready to begin studying more advanced topics
right away. I will not be doing the usual 1-2 week review that takes place in other courses. For this reason, I am assigning
summer review work that will insure that you have the skills you need to start the year off right. If you have questions about
any part of this assignment, please email me by going onto my websites at
Deborah Curry: http://teachersites.schoolworld.com/webpages/DCurry / I will respond as quickly as possible.
all websites I mention in this assignment may be accessed via links under the “AP Biology” link.
This assignment is due on the first day of school, August 18, 2014! It is your first graded assignment in AP Biology.
You can also expect a test on this material on Friday of the first week of school.
You will need to review three topics from Algebra, Chemistry and Biology courses: –
1) Laboratory technique and reporting: I have posted a home lab to teach you how to do and interpret a
dilution. Have a design on changing this lab to test the acidity of various concentrations of carbonic acid. Be
mindful of the reporting format posted on my website, this is always tested.
2) complete the calculations and algebraic manipulations packet representing each of the calculations from
the formula sheet available during the test.
3) Vocabulary, pay attention to the roots, prefixes and suffixes, you are responsible for ability to analyze
unfamiliar terms. .
4) Read Elizabeth Kolbert's book, Field Notes from a Catastrophe: Man, Nature, and Climate Change,
Module 2 – Consider these points from the text.
a. What changes in carbon dioxide concentration have been observed between 1959 and 2005?
b. Who was Svante Arrhenius and what was his contribution to climate modeling?
c. What is the “Keeling Curve”?
d. What does the Greenland Ice core show about historical temperature changes in Greenland?
e. What can the impact of economic development in third-world countries have on carbon emissions?
f. Mention a few observations from the Greenland Ice sheet that are causing concern among climate
scientists.
g. What do changes in the range of butterflies in England, frogs in New York, and plants in the Alps
indicate about climate change?
h. Why would global warming affect the survival of certain species?
i.
j.
What actions is the city of Burlington, VT taking to respond to the threat of climate change?
What is happening to the artic island communities to make them more vulnerable to the ocean
waves?
Since you will not have a textbook available to you during the summer, I have put a number of excellent
Biology Review Links on my website to provide you review and practice.
All of these topics should be review for you.
We will us an online resource called Mastering Biology program. Our book and study guides can be found
there.
If you have difficulty with any of this review and practice, please send me an email message from my website –
I will respond as soon as I can!!
Additional Practice: If you would like additional practice with any of these concepts, I suggest the following
websites:
Welcome to AP Biology this is a rich site with tutorials, and resources
http://www.biologyjunction.com/welcome_to_ap_biology.htm
Paul Andersen covers the essential knowledge in the 2012-2013 AP Biology curriculum framework. (I hope it
stays free…) http://www.youtube.com/user/bozemanbiology
AP Biology Tutorial Videos& Helpful links for each Chapter and the Labs.
http://schoolcenter.fhps.us/education/components/links/links.php?sectiondetailid=26456&PHPSESSID=mihoc
iabhk
Items listed (1-4) are all Due on August 18,2014!
Notes on the field notes:
http://www.mindingthecampus.com/2008/07/_its_july_and_theres/ “homework assignment” that
includes having freshmen calculate their ecological footprints on the Earth Day website and a page of
“critical thinking questions” such as “Explain the ‘natural greenhouse effect’ and how it is related to
global warming.” Students who want to “make a difference” in reducing the nation’s carbon output are
advised to recycle aluminum cans, boycott bottle
AP Environmental----The Insect Societies, Wilson, E. O.
Naturalist, Wilson, E. O.
Silent Spring by Rachel Carson
Field Notes from a Catastrophe: Man, Nature, and Climate Chang by Elizabeth Kolbert
AP Biology-------------Genome: The Autobiography of a Species in 23 Chapters by M. Ridley
A Short History of Nearly Everything by Bill Bryson
The Selfish Gene, Dawkins
Dolphin Days, Norris,
The Lives of a Cell by Lewis Thomas
Love, Time, Memory, by J. Weiner
The Naked Ape, Desmond, M.
Inner Fish
2007 formB #4 The energy flow in ecosystems is based on the primary productivity of autotrophs.
a. Discuss the energy flow through an ecosystem and the relative efficiency with which it occurs
b. Discuss the impact of the following on energy low on a global scale.
 Deforestation
 Desertification
 Global climate change
1. Some scientists believe that for ecosystems to maintain a balanced or steady state,
biodiversity must be conserved. Using both classical Darwinian thought and the modern
synthesis of evolutionary theory, answer the following questions as they relate to
biodiversity.
1. Compare current biodiversity with the biodiversity that existed during the late
Triassic and early Jurassic periods.
2. Insects are the most diverse group of organisms on Earth. Give some possible
explanations for why this diversity exists.
3. Discuss an example in which human interaction significantly affected the selective
forces acting on an organism in a natural system as well as the results of that
interaction.
© 2010 The College Board. APES
Visit the College Board on the Web: www.collegeboard.com.
-64. Scientific evidence shows a direct relationship between sea level and the global mean atmospheric
temperature at Earth’s surface. Increases in the global mean atmospheric temperature during the past century have
been accompanied by a gradual increase in sea level; currently the average rate of increase in sea level is 3.0 mm/yr.
Additional increases in sea level are expected during the next century as global mean atmospheric
temperatures continue to rise. These increases in sea level will affect coastal ecosystems as well as human activity
along coastal margins.
(a) Based on the rate cited above, calculate the expected increase in sea level, in meters, during the next 50
years.
(b) Identify TWO phenomena that result from an increase in global mean atmospheric temperature and that
contribute to increases in sea level. For each phenomenon that you identify, explain how it causes sea level to increase.
(c) Describe TWO environmental impacts that increasing sea level will have on an estuarine ecosystem such as
those in the Mississippi Delta, Chesapeake Bay, and San Francisco Bay.
(d) Although sea level has been rising for over a century, human populations in coastal areas have increased
dramatically during this period.
(i) Describe one negative economic impact that an increase in sea level will have on people who live along a
coastline.
(ii) Describe TWO viable strategies that governments could use to discourage people from moving to coastal
areas.
FREE RESPONSE QUESTIONS
1. During a debate on climate change legislation in 2009, a U.S. congressman declared that human-induced global warming
is a "hoax" and that "there is no scientific consensus."
(a) If you were a member of Congress, what points might you raise in the debate to demonstrate that global warming is real?
(4 points)
The students could discuss that CO2 concentrations are at unprecedented levels for the past 400,000 years, that nine of
the 10 hottest years on record have been during the past decade, that ice caps are melting, that the permafrost is
thawing, and that the seasonal timing of events for many plants and animals has become earlier.
(b) What points might you raise to demonstrate that global warming has been influenced by humans? (4 points)
Students might explain that when scientists look at all the data, they find that the patterns in temperature change are
strongly consistent with increased greenhouse gases such as CO2 and not consistent with increased solar radiation.
This body of evidence led the IPCC to conclude in 2007 that “Most of the observed increase in global average
temperatures since the mid-20th century is very likely due to the observed increase in anthropogenic greenhouse gas
concentrations.”
(c) What are some human health and economic effects that could occur because of global warming? (2 points)
Climate change has the potential to affect human health. Continued warming of the planet could affect the
geographic distribution of temperature-limited disease vectors. The mosquitoes that carry West Nile virus
and malaria, for example, could expand the geographic range over which they live, introducing novel health
threats to regions that were once relatively untouched. Heat waves could cause more deaths to the very
young, the very old, and those without access to air conditioning. Infectious diseases and bacterial and
fungal illnesses might extend over a wider range than at present.
Climate changes will also have economic consequences. In northern locations, for example, warmer
temperatures and shorter winters may sound appealing at first, with reduced heating bills and less winter
damage. However, they would alter the character of northern communities that depend on snow for tourism
such as ski resorts. In the Swiss Alps, for example, many ski resorts are already adjusting to reduced snow
on the mountains by catering to new groups of tourists who are more interested in warmer weather
activities. In warmer regions, the damage to coral reefs would negatively affect tourism as well. The
economic impact on these types of tourist attractions depends on the rate of climate change and the ability
of entrepreneurs to adjust to continue attracting the tourists.
2. Given what you have learned about global warming and global climate change,
(a) what actions might you propose in the United States to reduce CO2 emissions? (3 points)
Students might talk about reducing carbon emissions by using more energy efficient technologies and by
having more fuel efficient cars.
(b) what actions might you propose in the United States to reduce methane emissions? (3 points)
The major producers of methane in the United States are the digestive processes of livestock, landfills, and
the production of natural gas and petroleum products. Possible examples of how to lower these would be to
eat less meat, reduce, reuse and recycle, and switch to alternative fuels.
(c) what actions might you propose in the United States to reduce nitrous oxide emissions? (3 points)
If we consider nitrous oxide, we see that there is one major contributor and several minor contributors. The
major contributor of nitrous oxide comes from agricultural soils which receive nitrogen from synthetic
fertilizers, applications of manure as an organic fertilizer, and the growing of nitrogen-fixing crops such as
alfalfa. Agricultural fields that are over-irrigated or deliberately flooded for cultivating crops such as rice
create low-oxygen environments that can also produce nitrous oxide by the process of denitrification. With
this information, students might discuss various ways of changing the way we farm and by switching to crops that
produce less nitrous oxide and methane.
(d) what evidence have scientists used to support that global warming is happening? (1 point) One commonly
used biological measurement has been the change in species composition of a small protist, called
foraminifera, over millions of years. The foraminifera are tiny, marine protists that have hard shells which
resist decay after the organism dies. In some regions of the ocean floor, the tiny shells have been building up
in sediments for millions of years. Because different species of foraminifera prefer different water
temperatures, identifying the predominant species of foraminifera in a layer of sediment can indicate the
ocean temperature when each layer of sediment was deposited.
A commonly used physical measurement is the examination of ancient ice. In cold areas such as Antarctica
and the top of the Himalaya Mountains, snow falls each year and eventually packs down to become ice.
When it does so, small bubbles of air are captured in the ice. These bubbles contain tiny samples of the
atmosphere that existed at the time the ice was formed. Scientists can drill deep into the ice and extract ice
cores which represent up to 500,000 years of ice formation. By knowing the age of different ice depths, one
can remove pieces of ice from different depths, melt the layer, and measure the concentration of CO2 that
was in the trapped air bubbles.
The ice cores can also be used to estimate past temperatures by examining the oxygen atoms contained in
the water of the melted ice. Oxygen atoms occur in two forms or isotopes: an atom of light oxygen contains 8
neutrons whereas an atom of heavy oxygen contains 10 neutrons. Scientists have known for some time that
ice formed during warmer temperatures contains a higher percentage of heavy oxygen whereas ice formed
during colder temperatures contains a lower percentage of heavy oxygen. By examining changes in the
percentage of heavy oxygen atoms from different layers of the ice core, we can indirectly estimate the
temperature that existed for hundreds of thousands of years into the past.
AP® ENVIRONMENTAL SCIENCE
2010 SCORING GUIDELINES
Question 4
(a) Based on the rate cited above, calculate the expected increase in sea level, in meters, during the next 50
years.
One point can be earned for the correct setup, and 1 point can be earned for the correct answer.
3.0 mm × 50 yrs = 150 mm = 0.15 m
yr
OR
3.0 mm 1 m × 50 yrs = 0.15 m
yr 1,000 mm ¥
(b) Identify TWO phenomena that result from an increase in global mean atmospheric temperature and that
contribute to increases in sea level. For each phenomenon that you identify, explain how it causes sea level to increase.
One point can be earned for each identification, and 1 point can be earned for each explanation. Only the first
two answers will be considered.
Phenomenon Explanation
Melting of glaciers, continental ice caps (“Ice caps” or “polar ice caps” are NOT acceptable answers by
themselves.)
As ice melts, the amount of water in the ocean increases.
Melting of ice sheets (Greenland and Antarctica)
As ice melts, the amount of water in the ocean increases.
Thermal expansion of the ocean
As water warms, water molecules move farther apart and the volume of the ocean increases.
Melting of Antarctic ice shelves
Ice shelves are attached to continental ice and do not displace liquid water; if they break off, they will displace
water and raise sea level.
(c) Describe TWO environmental impacts that increasing sea level will have on an estuarine ecosystem such as
those in the Mississippi Delta, Chesapeake Bay, and San Francisco Bay.
One point can be earned for each description of an environmental impact. Only the first two impacts are
considered.
Impact Description
Loss/flooding/erosion of estuary habitat (conversion to open water)
• Loss of wetlands, marshes, salt marshes, intertidal zone, riparian zone, mangroves.
• May lead to changes in water depth, light levels and temperature, causing migration or local extinction of
species that have specific requirements.
• Inland migration of wetlands.
• May lead to loss of species (fish, shellfish, birds) that rely on estuary as a nursery/breeding area.*
• May lead to loss of species that rely on estuary for protection from predators.
• May lead to loss of migratory species (birds) that rely on estuary as a stopover.
Increased nutrient loads in the water Estuaries filter out excess nutrients; without them, eutrophication may
lead to algal blooms.
Increased storm destruction of areas adjacent to the estuary
• Estuaries absorb excess water, reducing flooding.
• Estuaries provide a physical barrier that protects the area from storm surges, preventing erosion.
• Increased erosion of coastline leads to habitat loss.
Change in salinity
• Salinity may increase.
• May lead to loss of species that have a small salinity-tolerance range.
Waterlogged soils due to flooding Loss of marsh plant species.
Impact Description
Spreading of oil spills that occur in ocean to inland areas
• Oil may coat birds’ feathers, reducing insulation and ability to fly.
• Oil may coat mammals’ coats; animals may ingest the oil during cleaning and die.
• Oil may cause suffocation (organisms unable to perform gas exchange).
(d) Although sea level has been rising for over a century, human populations in coastal areas have increased
dramatically during this period.
(i) Describe one negative economic impact that an increase in sea level will have on people who live along a
coastline.
One point can be earned: only the first negative economic impact stated will be considered.
Impact Description
Damage to private property
• Cost of replacement, relocation, or improved construction to reduce storm damage.
• Increased insurance premiums.
• Decrease in property values (unable to sell).
Loss of income/livelihood
• Loss of commercial fishing.
• Loss of income-producing agricultural lands.
• Loss of tourism dollars.
Loss of food supply
People who rely on fishing or agriculture in coastal areas will need to buy food.
Saltwater intrusion
Water supplies for drinking and irrigation may require expensive desalination treatment.
Sample question (from AP Biology 2012 Free-Response Questions – College Board)
The element carbon is contained in all organic compounds.
a)
Discuss the role of photosynthesis and cellular respiration in carbon cycling in the biosphere.
b)
For THREE of the following, predict and explain the effect on the carbon cycle if:
• decomposers were absent
• deforestation occurred
• volcanic dust accumulated in the atmosphere
• the average ocean temperature increased
c)
Explain how increased CO2 in the atmosphere results in greater acidification of oceans
and describe the effect on marine organisms. Include in your discussion TWO examples of how human
activity can increase atmospheric CO2
When answering the essay questions on the AP Biology exam, make sure that you pay attention to
the bolded words in the question as these tell you what the examiner is looking for in your answer.
AP BIOLOGY
Current Assignment/Study Guide Here
Mouse blood cell signals - NY Times report on new findings
Past AP Bio free response Q's
Climate change "neglected topic" NY Times column
Racism and telomere length Popular Science article
New approach to fighting cancer NY Times article
AP BIO WEB LINKS
Animations:
Biology 1 Interactive Animations - Excellent site with many animations for all topics
AP Biology Animations - (Much overlap with above but some more college level)
McGraw Hill Animations - great animations for every topic in their college level Bio text
Protein Synthesis steps - great animations for transcription, RNA processing, translation
Cells:
Signal Transduction Pathway interactive animation - Wiley
Krebs cycle animation
Krebs ferris wheel analogy animation
Cell signals animation
DNA and Genetics:
Dolan DNA Learning Center - Great general molecular biology resource. Access to the allele server and analysis for our PCR lab
Watson and Crick paper - the original letter to Nature presenting their double helix model
The Human Genome Project -U.S. - the US Government funded sites for HGP data and information
Human Genome Project - UK site for official HGP data and information
http://www.wired.com/medtech/health/news/2005/08/68468 - article on Gene Imprinting
The Epigenome Project - a public/private consortium devoted to identifying the sites where our genes are influenced by imprinting epigenetics. A new frontier in genetics.
General AP Bio Info:
The College Board AP Biology homepage - much information including the official course description, topic outline, and explanation of the
exam format. Also, examples of questions from recent years.
AP BIO Handouts:
Water potential practice problems
Chromosome project
Climate change study guide
Watson Crick original paper - annotated
Drosophila Lab assignment sheet
Teach a freshman protein synthesis project
Stem Cells Study Guide
Population Ecology Problems
Design a Critter project
CRE flyer
Evolutionary Trends
Vertebrate Systems Presentations topic guides
Animal Behavior Lab
The Vertebrates Study Guide
Signal Transduction Project
Animal Behavior notes
Vertebrate skeletal system