AP Biology Summer Assignment 2014
Verona High School
Instructor: Mr. Harris
Email: deltarok@gmail.com
Congratulations on registering for AP Biology! I look forward to meeting you next year in
what will prove to be a challenging and rewarding class. Your summer assignment is
designed to get you involved in scientific fieldwork and analysis, as well as to prepare you
for an exam on the ecology unit of your textbook, Biology by Sylvia S. Mader. The exam will
take place during the first week of school and cover the information in Part VIII: Behavior
and Ecology (pages 818-939).
To get a head start on the variety of topics covered by the AP exam, I suggest you explore
some important resources over the summer. First, buy an AP Biology prep book. Princeton
Review, Barron’s, 5 steps to a 5 and Kaplan are all very respected sources. You should also
follow the “Bozemanbiology” youtube channel and start watching some of those short
videos. These two steps are not part of your summer assignment grade, but they are
strongly encouraged.
Other than preparing for the ecology exam and exploring some of these AP biology
resources, your summer assignment is to perform an ecosystem analysis. This will be worth
a quiz grade, so it is vital that you complete it to the very best of your ability. Keep in mind
that this will be the very first work I see from you, and first impressions go a long way. Feel
free to reach out to me via email with any questions or concerns you have over the course of
the summer.
Ecosystem Analysis
Fieldwork: Conduct a series of observations in an ecosystem of your choice. Visit your
chosen ecosystem at least four times. At each visit, record your observations in a field
notebook.
Final products: You will turn in your field notes along with a typed report that responds to
all ecosystem analysis questions. Both pieces of work are due on September 4th.
Choosing an ecosystem:
An ecosystem is a biological community plus the non-living environment it inhabits, and it
can vary in size. The entire side of a mountain could be considered a single ecosystem, as
could a rotting log in the woods. Think toward the smaller end of the scale when picking
your site, as a large ecosystem would make the task more time consuming, but consider that
choosing an area too small might make certain aspects of the assignment difficult. Think
carefully about the analysis questions you will be answering before choosing a site. Your
ecosystem can be in a park or forest, on or near a beach or pond, in your own backyard, or
literally anywhere else. You could even pick an urban area, but again, think carefully about
what you’re being asked to do before choosing a site.
Ecosystem visits:
You will perform a minimum of four 30-minute observations of your ecosystem between
now and September 4th, so the area should be readily accessible to you. Ideally, the first
observation will happen in June or early July, the second and third from mid-July to early
August, and the fourth in the middle of August. This will allow you to gain perspective on
any changes that take place at your site over the summer. Performing more than four visits
is certainly encouraged, and can increase your grade, as demonstrating a curiosity and
interest in what you’re working on is important. In fact, four visits may not provide you
with all the data you will need. If summer travel plans conflict with my proposed
observation schedule, contact me.
Keeping a field notebook
Each time you visit your site, record the date and time, and make notes about sounds,
smells, and sights. Read through the analysis questions below carefully before beginning
your work, as this notebook is essentially your place to take the notes you will later write up
as your final report. In addition to collecting the notes for your ecosystem analysis, write
about anything else that you find interesting. Describe the weather. How might the weather
be affecting the ecosystem? Try to figure out how many different birdcalls you hear, and
make a note if you hear none. Describe anything that has changed in your ecosystem from
the last visit. Be creative and let your observations lead you to ideas of what to log in the
notebook, but keep your writing based on observations, not on personal reflection.
There is no required length for each entry, but again, you will need to collect enough data to
answer all the ecosystem analysis questions, so your entries cannot be sparse. Feel free to
type up your ecosystem log if you prefer, but handwritten, journal-style notes are what is
intended for this part of your summer assignment.
Ecosystem Analysis Questions - These are the questions that you will type up as your final
report. Include a photo of your ecosystem in this word document.
A. Classify your ecosystem. Identify it by name from the list given below, or suggest a
different term based on your own research. Your site may likely be a combination of two or
more names. Explain what factors led you to the pick the name/s that you did.
- Deciduous forest
- Tidal pool (could be challenging)
- Coniferous forest
- Saltwater marsh
- Freshwater ecosystem: stream,
- Estuary
river, pond, lake, marsh, swamp,
- Field
bog, fen
- Lawn/garden
- Shallow ocean
- Urban
- Beach
B. Describe the ecosystem. Why did you pick it? How large is the area? What are some of the
main elements or features of it? Give a general impression of what plants and animals exist
within the ecosystem. What are some of the main factors (natural or man made) you think might
affect this ecosystem? Add anything else that you think will give an informative overview of the
area you chose.
C. Throughout the summer, compile a list of every living species that inhabits, uses resources
from, or simply passes through your ecosystem. I’ve listed several resources at the end of this
info packet to assist you with flora and fauna identification.
-
When possible, list the common and scientific name of the species.
If applicable, list any non-native plants in your ecosystem. Perform some research to
determine if this species is any sort of threat to the other native plants or animals
around it.
If there are any organisms you fail to identify, describe them (if possible add a photo
in the word document), and say who you think they might be related to and why.
D. Describe any scat (animal droppings) or tracks you see at the site. See identification resources
at the end of this info packet.
E. Describe the niche of three species from your ecosystem. An organism’s niche refers to the
resources it uses and how it uses them. Descriptions of niche might include the organism’s range,
the food it eats, what eats it, how/where it builds shelter, other organisms it interacts with, etc.
While not technically a characteristic of niche, you should also describe behaviors of the
organism here. It would be great to draw purely upon observation, but this task will most likely
involve your own research about the organisms.
F. Create a realistic food web for your ecosystem, including at least 5-8 species from your
ecosystem.
G. Describe any human threats to your ecosystem that are evident to you during your visits.
Evaluate how this threat might be affecting plants and animals in your ecosystem. What
pollutants, if any, does this threat potentially introduce into your ecosystem? Consider whether
any roadways are nearby, which could increase salt levels in the soil, for example. Is there any
evidence of an impact on the organisms in the area?
H. Develop a research question to answer with an experiment conducted at your ecosystem.
Write a simple report of your experiment including a hypothesis and procedure. Design a data
table to record the data you collect and write a conclusion stating whether your hypothesis was
supported, refuted, or if the data was inconclusive. Think about what type of research question
would require an experiment simple enough to accomplish easily but still be interesting. Does
the number of observable species change as the summer progresses? Does temperature affect
the number of insects per square meter? Does precipitation affect what the dominant plant
species is? At what time of day can the most bird songs be heard? At what time of day are ants
most active?
Summer Assignment Rubric
Field notebook
Overall analysis
A. Ecosystem
classification
3 – Exceeds standard
Contains more than four
entries that show great
attention to detail.
Includes more than
enough information to
answer all analysis
questions, including
observations aligned
with the students
unique interests.
2 – Meets standard
Contains four entries
that show great
attention to detail.
Includes sufficient data
to properly address all
analysis questions.
1 – Below standard
Contains fewer than four
entries, and/or the entries do
not contain enough notes to
properly answer all analysis
questions.
All analysis questions
are answered and
additional questions for
further research are
posed at the end of the
report.
NA
All analysis questions
are answered. No
evidence of plagiarism
is present.
Some answers are incomplete
or contain evidence of
plagiarism.
The ecosystem is
classified correctly and
evidence is given for
why the ecosystem type
was chosen.
The answer is
descriptive and detailed.
The writing gives the
reader a clear picture of
the area and describes a
range of biotic and
abiotic factors.
The ecosystem is classified
correctly but no evidence is
given as to why the ecosystem
was classified in this way.
B. Ecosystem
description
The answer is
descriptive and detailed.
The writing gives a clear
picture of the area and
describes a range of
biotic and abiotic
factors. In addition to
the question prompts
given, the student
describes or explains
unique features of the
chosen area.
The description lacks detail or
doesn’t give the reader a good
idea of what biotic and abiotic
factors affect the ecosystem.
C. Species identification
All tree species are
identified by scientific
name. Over ¾ of animal
speices are correctly
identified.
Nearly all tree species
are identified by
scientific name. Over ½
of the animals observed
are correctly identified.
It is apparent that the student
did not put forth sufficient
effort to identify the species
observed by scientific name.
E. Three niches
The niches of three
organisms in the
ecosystem are
described in detail and
are scientifically
accurate. Details of the
niche include food
sources, predators,
sheltering behavior,
range, climate
preferences, and several
unique behaviors or
adaptations.
The niches of three
organisms in the
ecosystem are properly
described and are
scientifically accurate.
Details of the niche
include food sources,
predators, sheltering
behavior, range, climate
preferences, and some
unique behaviors or
adaptations.
There are fewer than three
niches described or the
descriptions lack detail, contain
scientific inaccuracies, or show
evidence of plagiarism from the
internet.
F. Food webs
G. Environmental
threats
H. Research question
3 – exceeds standard
More than 5-8 species
are included are show
scientifically accurate
relationships. The
species are identified
by common and
scientific name.
The student describes
more than one
environmental threat
and gives evidence,
and/or an impact on
the species of the
ecosystem is
demonstrated.
The research question
is unique and the
report demonstrates
strong knowledge of
experimental design.
The data collected
directly connects the
question and the
conclusion refers back
to whether the
hypothesis is
supported or refuted.
Data collection is
sufficient to draw a
definitive conclusion
to the question.
2 – meets standard
5-8 species are shown
and are scientifically
accurate. The species
are identified by
common and
scientific name.
1 – below standard
Fewer than 5-8
species are shown on
the web, and/or the
web shows scientific
inaccuracies.
The student describes
potential
environmental threat
to the ecosystem and
provides logical
evidence as to the
specific source of the
threat.
The research question
is unique and the
report demonstrates a
strong knowledge of
experimental design.
The data collected
directly connects the
question and the
conclusion refers back
to whether the
hypothesis is
supported or refuted.
The environmental
threat description is
generic and does not
include evidence of
where the specific
threat may come
from.
The research question
is not unique, is
overly simple, or is
too complex to
properly collect data
for. Data is
insufficient to draw
any logical conclusion
from.
Resources for flora and fauna identification (the list below is the tip of the
iceberg. Feel free to use any online or print field guides that you find):
NJ Wild Plant information - http://www.njflora.org/
“What Tree Is That? “ Online:
http://www.arborday.org/trees/whattree/whatTree.cfm?ItemID=E6A
Online field guides: http://www.enature.com/home/
Online dichotomous keys: http://www.discoverlife.org/mp/20q?guide=Trees
Plant and animal ID: http://www.backyardnature.net/i-ident.htm
There might be some useful information here: http://www2.epa.gov/science-andtechnology/ecosystems-science
Unsurprisingly, there are also a ton of smartphone apps that might help you with this
project. Check out a long list of them at this url:
http://blog.nwf.org/2011/08/the-best-wildlife-and-nature-iphone-and-android-apps/
Books:
-
What Tree Is That? Published by the
Arbor Day Foundation
Trees Published by Smithsonian
Handbooks
Birds of New Jersey by William J
Boyle
A Field Guide to the Pine Barrons of
New Jersey by Howard P. Boyd
Eastern Forests by Ann Sutton
Scat and tracks identification
Scats and Tracks Guide to the Northeast Online:
http://books.google.com/books?id=bkxqRjiTYykC&pg=PR35&dq=northeastern+scat+ident
ification&hl=en&sa=X&ei=KXePU6rYJsGeqAbq3oLYDA&ved=0CDgQ6AEwAQ#v=onepage&
q&f=false
Internet center for Wildlife Damage Management (Scat and feces ID):
http://icwdm.org/inspection/Scat.aspx