AP BIOLOGY: Summer Assignment 2015
Ecology Unit
Dear AP Biology Student,
Welcome to AP Biology! Biology, the study of life, is an exciting and important subject and it affects
every aspect of your life. In the upcoming school year, you will study and learn the equivalent of two
semesters of college biology and take a national exam in May on what you have learned.
Since the College Board curriculum is very extensive and we must complete our studies by ~May 1st,
it will be necessary for you to become familiar with some of the curriculum over the summer. Many of
the concepts included in the study of ecology are easily understood if you carefully read the chapters
assigned and work diligently on answering the questions. The following questions are designed to
address most of the fundamental concepts in each chapter. In September, ecology will be the first
unit that we will discuss. We will also learn about more difficult concepts not covered in this
assignment. You will then be tested on this unit very soon after classes begin.
Our course textbook is Biology, 8th edition, by Solomon, Berg and Martin. Please type all work to be
handed in. Homework done throughout the year will be done in this same format. First, type the
question in bold or italic type, then underneath it, type your answer. When you answer questions, it is
not necessary to rewrite the book with extremely lengthy responses. However, it is necessary to
completely answer the question with elaboration and examples when applicable. Skip several spaces
between each answered question to provide room for changes or additions to your answer (please
refer to student exemplar on the next page for formatting purposes).
It is strongly recommended that you try to complete one section of questions a week for 6 weeks.
This schedule makes the workload manageable. It would be extremely difficult and stressful to wait
until the last minute to begin the work. The summer assignment is due on the first day of school.
Homework comprises 15% of your grade. Unless there are extenuating circumstances, handing in
late homework is unacceptable. The pace of this course makes efficient time management a
necessity.
We look forward to working together with you and sharing our enthusiasm for life.
Have a happy and safe summer.
Sincerely,
Mary Mooradian
Adele Salhanick
ECOLOGY UNIT TEXBOOK CHAPTERS AND SUMMER HOMEWORK OUTLINE:
Chapter 51- Animal Behavior
Chapter 52- Introduction to Ecology: Population Ecology
Chapter 53: Community Ecology
Chapter 54: Ecosystems and the Biosphere
Chapter 56: Global Environmental Issues
*Homework questions have been aligned to the AP Curriculum Essential Knowledge (EK) and
Learning Objectives (LO). Specific textbook chapters indicated should be read before answering the
questions, and online videos by Paul Anderson (Bozeman Science) and Crash Course Ecology are
supplied as a means for support information, as needed. ALL questions SHOULD BE RETYPED
(and labeled: 1, 2a, 2b, etc) before each answer; please try to BOLD all NEW vocabulary words
that you are defining in your answer. (Use the exemplar below for the expected format, and the
recommended guidelines as to LENGTH of answers, when provided). *Math Problems are
handwritten and turned in on the attached worksheet.
Please begin each essay question (#6, 7, 8 and 20) on SEPARATE pieces of paper. MAXIMUM
Length/essay: 2 pages
*Label EACH part (a,b,c) and type the question before each answer.
*ALL typed homework should be 12 Font, single spaced with 1-2 spaces provided after each answer
for class review/ additional information.
Student Homework Exemplar:
Jane Doe
AP Biology –Per 1/2
Mrs. Mooradian
September 1, 2015
AP Biology: Summer Assignment 2015
Ecology Unit
1. Define ecology and distinguish among the ecological levels: population,
community, ecosystem, and biosphere.
Ecology is the study of how living organisms and the physical environment interact in an
immense and complicated web of relationships. The different ecological levels order from
one species to the entire collection of Earth’s living organisms. A population is a group
consisting of members of the same species living together in a certain area at the same time.
The boundaries of the area are defined by the ecologist who is studying it. Next, a
community is all of the populations in a definite area or habitat, again being defined by the
observer. An ecosystem, the next level, is the community along with its nonliving, physical
environment. The largest level of ecology, the biosphere, is the entire collection of Earth’s
living organisms. Each level contains the previous making it easier to breakdown and study.
**CLASS NOTEBOOK REQUIREMENTS:
You will be required to keep an organized notebook for this course. The notebook is collected and
graded at the end of each semester (Grading rubric provided in the fall). Please purchase a 2-inch 3ring binder over the summer and bring it to class with you on the first day of class. You will be
receiving MANY notes, handouts, worksheets, and study guides throughout the year. Also purchase
dividers for the topic section of the notebook. After each test, you will need a new divider labeled
with the new topic of study.
SECTION 1
EK2.C.2 Organisms respond to changes in their external environments.
LO 2.21: Justify the selection of the kind of data needed to answer scientific questions about the
relevant mechanism that organisms use to respond to changes in their external environment.
EK 2.E.3: Timing and coordination of behavior are regulated by various mechanisms and are important
in natural selection.
LO 2.38: Analyze data to support the claim that responses to information and communication of
information affect natural selection.
LO 2.39: Justify scientific claims, using evidence, to describe how timing and coordination of
behavioral events in organisms are regulated by several mechanisms.
LO 2.40: Connect concepts in and across domain(s) to predict how environmental factors affect
responses to information and change behavior.
EK 3.E.1: Individuals can act on information and communicate it to others.
LO 3.40: Analyze data that indicate how organisms exchange information in response to internal
changes and external cues, and which can change behavior.
LO 3.41: Create a representation that describes how organisms exchange information in response to
internal changes and external cues, and which can result in changes in behavior.
LO 3.42: Describe how organisms exchange information in response to internal changes or
environmental cues.
LO 3.43: Construct an explanation, based on scientific theories and models, about how nervous systems
detect external and internal signals, transmit and integrate information, and produce responses.
Book Reading for this Section:
Chapter 51
**’Bold’ or Highlight and define all new terms.
1. Define fitness (text p 1135). Choose ONE example from the following list to briefly describe how
cooperative behavior tends to increase the fitness of the individual and the survival of the population. (EK3E)
 Pack behavior in animals
 Herd, flock and schooling behavior in animals
 Predator warning
 Colony and swarming behavior in insects
2. Define Innate vs Learned behavior. Choose ONE example from the following list to briefly describe how
natural selection favors innate and learned behaviors that increase survival and reproductive fitness (EK3.E).
 Parent and offspring interactions
 Migration patterns
 Courtship and mating behaviors
 Foraging in bees and other animals
 Avoidance behavior to electric fences, poisons, or traps
3. Choose ONE example from the following list to briefly describe how organisms respond to changes in their
external environments through behavioral and physiological mechanisms. (EK2.C.2a)
● Photoperiodism and phototropism in plants
● Hibernation and migration in animals
● Taxis and kinesis in animals
● Chemotaxis in bacteria and sexual reproduction in fungi
● Nocturnal and diurnal activity: circadian rhythms
4. Choose ONE example from the following list to briefly describe how behaviors in animals are triggered by
environmental cues and are vital to reproduction, natural selection and survival. (EK2.E.3b3)
● Hibernation
● Estivation
● Migration
● Courtship
5. Choose TWO examples from the following list to briefly describe how animals use visual, audible, tactile,
electrical and chemical signals to indicate dominance, find food, establish territory and/or ensure reproductive
success. (EK3.E.1b2) ● Bee dances
Predator warning
● Colony and swarming behavior in insects
Bird Songs
● Territorial marking in mammals
Coloration
● Pack behavior in animals
● Herd, flock, and schooling behavior in animals
SECTION 2
EK2.D.1 All biological systems from cells and organisms to populations, communities and ecosystems
are affected by complex biotic and abiotic interactions involving exchange of matter and free energy.
LO 2.22: Refine scientific models and questions about the effect of complex biotic and abiotic
interactions on all biological systems, from cells/organisms to populations, communities & ecosystems.
LO 2.23: Design a plan for collecting data to show that all biological systems (cells, organisms,
populations, communities and ecosystems) are affected by complex biotic and abiotic interactions.
LO 2.24: Analyze data to identify possible patterns and relationships between a biotic or abiotic factor
and a biological system (cells, organisms, populations, communities or ecosystems).
Book Reading for this Section:
Chapter 52
Online Videos To Help:
Crash Course:
Community Ecology: Feel the Love- Crash Course Ecology #4
Community Ecology II: Predators- Crash Course Ecology #5
Ecological Succession: Change is Good- Crash Course Ecology #6
Paul Anderson//Bozeman: https://www.bozemanscience.com (AP Biology; search as needed)
Niche
Coevolution
Ecological Succession
Communities
Biodiversity
Please begin each essay question (#6, 7, 8 and 20) on SEPARATE pieces of paper. MAXIMUM
Length/essay: 2 pages *Label EACH part (a,b,c) and type the question before each answer.
6.
The graphs above depicts three examples of logistical growth in three different populations.
For each graph (label each answer a,b,c) DESCRIBE the population changes shown in the graph (include
specific graph data in your answer) and EXPLAIN how the changes might occur.
Be sure to include the following at least once in your answers (in a, b, or c):
DEFINE and DESCRIBE regions of logistical and exponential growth
DEFINE and DESCRIBE carrying capacity
IDENTIFY TWO biotic and TWO abiotic factors that could influence the growth patterns observed.
DEFINE and DESCRIBE at least one Density-Dependent and one Density-Independent Factor that could have
influenced the growth patterns observed.
SECTION 3
EK 4.C.3: The level of variation in a population affects population dynamics.
EK 4.C.4: Diversity of species within an ecosystem may influence the stability of the ecosystem.
LO 4.23: Construct explanations of the influence of environmental factors on phenotype of an organism.
LO 4.25: Use evidence to justify a claim that a variety of phenotypic responses to a single
environmental factor can result from different genotypes within the population.
LO 4.26: Use theories and models to make scientific claims and/or predictions about the effects of
variation within populations on survival and fitness.
Book Reading for this Section:
Chapter 52, 53
Online Videos To Help:
Previous videos AND
Crash Course:
The History of Earth- Crash Course Ecology #1
Population Ecology: The Texas Mosquito Mystery- Crash Course Ecology #2
Human Population Growth- Crash Course Ecology #3
Paul Anderson//Bozeman: https://www.bozemanscience.com (AP Biology; search as needed)
r- and K- Selection
Communities
Ecosystems
7. Explain the following statement: “The effects of keystone species on the ecosystem are disproportionate
relative to their abundance in the ecosystem, and when they are removed from the ecosystem, the ecosystem
often collapses.” In your answer, define and contrast keystone and dominant species, provide an example of a
‘keystone’ species, and discuss an example of an ecosystem collapse resulting from the removal (or drastically
decreased numbers) of a keystone species.
Island A: Populations of
B.glanula and C.dalli
barnacles co-existing in the
absence of herbivores.
Island B: Populations of
B.glanula and C.dalli
barnacles co-existing in the
presence of herbivores.
8. The graphs above represent long-term observation of barnacle interactions in two separate island locations
in Washington. The two different species of barnacles are found to cover distinct areas of intertidal zone on
each of the two islands (Island A and Island B). C.dalli is a smaller barnacle (represented by solid lines on the
graph) compared to the B. glandula species (represented by the dotted lines). The herbivore introduced to
Island B was an invasive species that was originally found only in Japan.
(a) PROPOSE an explanation for the patterns of population density observed on Island A (herbivores absent).
(b) DESCRIBE the effect that the introduction of herbivores had on the changes in population density observed
on Island B, and PROPOSE an explanation for these observed changes.
c) Research an example of an invasive species introduced into Connecticut and DESCRIBE how it affected the
host ecosystem.
SECTION 4
EK 4.A.6: Interactions among living systems and with their environment result in the movement of
matter and energy.
LO 4.14: TSIAT apply mathematical routines to quantities that describe interactions among living
systems and their environment, which result in the movement of matter and energy.
LO 4.15: TSIAT use visual representations to analyze situations or solve problems qualitatively to
illustrate how interactions among living systems and with their environment result in the movement of
matter and energy.
LO 4.16: TSIAT predict the effects of a change of matter or energy availability on communities.
Book Reading for this Section:
Online Videos To Help:
Crash Course:
Chapter 54
Previous videos AND
Ecosystem Ecology: Links in the Chain- Crash Course Ecology #7
The Hydrologic and Carbon Cycles: Always Recycle Part 1- Crash Course Ecology #8
Nitrogen & Phosphorus Cycle: Always Recycle Part 2- Crash Course Ecology #9
Paul Anderson//Bozeman:
Ecosystem Change
https://www.bozemanscience.com
(AP Biology; search as needed)
Biogeochemical Cycling
9. Compare how matter and energy operate in ecosystems. (are they recycled?)
10. Draw a food chain that consists of five organisms. Always begin with a producer. Label which
organisms are producers (autotrophs) and which are consumers (heterotrophs).
11. Define and give two examples of decomposers. Describe where decomposers would fit in the
food chain drawn in question 10.
12. Define Biomass.
13. Draw and explain three typical pyramids: of energy (productivity), biomass, and numbers showing
the levels of primary, secondary and tertiary consumers in each pyramid.
14. For the three pyramids above, describe the changes in energy that occur within each pyramid. If
10,000 joules of energy is available at the producer level, approximately how much energy would
there be at the secondary consumer level? What accounts for the difference in energy available?
15. Define gross primary productivity and net primary productivity. Write an equation that shows the
relationship between gross and primary productivities.
16. Discuss the results of the experiment in Figure 54-6. Incorporate these vocabulary words into
your discussion: persistence; bioaccumulation; biological magnification.
17. Briefly describe how photosynthesis and cellular respiration contribute to the carbon cycle.
18. List and briefly characterize the main steps of the nitrogen cycle.
19. Of what importance is the phosphorous cycle? How is it different from the other physical cycles?
SECTION 5
EK 4.C.4: The diversity of species within an ecosystem may influence the stability of the ecosystem.
LO 4.26: Use theories and models to make scientific claims and/or predictions about the effects of
variation within populations on survival and fitness (ecosystem stability).
EK4.B.3: Interactions between and within populations influence patterns of species distribution and
abundance.
LO 4.19: Use data analysis to refine observations and measurements regarding the effect of population
interactions on patterns of species distribution and abundance.
EK 4.B.4: Distribution of local and global ecosystems changes over time.
LO 4.20: Explain how the distribution of ecosystems changes over time by identifying large-scale
events that have resulted in these changes in the past.
LO 4.21: Predict consequences of human actions on both local and global ecosystems.
Book Reading for this Section:
Chapter 52-54, 56
Online Videos To Help:
Crash Course and Paul Anderson/Bozeman: All Previous Videos
20.
The diagrams above shows the succession of communities from barren land to annual plants and then to
hardwood trees in a specific area over a period of time.
(a) DEFINE Ecological Succession and DISCUSS the expected changes in biodiversity as the stages of
succession progress as shown in the diagrams above.
(b) DESCRIBE and EXPLAIN THREE changes in abiotic conditions over time that can lead to the succession
in the diagram above.
(c) For each of the following disturbances, DISCUSS the immediate and long-term effects on ecosystem
succession.
i) A volcano erupts, covering a 10-square-kilometer portion of a mature forest covered with lava.
ii) A 10-square-kilometer portion of a mature forest is clear cut.
SECTION 6
MATH PROBLEMS CHAPTER 52
Name:
Show all work including formula used for each. Attach a handwritten worksheet if more space is
needed. *Include this math problems worksheet with the rest of your summer homework
(*For Math Review, read the textbook p1129-1131)
Formulas: Population Growth dN/dt = B – D
dt = change in time, dN = Change in Population size
B = Birth Rate
D = Death Rate
Exponential Growth dN/dt = rmaxN
K = Carrying Capacity
rmax = Max per capita
Logistical Growth dN/dt = rmaxN [K-N/K]
growth rate (“r”)
1. Suppose the population density of a sample of deer is 50 per square kilometer.
Assuming that the population is uniformly distributed what would the population size be if the deer
encompassed an area that was 20km x 20km? Round to the nearest whole number.
2. You and your friends have monitored two populations of wild lupine for one entire reproductive cycle
(June year 1 to June year 2). By carefully mapping, tagging, and taking a census of the plants throughout
this period, you obtain the data listed in the chart.
Parameter
Population A
Population B
Initial # (number) of plants
500
300
# of new seedlings
100
30
established
# of initial plants that die
20
100
a. Calculate the following parameters for each population. Round each to whole number or hundredth
where applicable and record your answers here
Parameter
Population A
Population B
B (births during time interval)
D (deaths during time interval)
b (per capita birth rate)
d (per capita death rate)
r (per capita rate of increase)
b. Given the initial population size of Population A and assuming that the population is experiencing
growth at the growth rate r (calculated above), what will the number of plants be in each of the next 5
years? (Use the initial population size as time 0.) Round each to the nearest whole number and record
your answers here.
Time (year)
Population Size
0
500
1
2
3
4
5
3. A population of 265 swans was introduced to Circle Lake. The population’s birth rate
is 0.341 swans/year per capita, and the death rate is 0.296 swans/year per capita.
What is the rate of population growth per capita, and is it increasing or decreasing?
Round to the nearest thousandth.
4. There are 190 grey tree frogs in a swamp. The population is under carrying capacity. If r = (-0.093)
frogs/year, predict the population size next year. Round to the nearest whole number.
5. There are 780 turkeys living in Merriam Township, which is 92 acres in size. The birth rate is 0.472
turkeys/year per capita. The death rate is 0.331 turkeys/year per capita.
a. What is the population density? Round to the nearest tenth.
b. What is dN/dt(population growth rate)? Round to the nearest whole number.
c. Predict N after one year, assuming dN/dt stays constant. Round to the nearest whole number.
6. One dandelion plant can produce many seeds leading to a high growth rate for dandelion populations. If a
population of dandelions is currently 40 individuals and rmax = 0.2 dandelions/month per capita, predict how
many dandelions would be in this population after 4 months. Round to the nearest whole number.
7. Imagine the dandelion population of 40 (in #18) cannot continue to grow exponentially due to lack of space.
The carrying capacity for their patch of lawn is 70 dandelions. What is their dN/dt in this logistic growth
situation? Round to the nearest tenth.
8. A hypothetical population has a carrying capacity of 1,500 individuals and rmax is 1.0. Fill out the following
table. Round all answers to the nearest whole number and record your answers here (no grids provided).
Population Size
Show Work Here
Population Growth
1600
1750
2000