AP Biology Summer Assignment – 2013-2014 School Year
Dear prospective AP Biology student,
Welcome to AP Biology! The AP Biology curriculum has recently been revised. The entire course now focuses on the
four “Big Ideas” below:
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
You may view the entire College Board AP Biology syllabus at this link:
http://apcentral.collegeboard.com/apc/public/repository/AP_BiologyCED_Effective_Fall_2012_lkd.pdf
One of the main changes in the AP Biology curriculum is in the laboratory component. AP Biology students are expected
to design many of their own experiments instead of the traditional “cook-book” type labs. This is more of an inquiry
based approach to science. We will work throughout the year developing the skills necessary to design inquiry based
experiments. However, you will get started with this during the summer by designing your own plant experiment.
Our AP Biology course has very high expectations and there is little time to waste. To ensure that you are successful in
the class and on the AP Exam next May, we need to start before class begins. I hope that these assignments will be
helpful in easing the transition back to school in September.
If you have any questions, please feel free to contact me. My email address is croy@mnsd.org. I will check it
periodically throughout the summer. Have a great summer! I look forward to a successful and exciting year with you in
AP Biology!
Sincerely,
Mrs. Roy
AP Biology Summer Assignments:
Assignment #1: Preview Content
View the entire College Board AP Biology syllabus at the above link. Please take the time to review what is expected of
you in our AP Biology course.
Assignment #2: Plant Experiment
Design and conduct an experiment about plants. This may be done alone or with a partner. You may choose to
investigate something to do with plant growth, light, fertilizer, root development, pollination etc... Any topic about
plants is okay.
Go online and search for ideas. Don't stress about this, instead have fun while learning! It is okay if everything doesn't
turn out "right". This assignment is supposed to get you to think like a scientist, ask questions, and try to find answers.
(Details attached)
I suggest that you use plants that you can commonly find at a local nursery or Home Depot or Lowes. Some suggestions
are: beans, tomatoes, peppers, impatients, petunias or marigolds. Try to choose something hardy and easy to grow. You
could also use plants growing in your yard, but this may make it more difficult to control the variables.
Lab Notebook: 40 points – Lab Notebook is due the first day of class. There will be no partial credit for late
assignments!
________All entries are dated and organized (all stages of experiment, multiple entries for data) (3)
_______ Background research about plant topic is included; you may print some things or include web links (5)
________Question / problem is clearly stated (3)
________Hypothesis is clearly stated (3)
________ Independent and dependent variables are clearly stated (3)
________Controls are described (3)
________ Materials needed are listed (3)
________Procedures are clearly listed; drawings included as needed (3)
________Data has been recorded in a student designed chart or table (5)
________Analysis of data is described (3)
________ Errors or problems encountered are indicated throughout the lab journal (3)
________Conclusions are clearly stated (3)
**Guidelines for mini-posters will be discussed during the first week of school**
Assignment #3: Ecology (Chapters 52-56) **Questions found below**
Please carefully and thoroughly read Chapters 52-56. Once you each chapter, answer the attached questions. Answer
each question thoroughly and completely on separate paper. Answers must be handwritten!
Most questions will require more than a sentence or two to answer. (Once again – be thorough and complete in your
answers!) You’re strongly encouraged to include the textbook page number(s) as a reference for each answer in your
answer packet. Be sure to indicate the question number for each response.
The Ecology unit exam will address concepts in all chapters, and will be administered either the second week or third
week of school, after limited discussions of summer packet content. Be aware that simply being able to answer all the
questions in the following pages is insufficient to prepare for the Ecology Unit exam. You are responsible for learning all
information in these chapters and applying what you’ve learned.
Details for Assignment #2: Plant Experiment
Follow these guidelines for your plant experiment. You will need to document all work by taking pictures of your
materials, location, and plants at all stages of the experiment. You will create a mini-poster presentation (based on the
guidelines given in class) that documents your experiment and monitoring. We will be presenting these in class during
the first few weeks of school.
You will also need to keep a lab notebook. Use this like a journal. Date and document all phases of your research,
experimental design, data collection, conclusions, errors or problems encountered and suggestions for possible future
research. Do not erase content put into lab notebooks, in order to make corrections, draw a line through what needs to
be changed (make sure you can still read the old hand writing) and rewrite near, above, or on the side of what was
crossed out.
If you are working with a partner, ONE mini-poster presentation will be created during the first week of school but EACH
person needs to keep their own lab notebook.
EXPERIMENTAL DESIGN
An experiment is an organized series of steps used to test a theory or an idea. Experimental design is a specific set of
steps that is organized such that the results are as valid as possible. The purpose of experimental design is to eliminate
experimental error and to ensure that the results are due to the factor or factors being tested. The experiment, based
on a testable hypothesis that was inferred from research, must be repeatable.
Student Objectives for AP Biology Labs:
• Choose which variables to investigate
• Design and conduct experiments
• Design their own experimental procedures
• Collect, analyze, interpret, and display data
• Determine how to present their conclusions
Steps for the Plant Experiment:
Step 1: Stating the Purpose/Problem
What do you want to find out? Write a statement that describes what you want to do. It should be as specific as
possible. Often, scientists read relevant information pertaining to their experiment beforehand.
The purpose/problem will most likely be stated as a question such as: "What are the effects of______ on________?”
Step 2: Defining Variables
INDEPENDENT VARIABLE (IV) (also called the manipulated variable) — the variable that is changed on purpose for the
experiment; you may have several levels of your independent variable.
DEPENDENT VARIABLE (DV) (also called the responding variable) — The variable that acts in response to or because of
the manipulation of the independent variable.
CONSTANTS (C) — All factors in the experiment that are not allowed to change throughout the entire experiment.
Controlling constants is very important to assure that the results are due only to the changes in the independent
variable; everything (except the independent variable) must be constant in order to provide accurate results.
CONTROL GROUP - For some experiments, a control (standard of comparison for checking or verifying the results of an
experiment) is necessary. All variables must be held constant in the control group.
EXPERIMENTAL GROUP — The group(s) being tested with the independent variable; each experimental group has only
one factor different from each other, everything else must remain constant.
REPEATED TRIALS — The number of times that the experiment is repeated. The more times you repeat the experiment,
the more valid your results will be.
Step 3: Forming a Hypothesis
A hypothesis is an inferring statement that can be tested. The hypothesis describes how you think the independent
variable will respond to the dependent variable. It is based on research and is written prior to the experiment...never
change your hypothesis.
For example: The rate of the reaction will increase when the temperature increases.
Never use "I" in your hypothesis (i.e. I believe that...)
It is OK if the hypothesis is not proven by the experiment as long as an explanation is given in the conclusion.
The hypothesis is usually written in an "if then.., because..." format.
Step 4: Designing an Experimental Procedure
Select only one thing to change in each experimental group (independent variable).
Change a variable that will help test the hypothesis.
The procedure must tell how the variable will be changed (what are you doing?).
The procedure must explain how the change in the variable will be measured.
The procedure should indicate how many trials would be performed (usually a minimum of 3-4).
It must be written in a way that someone can replicate (copy) your experiment, in step by step format.
Step 5: Results/Data
Qualitative Data is comprised of a description of the experimental results (i.e. larger, faster....).
Quantitative Data is comprised of numbers results (i.e. 5 cm, 10.4 grams)
The results of the experiment will usually be compiled into a table/chart for easy interpretation.
A graph of the data (results) may be made to more easily observe trends.
Step 6: Conclusion
What have you discovered from this experiment?
What conclusions can be made?
How does the data support your conclusion?
You should indicate any flaws in the research and errors or problems that were encountered.
How could this experiment be improved?
Any ideas for future study?
Assignment #3: Ecology Unit Questions
For each of the chapters you need to:
1. Preview the chapter and focus on:
a. Key Concepts (noted at the beginning of the chapter)
b. Vocabulary Terms (in bold – you may want to make some type of vocabulary list or flashcards to use when
you review for the AP Exam in May)
c. Graphics (read the captions and see if you understand the figure)
2. Read thoroughly the Summary of Key Concepts at the end of the each chapter.
Below are the questions to be answered as you read these chapters. These are due the first day of class.
Late assignments are not accepted. No partial credit, no late grade.
Repetition is intentional. Do NOT write “see #4 above”. You may be asked different questions which will require the
same/similar answer. You are expected to complete these as if the concept is presented individually.
The answers to these questions are to be neatly handwritten, not typed.
Ecology Question:
1. Describe the problem of introduced species and the specific problems posed by the introduction of African bees and
zebra mussels.
2. Describe and illustrate biotic and abiotic factors that affect the distribution of organisms.
3. Describe the characteristics of the major terrestrial biomes with respect to climate, location, and representative flora
and fauna. (tropical forest, savanna, desert, chaparral, temperate grassland, temperate forest, taiga, tundra)
4. Give two methods biologists use to estimate population densities. Distinguish between uniform, clumped and random
dispersions, and indicate the conditions under which each occurs and which on is the most common.
5. Draw type I, II, and III survivorship curves on a graph with labeled axes. Explain why the growth rate of species with a
type I survivorship curve depends primarily on fertility rates. Explain why the growth rate of species with a type II
survivorship curve is extremely sensitive to changes in adult survivorship.
6. How does the prediction of the exponential model of population growth differ from that of the logistic model?
7. Distinguish between an r-selected species and a K-selected species with respect to body size, life-span, number of
offspring, related time of reproduction (earlier or later in life), type of survivorship curve, type of environment (stable or
unstable), and type of growth curve (S-shaped or boom-and-bust). Create a table to organize your answer.
8. Explain how density-dependent and density-independent factors may work together to control a population’s growth.
9. List 4 possible interspecific interactions and give an example of each type of interaction has influenced evolution of
particular adaptations, behaviors, traits, etc.
10. Explain how experiments on barnacles demonstrate the concepts of interspecific interactions, competitive exclusion,
fundamental niche, and realized niche.
11. “Coexistence” is the term given to a situation in which 2 closely related species are found in the same habitat.
Explain how resource partitioning and character displacement might allow this to occur.
12. Relate some specific predatory adaptations to the properties of the prey.
13. Describe the defense mechanisms that evolved in plants to reduce predation by herbivores.
14. Describe how disturbances affect community structure and composition. Illustrate this point with several wellstudied examples. Are disturbances always bad? Explain.
15. Describe the relationship between autotrophs and heterotrophs in an ecosystem.
16. Using your knowledge of ecosystem structure and function, compare the trophic structure of a desert to that of a
temperate hardwood forest. Include the relative number (not exact) of organisms and energy availability for the
different trophic levels.
17. Distinguish between energy pyramids and biomass pyramids. Explain why both relationships are in the form of
pyramids. Explain the special circumstances of inverted biomass pyramids.
18. Describe how agricultural practices can interfere with nitrogen cycling.
19. Explain why toxic compounds usually have the greatest effect on top-level carnivores. Is it healthier to feed at a
lower or higher trophic level? Explain.
20. Explain why biodiversity at all levels is vital to human welfare. Describe the four major threats to biodiversity and
how each one damages diversity. Give an example of each.
21. Define population, community, ecosystem, and biosphere. Indicate how each is related to the others, and suggest
one question (NOT FROM THE TEXTBOOK) that an ecologist studying each level of organization might attempt to answer.
22. Identify three density-dependent factors that limit population size, and explain how each exerts negative feedback.
(You may want to research negative feedback BEFORE attempting to answer this question.)
23. Describe the snowshoe hare/lynx relationship. Explain two causes for the changes in the size of the hare population
over time.
24. What information can be gained from examining the age structure pyramids for human populations? Make a rough
sketch of the age distribution in developing versus developed countries, and explain the significance of the difference.
25. What is meant by ecological footprint? Discuss steps you can take to reduce your footprint.
26. Compare and contrast Batesian and Müllerian mimicry. Provide examples of each.
27. In 1883, the volcano Krakatau erupted violently, obliterating two-thirds of the 11-km-long island by depositing 30 to
60 meters of red-hot ash. Today, there is now over 400 species of vascular plants, thousands of species of arthropods
including 54 species of butterflies, over 30 species of birds, 18 species of land mollusks, 17 species of bats & 9 species of
reptiles. Explain the process of succession as it would likely have occurred between the eruption & now.
28. What is primary productivity? Distinguish between gross primary productivity (GPP) and net primary productivity
(NPP). How could primary productivity be increased?
29. What is meant by biomass? Which ecosystem would tend to have a greater biomass/unit area – a prairie or a
deciduous forest? Explain.
30. Explain how the following activities have affected Earth and global nutrient cycles: use of agricultural fertilizers,
burning of fossil fuels, industrial chemical pollution, increased CO2 emissions, CFC accumulation.
31. Distinguish between genetic diversity, species diversity, and ecosystem diversity.
32. How have humans sidestepped the controls that regulate populations of other organisms?
33. Briefly discuss a factor or factors from the following list that you think may ultimately be most important for densitydependent population regulation in humans and explain your reasoning. Factors: competition for resources, predation,
disease, toxic wastes, territoriality and intrinsic factors.
34. An important species in the Chesapeake Bay estuary is the blue crab. It is an omnivore, eating eelgrass and other
primary producers as well as clams. It is also a cannibal. In turn, the crabs are eaten by humans and by the endangered
Kemp’s Riley sea turtle. Based on this information, draw a food web that includes the blue crab. Then describe what
would happen to the abundance of eelgrass if humans stopped eating blue crabs.
35. Using two neighboring ponds in a forest as your study site, design a controlled experiment to measure the effect of
falling leaves on net primary production in a pond.