AP Biology Summer Assignment and Text Book Information
Ms. Brown 303-949-6228 or Victoria_Brown@dpsk12.org
Welcome to AP Biology!! This is a great class—and will require some work. You will definitely
work hard, but you will be rewarded with an intricate knowledge of evolution, microbiology,
chemistry, molecular genetics and ecology. This course is very comprehensive—but as the saying
goes, “Baby Steps!” With that idea in mind you will have some summer assignments that you will
need to do in order for us to have enough time during the year to cover all the topics. Below are the
assignments, and a brief description of what each one entails. Assignments don’t have to be typed,
unless specifically asked for. Be sure to be aware of the given deadlines. The following assignments
are either due the first week of school, or will be assessed the first 2 weeks of school. Be prepared.
At any time you have questions or need clarification about an assignment you may email me, or
text me and I will get back to you within 24 hours. My cell number is for student inquires only, not
for parent questions. No texting before 8:00 am or after 9:00 pm.
You will need to have an AP Biology Campbells 7th edition text book. The ISBN number is 08053-6777-2. The best place to find a reasonably priced book is Amazon or half.com. Everyone
will need to purchase a book. I do have some books that we can use in the classroom as reference if
students don’t want to carry books to class. At the moment the prices online for these books ranges
from $13-$60. If you can’t find a book at a good price just wait a week and see if more books are put
up for sale. It is strongly suggested that you also get a good AP Biology review book such as Cliffs AP
Biology, or Barrows or any others out there. They will come in very handy for review and for
midterms and finals.
Assignment #1.
Will be tested first 2 weeks of school.
100 words to know before starting AP Biology:
In talking with this year’s AP biology class, they agreed that it would be helpful for all students to start with some of the basic
vocabulary that were used in the first year biology course. Your summer assignment is to know the following definitions as given
below. You will be given the actual definition given or a paraphrased version of the definition and you should be able to give the
word being defined. I will give 3 quizes the first 2 weeks of class, a random 25 words for each Quiz. Any student who does not
average at least an 85% on these three quizzes will continue testing until an 85% is reached. If you are going to learn Biology, you
need to use the Biologist’ language! You will be Bi-Lingual!!
Active site: The part of the enzyme where the substrate will bind.
Active transport: The movement of molecules across the cell membrane with the use of ATP.
Alternation of generations: The life cycle of a plant that includes both a multicellular haploid form and a multicellular
diploid form.
Alveoli: The functional unit of the lung.
Amino Acids: The 20 molecules that are held together by peptide bonds to make up proteins.
Amniotic egg: The hard shelled egg that allows reptiles and birds to have internal fertilization, but not have to have the
organism created form inside the mother.
Angiosperm: Flowing plants
Antibodies: Proteins made by the B cells that immobilize antigens.
Anticodon: The three nucleotide combination on the transfer RNA that matches up with the three letter combination
on the messenger RNA.
Antigen: The foreign particles or substances that trigger an immune response.
ATP: A high energy molecule that can be split apart to release energy for many different processes in living things.
Autotroph: An organism that makes its own food.
Auxins: Plant hormones that lead to phototropism by elongating the dark side of the plant.
Binary fission: The asexual reproduction in bacteria.
Buffer: A chemical that can release or absorb hydrogen ions depending on the conditions and therefore can maintain
the pH of a solution at a constant level.
Capillary: the smallest blood vessels that connect veins to the arteries and are the site of all exchange with the
environment.
Catalyst: A molecule that speeds up a chemical reaction by lowering the activation energy.
Cell Cycle: The continuous series of events that all somatic cells go through that includes mitosis, cytokinesis, and
interphase.
Cell Wall: Structural part of some cells that can be made of cellulose, peptidoglycan, or chitin depending on what
kingdom the organism belongs to.
Cellular respiration: The process of breaking down glucose to make ATP.
Cholesterol: The steroid embedded in the cell membrane that keeps the membrane fluid and strong.
Chlorophyll: The
Chloroplast: The cell part responsible for photosynthesis in eukaryotic cells.
Chromatin: The unwound form of DNA that is accessible for making RNA.
Chromosomes: The DNA when it is wrapped up tightly around proteins during metaphase.
Codon: The three nucleotide combination on the messenger RNA that matches up with the three letter combination on
the transfer RNA and has the information to code for one amino acid
Cohesion: The attractive force between polar molecules of the same substance.
Controlled variables: The many characteristics of the experimental group and control group which are held constant.
Covalent bond: A intramolecular bond where atoms are sharing electrons equally.
Cuticle: The waxy protective layer on plants that prevents dessication.
Cytokinesis: After mitosis or meiosis it is the “splitting” of the cytoplasm to form two or four new cells each with its
own nucleus.
Dehydration synthesis: The type of reaction that links together monomers to make polymers and release water in the
process.
Diploid: Cells that have two copies of each kind of chromosome.
DNA ligase: The enzyme that splices DNA together in genetic engineering and the okazaki fragments of replication.
Duodenum: The primary site of chemical digestion in humans.
Endoplasmic reticulum: the series of membranes inside the cell that allow for passage of materials through the
cytoplasm and the synthesis of lipids.
Endosymbiosis: The theory that eukaryotic cells arose from prokaryotic cells that lived closely together to the point
that we now call these former cells “mitochondria” and “chloroplasts”.
Estuary: The biome created when freshwater mixes with salt water to form brackish water that is one of the most
productive areas on Earth.
Enzyme: An organic catalyst that lowers the activation energy of chemical reactions in organisms thus increasing the
rate of reaction.
Eukaryotic cell: A cell with a nucleus and membrane bound organelles.
External fertilization: When an egg and sperm unite outside the body of the mother.
Facilitated transport: The movement of molecules across the cell membrane without the use of ATP, but with the help
of a protein.
Fruit: The ripened ovary of a plant.
Gametes: The haploid cells produced by meiosis.
Gene: The section of DNA that is responsible for the production of one polypeptide.
Genetic engineering: The process of combining the DNA of two different organisms.
Genome: The entire complement of chromosomes in an individual.
Global Warming: The increase in carbon dioxide and other gases causes heat to be trapped and thus raises the
temperature of the Earth and possibly could lead to flooding and climate change.
Glycerol: The three carbon backbone molecule of the triglycerides.
Glycogen: The polysaccharide that is how animals store glucose in their liver.
Gonads: The site of meiosis in humans that includes the ovaries and testes.
Haploid: Cells that have one copy of each kind of chromosome.
Homeostasis: The condition in animals where they keep their internal environment constant for a specific
characteristic often as a result of negative feedback.
Homozygous: The description of an individual who has the same allele for a trait on both homologous chromosomes.
Hydrogen bond: The weak intermolecular bond that forms between water molecules that causes them to “stick” to
each other.
Hyphae: The “body” of the fungus
Hypothesis: A testable explanation for a question that is often written in if… then… form.
Incomplete dominance: The type of inheritance where the heterozygous individual has a blend of the dominant and
recessive trait.
Independent variable: The one difference between the experimental group and the control group.
Innate: Behavior that an organism is not learned and is genetically determined.
Insulin: The hormone that lowers blood sugar by having it stored as glycogen in the liver and increasing cellular
uptake.
Logistic: The type of population growth where the population has reached the carrying capacity and stays at a
relatively constant level as indicated by a J curve.
Marker proteins: Proteins embedded in the cell membrane which allow organisms to differentiate between self and
nonself cells.
Meiosis: The type of nuclear division that leads to four nuclei with a haploid complement of chromosomes produced
from one diploid nucleus.
Messenger RNA: RNA made from DNA that carries the nucleotide template to the ribosome for protein synthesis.
Mitochondria: In eukaryotic cells it is the site of the Krebs cycle and electron transport chain of aerobic cellular
respiration
Mitosis: The type of nuclear division that leads to two nuclei with the entire diploid complement of chromosomes.
Mutation: A change in the DNA either by changing a chromosome’s structure or the order of nucleotides.
Natural selection: The theory that states explains how a population changes over time to reflect the individuals who
are most successful.
Nephron: The functional unit of the kidney.
Nucleotides: The monomer subunit that links together along the sugar phosphate backbone to form nucleic acids
(DNA/RNA).
Oviduct: The tube that leads from the ovary to the uterus that is the site of fertilization in humans.
Pancreas: The gland that releases glucagon and insulin to help control blood sugar.
Passive transport: The transport of molecules across the cell membrane without the use of energy.
Photosynthesis: The chemical reaction that makes glucose and oxygen from water and carbon in the presence of
sunlight.
Pituitary gland: The gland that controls the release of hormones from many other glands.
Plasma: The liquid noncellular component of blood.
Plasma membrane: The outer selectively permeable membrane of ALL cells.
Polar bond: A bond where the atoms are sharing electrons unequally creating small negative and positive charges on
the atoms.
Population: The members of a species within a specific area that has gene flow between its members.
Primary productivity: The amount of photosynthesis in an ecosystem.
Prokaryotic: Cells that have no nucleus or membrane bound organelles.
Protista: The kingdom that has predominantly unicellular eukaryotic organisms including algae, protozoans, and slime
molds.
Replication: The duplication of the DNA during the middle “s phase” of interphase during the cell cycle.
Restriction enzymes: Enzymes that are used to “cut” DNA into pieces that often have “sticky” ends.
Ribosome: The part of the cell responsible for dehydration synthesis of proteins using the mRNA template.
Root: The structure responsible for water absorption in plants.
RNA: the single stranded nucleic acid with uracil instead of the thymine found in DNA.
RNA polymerase: The enzyme that makes RNA from DNA.
Sex chromosomes: The 23rd pair of chromosomes in humans that determine whether the offspring is male or female.
Species: A group of similar looking organisms that can reproduce to make fertile offspring.
Spindle fibers: The microtubules that are used to separate the chromosomes and drag them to separate sides during
nuclear division.
Stomata: The small openings on the underside of leaves that allow for carbon dioxide to come in and oxygen to escape.
Symbiosis: A long term relationship between organisms of two different species where at least one of the organisms
benefits.
Transcription: The making of RNA from DNA.
Transfer RNA: RNA made from DNA that attaches to amino acids and delivers them to the mRNA in the ribosome.
Translation: The process of making proteins from the mRNA template.
Transpiration: The evaporation of water from the stomata of a leaf that allows water to be pulled up a stem.
Uterus: The place where the blastocyst implants and grows in a human female.
Xylem: The vascular tissue in a plant that carries water up from the roots to the rest of the plant.
Zygote: The fertilized egg.
Assignment #2:
Index cards will be turned in the first day of class for full credit.
Read chapters 50-55 in the AP Biology Book. Using 3 x 5 index cards make at least 10 flashcards for
each chapter. You will be quizzed on these chapters at the beginning of the year. When making your
cards be very specific—these cards should be something you can use to study for quizzes and tests.
It will save you from having to go back and ‘re-read’ the text book for tests, midterms, and finals.
Make them short and to the point. No need for complete sentences. If you want to be able to quiz
yourself, have questions on one side and answers on the other. Just a suggestion, you know how
you learn the best- make the cards work for you.
Assignment #3
Presentation order will be randomly chosen and presented the first week. Digital form needs to be emailed
to Ms. Brown by the 1st day of class. They may be emailed earlier.
REAL SURVIVOR: DSA!
This task has you examining the biosphere we live in and the balance that exists between all living creatures
and us. Refer to the chapters you read in Campbells for Assignment #2 as one of your resources.
Presentations will be during the first week of school.
1. Choose a biome that you would like to work on and text or email me which one you chose by July 1st. If
your biome has already been selected have a second choice ready, I will get back to you to verify that your
biome choice has not been taken.
2. Develop a 1-month survivor plan describing how the class would survive if everyone were stranded in
your biome. Also, devise a way to present your survival plan to your classmates. Your presentation should
be a prezi, powerpoint, imovie, digital story or some other digital representation. The presentation should be
informative (include all of the required items) and also should be creative- it should be colorful, organized
and have fun with it! Be a salesperson- you are trying to convince your classmates that your plan is the most
viable plan for survival. The class will then vote on which survivor plan they would feel the best being
stranded with and the winner will receive a ‘free assignment’ coupon! Your presentation should be no more
than 5 min long.
Items to include:
 Your Biome traits and characteristics (very simple- 1 slide—we will get to know your biome through your
survivor plan)
 Exact location within your biome (keep in mind what your water supply will be when choosing a location
within your biome)
 Exact dates (your choice of 1 month during the year). Remember food availability!
 Describe your expected weather conditions for the chosen location and time of year.
 List your survival items that each person would carry in a backpack (be realistic, 30-40 pounds is a
reasonable amount for the average person to carry). Remember to consider cooking and catching food.
 One luxury item that is less than $200 in value for the entire class. Describe how you will transport it, and
how it will be used. (no power supply) NO RV’S allowed (nice try though……)
 List of the top 5 indigenous plants you could eat. DO NOT experiment and try eating indigenous plants
yourself while completing this assignment.
 List of animals (remember- animal is a broad classification) you can eat that are found in your biome. If
you are eating animals from an aquatic biome please, indicate freshwater or marine.
 A plan for shelter (what items you bring or plant material there or earth’s shelter will you find that would
be useful).
 Plan for capturing food, harvesting food, cooking or eating raw?
 Organisms that will pose a threat to you and how you will defend yourself.
 List any medicinal organisms (plant, animal, fungi, etc.) and how they could be utilized.
 Plan for division of labor among the class (assume 20 people in our class)
REMEMBER- BIOME SURVIVOR PROJECT
IS DUE FIRST WEEK OF SCHOOL
Assignment #4:
Due the 2nd day of AP Biology class. (You can also email this to me before school starts.)
Text: Silent Spring by Rachel Carson. Ask your local library for a copy to borrow, or you can purchase one
at a used book store.
Rachel Carson's Silent Spring is now over 40 years old. Written over the years 1958 to 1962, it took a
hard look at the effects of insecticides and pesticides on songbird populations throughout the United
States, whose declining numbers yielded the silence to which her title attests. "What happens in nature is
not allowed to happen in the modern, chemical-drenched world," she writes, "where spraying destroys
not only the insects but also their principal enemy, the birds. When later there is a resurgence of the
insect population, as almost always happens, the birds are not there to keep their numbers in check." The
publication of her impeccably reported text, helped change that trend by setting off a wave of
environmental legislation and sparking the ecology movement. It is justly considered a classic, and it is
well worth reading.
Read the questions below carefully before you read Silent Spring. Write a personal response (MAX 3 PAGES,
double-spaced) where you address the questions below fully, along with your opinion of the book and the
topics that she covers.
SUPPORT YOUR ANSWERS with specific references to the both Silent Spring and the AP Biology textbook,
but write the entire paper in your own words (quoting is good).
I suggest you outline your answers to the questions first, and then write a response that includes the
answers to the questions in any order that makes the most sense to you.
1. Throughout the book Carson describes how many organisms and communities are interrelated with
the abiotic environment. Discuss one specific interrelationship that exists in the terrestrial and
aquatic ecosystems. In particular refer to the chapters where Carson discusses soil, water and air
contamination. How have pesticides and herbicides disrupted these ecosystems and how have the
ecosystems responded to the disruption? How has the use of pesticides and herbicides affected
humans? Why do you suppose farmers (among others) who actually use the chemicals use them at
all even when they are aware of the risks?
2. Throughout the book Carson describes the use of chemicals (pesticides and herbicides) to control
nature. Why does Carson feel that legislation restricting the use of any amount of pesticide or
herbicide is not effective at controlling nature? What methods that do not involve the use of
synthetic chemicals does Carson propose as alternative solutions to pest and weed problems? From
your understanding of population and community biology, what new problems might some of these
solutions create? DDT is still used today in many parts of Africa for malaria carrying mosquitos to
help save lives. Do you feel this is this an appropriate use or a mistake? Explain. Does the fact that
Malaria kills more people world wide than any other disease make a difference? Explain why or why
not?
3. On page 43 Rachel talks about The Rocky Mountain Arsenal. This is about 10 min away from DSA. It
is now a wild-life refuge, but continues to be in the news for it’s ecological impact on the
environment. Research a recent issue (the past 6 years) where The Arsenal has been in the news.
Describe the impact it has had on that neighborhood, and the living organisms there. What is the
general opinion of The Arsenal in Denver? Do you feel that the Government has done enough to
make it safe for those living in the area? Why or why not?