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RHS AP BIOLOGY SUMMER ASSIGNMENT

Mr. Smitka A107 RHS rsmitka@roseville.k12.mi.us

BIG IDEA 1: The process of evolution drives the diversity and unity of life. Enduring Understanding 1.A. Change in the genetic makeup of a population over time is evolution. 1.A.1 Natural selection is a major mechanism of evolution. 1.A.2 Natural selection acts on phenotypic variations in populations. 1.A.3 Evolutionary change is also driven by genetic drift and artificial selection. 1.A.4 Biological evolution is supported by evidence from many scientific disciplines. Enduring Understanding 1.B. Organisms are linked by lines of descent from common ancestry. 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. 1.B.2 A phylogenetic tree and/or a cladogram is a graphical representation (model) of evolutionary history that can be tested. 1.B.3 Non-eukaryotes can transfer genetic information laterally through the mechanisms of transformation, transduction and conjugation; most eukaryotes do not transfer information laterally. Enduring Understanding 1.C. Life continues to evolve within a changing environment. 1.C.1 Speciation and extinction have occurred throughout the Earths history. 1.C.2 Speciation may occur when two populations become reproductively isolated from each other 1.C.3 Populations of organisms continue to evolve. Enduring Understanding 1.D. The origin of living systems is explained by natural processes. 1.D.1 There are causal models about the origin of life on Earth. 1.D.2 Evidence from many different scientific disciplines supports models of the origin of life. BIG IDEA 2: Biological systems utilize energy and molecular building blocks to grow, to reproduce, and to maintain homeostasis. Enduring Understanding 2.A. Growth, reproduction, and maintaining organization of living systems require energy and matter. 2.A.1. All living systems require constant input of energy. 2.A.2. Organisms capture, use, and store energy in biological processes such as growth, reproduction and maintaining homeostatic processes. 2.A.3. Organisms must exchange matter with the environment to grow, reproduce, and maintain organization. 2.A.4. Programmed cell death (apoptosis) plays a role in development and differentiation, allows molecules to be reused, and helps maintain homeostasis within a biological system. Enduring Understanding 2.B. Growth, reproduction, and homeostasis require that cells create and maintain internal environments that are different from their external environments. 2.B.1. Cell membranes are selectively permeable due to their structure. 2.B.2. Growth and homeostasis is maintained by the constant movement of molecules across membranes. 2.B.3. Eukaryotic cells maintain internal membranes that partition the cell into specialized regions . Enduring Understanding 2.C. Organisms use feedback mechanisms to regulate growth and maintain homeostasis. 2.C.1. Positive feedback mechanisms amplify responses and processes in biological organisms. 2.C.2. Organisms use negative feedback mechanisms to maintain their internal environments and respond to external environmental changes. 2.C.3. Organisms constantly respond to changes in their external environments. Enduring Understanding 2.D. Growth and homeostasis of a biological system are influenced by changes in the systems environme nt. 2.D.1. All biological systems from cells to populations, communities, and ecosystems are affected by complex biotic and abiotic interactions. 2.D.2. Homeostatic mechanisms reflect both continuity due to common ancestry and divergence due to adaptation in different environments. 2.D.3. Biological systems are affected by disruptions to their homeostasis. 2.D.4. Plants and animals have a variety of chemical defenses against infections that affect homeostasis. Enduring Understanding 2.E. Many biological processes involved in growth, reproduction, and homeostasis include temporal aspects. 2.E.1. Timing and coordination of several events are necessary for the normal development of an organism, and these events require regulation by multiple mechanisms. 2.E.2. Timing and coordination of physiological events are regulated by multiple mechanisms 2.E.3. Timing and coordination of behavior is regulated by several mechanisms.

BIG IDEA 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. Enduring Understanding 3.A. Heritable information provides for continuity of life. 3.A.1 DNA, and in some cases RNA, is the primary source of heritable information. 3.A.2 In most eukaryotes, heritable information is passed to the next generation through mitosis or meiosis plus fertilization. 3.A.3 Mendelian genetics provides a basic understanding of the underlying causes of the pattern traits from parent to offspring. 3.A.4 The inheritance pattern of many traits cannot be explained by simple Mendelian genetics.

Enduring Understanding 3.B. Expression of genetic information involves cellular and molecular mechanisms. 3.B.1 Cells can be activated, produce new products, and retain their activated state through gene regulation 3.B.2 A variety of intercellular and intracellular signal transmissions mediate gene expression. Enduring Understanding 3.C. Transfer of genetic information may produce variation. 3.C.1 Changes in genotype can result in changes in phenotype. 3.C.2 Biological systems possess multiple mechanisms that increase genetic variation. 3.C.3 Viruses reproduce and can introduce genetic variation into their hosts. Enduring Understanding 3.D Cells communicate by generating, transmitting, and receiving chemical signals. 3.D.1 Cell communication involves processes resulting from evolution that are shared common features. 3.D.2. Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling. 3.D.3. Signal transduction pathways link signal reception with cellular response. 3.D.4. Errors in normal signal transduction may alter cellular response. Enduring Understanding 3.E. Transmission of non-heritable information results in changes within and between biological systems. 3.E.1. Organisms exchange information with each other in response to internal changes and external cues, which may change behavior. 3.E.2. Multi-cellular animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses. 3.E.3. Individuals can act on information and communicate it to others. BIG IDEA 4: Biological systems interact, and these interactions possess complex properties. Enduring Understanding 4.A. Interactions within biological systems lead to complex properties. 4.A.1. The subcomponents of a biological polymer and their sequence determine the properties of that polymer. 4.A.2. Interactions of subcellular structures, including a repertory of eukaryotic organelles possessing specialized functions, provide essential cellular functions and activities. 4.A.3. Interactions between external stimuli and gene expression result in specialization of cells, tissues, and organs. 4.A.4. Organisms exhibit complex properties due to interactions between their constituent parts. 4.A.5. Communities are composed of populations of organisms that interact in complex ways. 4.A.6. Interactions among living systems and with their environment result in the movement of matter and energy. Enduring Understanding 4.B. Competition and cooperation are important aspects of biological systems. 4.B.1. Interactions between molecules affect their structure and function. 4.B.2. Interactions between cells affect the fitness of the organism. 4.B.3. Cooperative interactions within organisms increase efficiency in the use of energy and matter. 4.B.4 Interactions between and within populations influence patterns of species distribution and abundance 4.B.5 Global distribution of ecosystems changes substantially over time. Enduring Understanding 4.C. Variation within biological systems affects interactions with the environment. 4.C.1. Variation in molecular units provides cells with a wider range of functions. 4.C.2. Environmental factors influence the expression of the genotype in an organism. 4.C.3. The level of variation in a population affects population dynamics. 4.C.4. Diversity of species within an ecosystem may influence the stability of the ecosystem

Mr. Smitkas Email: rsmitka@roseville.k12.mi.us


There are FOUR parts to your summer assignment: Part 1 Due BEFORE school is out! Student Information Sheet THIS IS EASY!! Fill out the LAST page of this packet and hand it in to me by the last day of school: This is a general survey for me to learn a little about you and your schedule. You need to hand this to me in person in room A107 or place it in my mailbox in the main office. Part 2 Digital Scavenger Hunt this part will hopefully be a lot of fun and get you out and about looking at the living world around you. There are TWO due dates for this assignment, Friday, July 26th and Friday, August 23rd. See the attached assignment for details. Part 4 Readings Completely read chapters 1, 2 & 3 in the text over the summer. As you read, write down any questions you may have along the way. At the completion of each chapter, take the self-quiz portion on your own. Once you have taken the quiz, check your answers against the answers in Appendix II to see if your understanding of the chapter was sufficient. Due before you return to school in the fall. Part 3 Macromolecule Web Quest AP Biology covers a lot of material, and you will be responsible for learning how to process and understand that material effectively. This web quest will require internet access. Due before you return to school in the fall.

Digital Scavenger Hunt


For this part of your summer assignment, you will be familiarizing yourself with science terms that we will be using at different points throughout the year. On the next page is the list of terms. 1. Select 30 terms from the list provided. a. 15 terms are Due Friday, July 26th and b. 15 ADDITIONAL terms Due Friday August 23rd.

Define all 30 of these terms in an email to me. It will probably be easiest to do this as a Microsoft Word file attachment. The Subject of the email must be: AP Biology Digital Scavenger Hunt: <Insert Your Name Here> (Do not include the quote marks or the brackets, just the words) 2. Collect 30 items from the list of terms below. a. When I say collect, I mean you should collect that item by finding it and taking a photograph (digital or paper printed) of that item. You will upload your photographs with corresponding explanations to me via email. You do not need to find the exact item on the list! b. EXAMPLES: i. If it is an internal part to an organism such as tendon, you dont have to dissect out your little brothers Achilles tendon and take a picture of it. A photo of his heel, and what the tendon does would suffice, but you must apply the term to the specimen you find and briefly explain in your document how this specimen represents the term. ii. If you choose the term phloem, you could submit a photograph you have taken of a plant leaf or a plant stem and then explain in your document what phloem is and specifically where phloem is in your specimen. iii. Also, take a look at the example of Radial Symmetry that I provided

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ORIGINAL PHOTOS ONLY: a. You cannot use an image from any publication or the Web. You must have taken the photograph yourself. The best way to prove that is to place an item in all of your photographs that only you could have added each time, something that you might usually have on you like a pen or a coin or a key or your phone, etc. NATURAL ITEMS ONLY: a. Some specimens may be used for more than one item, but all must be from something that you have found in nature. Take a walk around your yard, neighborhood, and town. DONT SPEND ANY MONEY! Research what the term means and in what organisms it can be found and then go out and find one. TEAM WORK: a. You may work with other students in the class to complete this project, but each student must turn in his or her own project with a unique set of terms chosen. There are 110 choices probability says there is a very small chance that any two students will have most of the same 30 terms chosen.

AP Biology Macromolecule WebQuest

Part 1 Student Information Sheet Due ON or BEFORE Thursday, June 12th


Name: ___________________________________________________________ Grade Level (for the 20132014 school year): ______

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