AP Biology Summer Assignment

Welcome to AP Biology!

The two main goals of AP Biology are to help you develop a conceptual framework for modern biology and to gain a deeper appreciation of science as a process. Because of the rapid pace of discovery in the life sciences, we have to start early, and our primary emphasis is on developing an understanding of unifying concepts that connect the major topics of biology. The AP Biology Curriculum centers around the four Big Ideas and you will need to not only know these but also understand how they all relate:

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

What to do before the first day of school:1. AP Biology was designed by a select group of college professors and high school science teachers to be

equivalent to an introductory college biology course. Visit the College Board site below to explore what an AP Biology course is like, or watch the attached video links to get an idea of the course. (Get to know either Bozeman science or Crash Course biology videos, as they are a great study tool and both on YouTube)

2. Chemistry Prerequisites Packet: Because it is assumed that you have basic biology and chemistry knowledge before starting AP Biology, this packet will help you review some of those key concepts. It is due in its entirety on the first day of class.

3. Reading Guide for Survival of the Sickest You will read (yes, actually READ the whole thing) Survival of the Sickest by Dr. Sharon Moalem and complete the accompanying reading guide. This book reviews several of the major topics of the course and is something we will refer back to and discuss throughout the year. You are responsible for procuring your own copy of the book, which can be found at Books a Million, Barnes and Noble, and Amazon.com. If you have trouble procuring a copy of the book, please see me before we dismiss for break.

4. AP Biology Pretest This pretest is designed to refresh your memories of the essentials of honors biology. It is open book and open note, but as always, I strongly encourage you to do what you know first, then fill in the blanks with notes and external resources. (My website will continue to run throughout the summer and is a good resource to ensure your information is credible www.dixonbio.weebly.com )

5. Sign up for my Remind I will be using this as a resource to contact you throughout the summer and school year. You can also use it to ask me questions, etc. so long as it is not abused by the group. I do not receive or respond to any messages sent after 9pm.

a. Sign up by texting @sahsapb to 81010

AP Biology Chemistry Review Packet

Part 1: Elements, Atoms, and Atomic Structure1. Understand that living things are composed of the same materials as the rest of the universe. There is no special

living material. The main difference between living and nonliving is the relative degrees of complexity.a. Understand that life is consistent with all of the principles of chemistry and physics

2. Name the six most abundant elements found in the human body.a. Define trace element and briefly explain why they are important. (Also give a specific example of their

importance)3. Describe the modern model of atomic structure4. Use the periodic table to determine the number of protons, neutrons, and electrons in atoms of any given

element.5. Distinguish between the isotopes of a given element6. Use the periodic table to predict electron configurations of any given element.7. Recognize that elements in the representative groups have the same valence electron configuration8. Write Lewis-dot structures for atoms of any of the representative elements

Part 2: Bonding1. Name three factors that influence the interactions between atoms resulting in compounds2. Given a chart of electronegativities, determine whether two atoms will form a bond that is nonpolar covalent,

polar covalent, or ionic.3. Describe the formation of ionic bonds4. Describe the formation of covalent bonds using Lewis structures

Part 3: Symbols, Formulas, and Equations1. Recognize the symbols of the twenty-five elements commonly found in living organisms.2. Interpret the information provided in the chemical formula of important biological molecules. 3. Interpret the information provided in a chemical equation

a. Identify the reactants and productsb. Interpret the meaning of the arrow(s) written between the reactants and products

Introduction

The information and questions in this packet are designed to help you review the relevant concepts and skills from chemistry that you will need to be successful in AP Biology. It is very important that you also read Chapter 2 in Life 10th Edition to help you with this work.

Part 1: Elements, Atoms, and Atomic Structure1. Explain the following statement in your own words: “Living things are made of the same materials as the rest of

the universe.”

2. List the six elements found in greatest abundance in the human body in order from most to least abundant. (Note: use your textbook).

a.

b.

c.

d.

e.

f. 3. Describe the modern model of atomic structure by completing the following statement: “According to modern

atomic theory, the atom…”

4. Use the periodic table attached to the end of this packet to determine the number of protons, neutrons, and electrons in atoms of any given element.

The periodic table is used to organize a great deal of information about the elements. Among the information presented for each element is the atomic number and the atomic mass. The representation of the element carbon from the periodic table is shown below:

The nucleus of an atom is made up of a cluster of two kinds of particles called protons and neutrons. Protons have a positive charge and neutrons have no charge, that is, they are neutral. A cloud of negatively charged electrons surrounds the nucleus. The atomic number and the atomic mass provide information about the number of protons and neutrons found in atoms of the element. In the case of carbon, the atomic number indicates that there are 6 protons in the nucleus of carbon atoms. The atomic mass is rounded off to the nearest whole number to give a mass number of 12. The mass number indicates that there are twelve particles in the nucleus of the carbon atom. Therefore, if there are 12 particles in the nucleus, and 6 of the 12 particles are protons (equal to the atomic number), then the remaining 6 particles (12-6=6) are neutrons. The number of electrons in an atom is equal to the number of protons. The negative charge of the electrons balances the positive charge of the protons in the nucleus, thus the atom, as a whole, is neutral.

5. Find the number of protons, neutrons, and electrons in atoms of each of the following elements (Carbon is done for you):

Element Protons Neutrons Electrons

Oxygen ________ ________ ________

Carbon 6 6 6

Hydrogen ________ ________ ________

Nitrogen ________ ________ ________

Phosphorus ________ ________ ________

Sulfur ________ ________ ________

Calcium ________ ________ ________

Potassium ________ ________ ________

6. Distinguish between the isotopes of a given elementThe number of protons in the nucleus of an atom determines its identity. For example, all carbon atoms have 6 protons (the atomic number Z=6). There are no exceptions. However, not all atoms of the same element contain the same number of neutrons. For example, most atoms of carbon contain 6 neutrons, but some contain seven neutrons and come contain 8 neutrons. These atoms, referred to respectively as carbon-12, carbon-13, and carbon-14, are said to be isotopes of carbon. Isotopes are atoms of the same element that contain different

numbers of neutrons. The atomic number (Z) and the mass number (A) can be included in the symbol of an element to distinguish between the isotopes of an element. For example, the most common isotope of the element oxygen has Z=8, and A=16. The symbol for oxygen-16 can be written

O816

What would be the symbols for the three isotopes of carbon referred to above?C C C

Complete the following table:Isotope Atomic Number Mass Number Protons Neutrons Electrons14N ________ ________ ________ ________ ________15N ________ ________ ________ ________ ________16N ________ ________ ________ ________ ________31P ________ ________ ________ ________ ________32P ________ ________ ________ ________ ________32S ________ ________ ________ ________ ________35S ________ ________ ________ ________ ________

7. How are isotopes used in biology?

8. What happens when electrons change energy levels? (Describe as electrons both increase and decrease levels.

9. Define the following:

a. Isotopes:

b. Geometric Isotopes:

c. Enantiomers

Part 2: Bonding

10. Given a chart of electronegativities, determine whether two atoms will form a bond that is nonpolar covalent, polar covalent, or ionic.

The attraction an atom has for the shared pair of electrons in a covalent bond is called the atom’s electronegativity. The difference between the electronegativities of two atoms in a bond can be used as a guide to determine the degree of electron sharing in the bond. As the difference increases, the degree of sharing decreases. If the difference in electronegativities between the two atoms is 0 the pair of bonding electrons is shared equally. The bond formed between these atoms is called a nonpolar covalent bond. On the other hand, if the differences between electronegativities is 1.7 or greater, electrons are transferred from one atom to the other. In such a case, the element of greater electronegativity is said to exist as a negative ion, while the element of lesser electronegativity exists as a positive ion. The electrostatic attraction between the two oppositely charged ions is called an ionic bond.

Molecules that contain bonds with electronegativity differences between 0 and 1.7 are considered to be covalent but with unequal sharing of electrons, that is, they are polar covalent bonds. In the HCl molecule, for example, chlorine has the greater electronegativity (3.0 in comparison to 2.1 for hydrogen). The difference between the two electronegativities is 0.9. The electrons are shared unequally. IN such a case, the atom with the greater electronegativity takes on a partial negative charge (between zero and -1) as the shared pair of elctrons spend more time nearby. The other atom takes on a partial positive charge (less than 1+). The chart below will enable you to predict the character of bonds between any two atoms that we may need to deal with in biology

Predict the character of the bond between atoms of the following pairs of elements:Oxygen- nitrogen _____________________________________

Calcium- Fluorine _____________________________________

Lithium- Chlorine _____________________________________

Oxygen-Oxygen _____________________________________

11. Define organic chemistry.

12. What are the major groups of organic compounds studied in biology?

13. Describe some of the shapes of carbon skeletons.

Part 3: Symbols, Formulas, and Equations

Chemists use chemical symbols, formulas, and equations when speaking and writing about matter and the changes it undergoes. When possible, the symbol consists of a single letter, usually the first letter of the name of the element. In cases where several elements have names that begin with the same letter, two letters are used. For example, Calcium (Ca), cobalt (Co), chromium (Cr), and chlorine (Cl). No symbol contains more than two letters and the first letter is always capitalized.

A formula is a single symbol or a group of symbols which represents the composition of a substance. The symbols in the formula identify the elements present in the substance. Subscripts are used in the formulas

to indicate the number of atoms in the compound, but only when more than one atom of a given element is present. For example, the formula for water, H2O, indicates that each molecule contains two atoms of hydrogen and one atom of oxygen. Recall that the algebraic sum of the positive oxidation numbers and the negative oxidation numbers of the atoms and ions presnt in a compound must always be zero. Since the sum of the oxidation numbers is zero, a compound is neutral, that is, it has no net charge.

Atoms are the fundamental particles of the elements that enter into chemical changes. Substances that take part in chemical changes are made up of atoms in the form of molecules or ions (ions are atoms or groups of atoms that are electrically charged). Chemical changes involve the regrouping of atoms or ions to form other substances. The chemical equation is the chemist’s shorthand expression for describing a chemical change, and the symbols and formulas are used to indicate the composition of the substances involved in the change.

2H2(g) + O2(g) 2H2O(l)

This formula states that 2 moles (or molecules) of hydrogen gas react with 1 mole )or molecule) of oxygen gas to yield 2 moles (or molecules) of water which condenses as liquid. The numbers written in front of the formulas are called coefficients and they indicate the number of moles (or molecules) of the substance required as a reactant or formed as a product. The arrow indicates the direction of the reaction and can be read as “produces,” “yields”, or “forms”. The subscripted letters in parentheses indicate the state of matter. The following conventions are used:

(s)- indicates a solid(l)- indicates a liquid(g) indicates a gas(aq)- indicates the substance is in aqueous solution

14. Interpret the information in the following chemical equations:a. 2Na(s) + 2H2O(l) 2NaOH + H2(g)

b. C6H12O6(aq) + 6O2(aq) 6H2O(l) + 6CO2(aq)

Reading Guide—Survival of the Sickest

Introduction1. What is the “big” question the book will attempt to answer?

Chapter I- “Ironing it Out”2. Identify and describe at least five ways in which iron impacts life.

3. In the context of this chapter, explain the author’s reference to Bruce Lee and to the barber pole.

Chapter II- “A Spoonful of Sugar Helps the Temperature Go Down”4. Distinguish between each of the three types of diabetes.

5. What did the ice cores of 1989 reveal about the Younger Dryas?

6. Describe the body’s “arsenal of natural defenses” against cold.

7. Describe the connection between Rana sylvatica and diabetes.

8. In Chapters 1 and 2 several inherited disorders were discussed. Create and complete a chart with the following information: Disease/Disorder, Symptoms, Evolutionary Advantage

Chapter III- “The Cholesterol Also Rises”9. Why do we need Vitamin D? Cholesterol? Folic Acid?

10. Briefly describe the connection between each of the following pairs of concepts:

a. Tanning beds/ birth defects

b. Sunglasses/ sunburn

c. Hypertension/ slave trade

d. Asian flush/drinking water

e. Skull shape/ climate

f. Body hair/ malaria

11. What’s so fishy about the Inuits’ skin color?

12. Explain the good and the bad of ApoE4.

Chapter IV- “Hey, Bud, Can you do Me a Fava?”13. What is G6PO? Explain the role of G6PO.

14. Briefly describe the connection between each of the following pairs of concepts:a. European clover/ Australian sheep breeding crisis of the 1940s.

b. Capsaisin/ birds and mammals

c. Malaria/ air conditioning

d. Favism/ fava beans

15. Explain the following statement found on pg. 87: “Life is such a compromise.”

Chapter V- “Of Microbes and Men”16. Identify 3 ways in which microbes/ parasites move from host to host.

17. For each pathway listed in question #2, explain the relationship of the mode of transmission to the virulence of the invader.

18. What is our advantage in the survive-and-produce race?

Chapter VI- “Jump into the Pool”19. Briefly discuss the following terms/scientists:

a. Jenner

b. Vaccine

c. Antibodies

d. B-cells

e. “junk DNA”

f. Lamarck

g. McClintock

h. Retroviruses

20. What is the Weissman barrier?

21. Make connections between the following sets of terms:a. Transposons/ viruses/ evolution

b. Sunspots/ flue epidemics

22. Humans have about 25,000 genes and more than a million different antibodies. How is this possible?

23. What is a persisting virus?

Chapter VII- “Methyl Madness: Road to the Final Phenotype”24. Make connections between the following sets of terms:

a. Vitamin supplement/ agouti mice

b. Snakes/ long-tailed lizards

c. Barker Hypothesis/fathers who smoke

d. Smoking grandmothers/ asthmatic children

e. Betel nut chewing/ cancer

25. Epigenesis may be partially responsible for the childhood epidemic of obesity. Explain.

26. “Good times mean more boys. Tough times mean more girls.” Explain.

Chapter VIII- “That’s Life: Why You and Your iPod Must Die”27. Make connections between the following terms:

a. Progeria/ lamina A

b. Hayflick limit/ telomeres

c. Cancer cells/ stem cells

d. Size/ life expectancy

e. Risky child birth/ big brains and bipedalism.

28. Explain the author’s iPod and aging analogy.

29. Identify the 5 lines of cancer defense.

30. What are the two accomplishments of biogenic obsolescence?

31. Compare and contrast the Savanna and aquatic ape hypotheses.

Conclusion32. The author hopes that you will come away from this book with an appreciation of three things:

a. Life is in a constant state of creationb. Nothing in our world exists in isolationc. Our relationship with disease is often much more complex than we may have previously realized.d. Add your own:

33. “Nothing in biology makes sense except in the light of evolution.” How does the book, Survival of the Sickest, support this quote by Theodosius Dobzhansky, a noted evolutionary biologist?