Welcome to Ap Bio!

WELCOME TO AP BIO!

I am looking forward to have you join my class in the coming year! In September 2012, the College Board introduced a new curriculum for AP Bio that emphasizes having students really participate in the scientific method by identifying questions for investigation, designing your own experiments, and evaluating your results. I am very excited by this new format and I hope you are as well!

In order for us cover all that we need to prepare for the AP Exam in May, as well as introduce you to this “new” self-directed approach to science, there are a few things that you will need to complete over the summer. Have fun with them! I have attached checklist to help you keep track of what you should complete during the summer (CHECK DUE DATES, SOME ASSIGNMENTS MUST BE SUBMITTED IN JULY) as well as grading rubrics for each assignment. Be sure you review the rubrics and e-mail or blog any questions that you have before the assignment is due.

Finally, blogging is going to be an important part of our class interactions this year. Be sure to review the blog grading rubric and be sure to blog early and often! Not sure what to write about? Don’t worry! Blogging is a skill that you will develop over time. The best way to master the skill is to practice! I will help you along the way

Looking forward to an awesome year!

~Mrs. Ferguson AP Bio Summer Assignment Checklist

Task: Product: Complete? 1) E-mail Mrs. You should receive an e-mail from Ferguson using your Edublogs confirming you are a member of preferred email class blog. If you do not receive one address for a BLOG within a few days of e-mailing me, please log in let me know. 2) Reviewed key Notes, notecards, etc. material from Bio I (not collected) 3) Introductions & Minimum of 3 postings to initial Blog by Ecology BLOG 7/31 4) Virtual Lab: E-mail Post-lab Quiz and Lab Report to Mealworm Behavior Mrs. Ferguson by 7/31 5) Virtual Lab: Submit Journal Questions and Data Population Biology Table and e-mail Post-lab Quiz and Lab Report to Mrs. Ferguson by 7/31 6) Virtual Lab: Model E-mail Post-lab Quiz and Lab Report to Ecosystem Mrs. Ferguson by 7/31 7) Investigation 3  Choose either “The Evolution of Flight in Birds” or “What Did T. rex Taste Like?” from “Investigation 3 Online Activities”; discussed on BLOG  Complete procedure Part I to familiarize yourself with BLAST. Evaluating Results will be a topic for the blog (no additional written response required)  Design and conduct your investigation of a gene of your choosing.  Presentation prepared & copy to Mrs. Ferguson Due 1st day of class 8) Evolution/ Phylogeny Minimum of 3 postings to Evolution topic BLOG by 8/31 1st: Review! In AP Bio we will be building on the concepts you learned in Bio 1 and taking them to the next level; I will not be re-teaching the basics. Please make sure you review the follow concepts prior to the September:

 Scientific Method & Experimental Design: You will be designing your own experiments throughout the course, so make sure you are familiar with independent & dependent variables, constants, controls, hypotheses, etc.

 Ecology: Review the relationship between populations, communities, & ecosystems; biotic & abiotic factors; community interactions (symbiosis, competition, predation, herbivory, etc.); niche.

 Genetics: Key terms - allele, locus, phenotype, genotype, homozygous, heterozygous, dominant, recessive; inheritance patterns

 Evolution & Classification: natural selection, evidence of evolution, levels of classification, domains & kingdoms

2nd: We will be beginning our year with a study of ecology. You will be completing 3 virtual investigations: Mealworm Behavior, Population Biology, & Model Ecosystems. Directions for completing each of these labs are included in this packet. The lab reports and post-lab quizzes can be found on the website and downloaded. Each is worth 25 points (see lab activity rubric) & is due by JULY 31.

3rd: Evolution is the unifying theme in Biology. As Theodosius Dobzhansky wrote “Nothing in Biology makes sense, except in the light of evolution.” You will be exploring the concept of evolution and unity of life in the “Creating a Phylogenetic Tree” Project. Prior to completing this project, you should do the following:

1) Read the background information for Investigation 3.

2) Check out either “The Evolution of Flight in Birds” or “What did T. rex Taste Like?” at the links given in the investigation (labeled “Online Activities”). These activities walk you through the basics of constructing phylogenetic trees and should be completed prior to the investigation. 3) Follow the procedure in the investigation to learn how to use BLAST. Please note: I had to use Notepad when downloading the gene files (do not save them in Adobe, the BLAST program will not be able to read the file). If you have any questions, please email me asap (especially if they are technical questions).

4) BLOG – we will be discussing the Evaluating Results on-line, so be sure to check out the blog.

5) Once you are comfortable using BLAST, move on to the “Designing and Conducting Your Investigation”. You will be preparing a brief presentation showing what you learned. This presentation is due to Mrs. Ferguson the first day of class (though we will not be presenting for a few weeks)

Finally: BLOG! Throughout the school year, we will be making use of a class blog (http://fergusonapbio2015.edublogs.org) to extend concepts we are learning about in class through an on-line discussion. To get used to working with a blog, and to better prepare you for the start of AP Bio in September, I will be hosting 2 on-line discussions over the summer. You can expect an e-mail from Edublogs inviting you to join the blog by the beginning of July. After that, log in, check out the topics, and respond. The blog is most beneficial and fun when people are continually adding new responses, though, so please try to check in once or twice a week! Virtual Lab: Mealworm Behavior

Instructions

1. Go to the Virtual Lab: Mealworm Behavior page at http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/MealwormBehavior.html

2. Click on the “Post-Lab Quiz and Lab Report” link and open the document. This completed document must be e-mailed to Mrs. Ferguson at [email protected] by July 31. Any student who will have difficulty meeting that deadline should discuss it with me before June 24, 2014.

3. Click on “Lab Exercise” to open the Virtual Lab: Mealworm Behavior

4. The lab simulation will be on the right side of the screen, the “Question” column will be on the left side of the screen.

5. Click the play button on the video controller in the lab simulation to watch an introductory video about mealworms.

6. Read the background information and instructions in the “Question” column.

7. Review the grading rubric before proceeding. I expect high quality answers to all work, and complete sentences with proper grammar, spelling and punctuation are always required.

8. Answer questions 1 – 3 on the Mealworm Behavior Lab Worksheet (the document you downloaded in step 2).

9. Follow the instructions to complete the lab.

10. Select at least 8 different stimuli to work with (14 different stimuli are available. DO NOT select the bran flakes stimulus – this will be used later). You may need to “reset” the lab multiple times to try different stimuli. Use each stimulus only once. Record your predicted behavior, the actual behavior, and the type of behavior in Table 1 of the Lab Worksheet. 11. Answer questions 3 – 6 on the Lab Worksheet.

Virtual Lab: Population Biology

1. Go to the Virtual Lab: Population Biology page at: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/PopulationBiology.html

2. Click on the “Post-Lab Quiz and Lab Report” link and open the document. This completed document (see step 7c) must be e-mailed to Mrs. Ferguson at [email protected] by July 31. Any student who will have difficulty meeting that deadline should discuss it with me before June 24, 2014.

3. Click on “Lab Exercise” to open the Virtual Lab: Population Biology

4. The left side of the page contains background information and instructions in the “Question” area. On the bottom of the page are the following icons for your use: “Journal” (these are questions that must be answered/submitted to me by the July 31 deadline), “Calculator” (working calculator function), “Data Table” (where you will be submitting your collected data from the exercise), “Audio” (turns sound on/off) and “Print” (prints the screen).

5. Read the information in the window that initially opens, and when you are through close the window by clicking the “X”. You can reopen the window for further reference by clicking the “Information” button found on the laboratory area. Next, please read the background information within the “Question” area, continuing on to the procedure information posted there as well.

6. At this point, you are ready to begin the lab exercise. Click on the purple bulb of one of the pipettes to begin transferring your first culture. Remember to follow the directions given to you in the “Question” as well as in the “Post-Lab Quiz and Lab Report” areas, and refer back to the notes in the “Information” area if necessary.

7. Complete the exercise as directed, recording any data or information needed in your “Data Table” and/or “Lab Report”. Please note the following: a. All 7 Journal questions should be answered (please keep in mind the grading rubric re: quality & completeness of responses). When complete, please use the “Submit” button to send your answers to me at the e-mail address above. As a back up, you should also print a hardcopy for yourself. b. Submit your data table, following the same procedure as above. c. Take a screen shot of your graph. On the lab report worksheet you may delete the data table (you’ve already e-mailed it) and insert the graph instead. Be sure your screen shot includes the legend at the bottom.

8. When you are finished, please answer all of the questions found at the end of the “Post-Lab Quiz and Lab Report”. You may highlight or bold the correct answers to these multiple choice questions. This document should then be e-mailed to me (remember to include your name) by the deadline. Virtual Lab: Model Ecosystems

1. Go to the Virtual Lab: Model Ecosystems page at http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/labs/BL_21/index.html

2. Click on the “Post-Lab Quiz and Lab Report” link and open the document. This completed document and Journal questions must be e-mailed to Mrs. Ferguson at [email protected] by July 31. Any student who will have difficulty meeting that deadline should discuss it with me before June 24, 2014.

3. Click on “Lab Exercise” to open the Virtual Lab entitled “Model Ecosystems”.

4. The left side of the page contains background information and instructions in the “Question” area. On the bottom of the page are the following icons for your use: “Journal” (these are questions that will be answered/submitted to your instructor), “Calculator” (working calculator function), “Data Table”, “Audio” (turns sound on/off) and “Print” (prints the screen).

5. Read the background information found under the “Question” area first, and then continue on to reading the procedure information posted there as well.

6. At this point, you are ready to begin the lab exercise. You will need to first open the “Post- Lab Quiz and Lab Report”, which can be found on the previous page. Click on the “Field Guide” on the lower portion of the activity area and read through the information presented. When you are ready, please begin by selecting the ecosystem type that you would like to model from the pull down menu in the laboratory area. Then click and drag the various organisms to their correct locations on the pyramid (note: you must place them in just the right area of the pyramid or else they will bounce back or replace another organism…this does not mean that they do not belong there, just try again in a different area of the pyramid). Remember to follow the directions given to you in the “Question” as well as in the “Post-Lab Quiz and Lab Report” areas, and refer back to the notes in the “Field Guide” area if necessary. 7. Complete the exercise as directed, recording any data or information needed in your “Lab Report”. Note: As no value is given for the amount of energy given off by the sun, your E.C.E. for the producers in each ecosystem should be estimated based on the background reading.

8. When you are finished, please answer all of the questions found at the end of the “Post-Lab Quiz and Lab Report”.

PRESENTATION

Prepare a brief (5 minute) presentation of your experimental design and key points from your analysis to present to the class. This should include the question you investigated, information you found about the gene or protein of interest, a well-structured hypothesis (make sure this is a predictive statement), a summary of your procedure, and an analysis of your results (including whether or not your results support or refute your hypothesis). You will have access to the Smart Board to present your findings. Be prepared to answer questions that your classmates might have on your procedure and/or findings.

Resources:

Understanding Evolution – Phylogenetic systematics, a.k.a. evolutionary trees http://evolution.berkeley.edu/evolibrary/article/phylogenetics_01

National Center for Biotechnology Information – Phylogenetics Fact Sheet http://www.ncbi.nlm.nih.gov/About/primer/phylo.html

Evolution 101 webpage of UCal Berkeley: http://evolution.berkeley.edu/evolibrary/article/evo_01 Name: Date:

AP BIO VIRTUAL Lab:

LAB ACTIVITY GRADING RUBRIC

Excellent: 5 Good: 4 Fair: 3

All part of the assignment Most parts of the Few parts of the are completed; Where assignment are completed; assignment are completed; difficulty occurred, clear some evidence the student Little to no evidence Completeness evidence the student attempted to work through student attempted to work attempted to answer difficulties through difficulties

Answers demonstrate Answers are complete with Answers are brief; Little to active engagement in the some elaboration and no elaboration or assignment and show extension of ideas extension of ideas Analysis Quality thorough elaboration on thoughts; Extends ideas beyond the basic question Answers are thorough, Answers are generally good Analysis contains mistakes accurate and well- Analysis Accuracy but may have minor and/or lacks support. supported. mistake or omissions

Data is well-organized, Data is organized and Data is basic and lacks accurate and detailed. complete. May lack some attention to detail. Parts Student includes written detail and/or have minor of data may be missing, Data and visual representation mistakes or omissions. incomplete or are of data & graphs where appropriate inappropriate for experiment.

Work is neatly typed; Full Presentable; 1-2 elements Work is sloppy; More than name; Full sentences Professionalism of professionalism listed in 2 required elements listed written in scientific style “Excellent” are missing in “Excellent” are missing and use proper grammar, spelling and punctuation Post-Lab QUIZ Score:

TOTAL GRADE:

Name: Date:

AP Biology Lab:

LAB PRESENTATION GRADING RUBRIC

Exemplary Competent Developing Unacceptable (5) (4.25) (3.5) (2.5) Clearly & concisely identifies Identifies the purpose of the Identifies the purpose of Statement of purpose may be the purpose of the experiment experiment; the experiment; unclear; & relates to scientific Relates to scientific principles; Attempts to identify real- Links to scientific principles are Introductory Slide principles; Some practical, real-world world applications but unclear or irrelevant Identifies & relates practical, applications are identified unclear or contrived May not relate to real-world real-world applications applications

(10) (8.5) (7) (0) Additional/outside research Some additional outside research Additional outside research No additional/outside research done related to gene/protein done – may be incomplete or may be minimal, unrelated done related to the purpose, Background investigated; Pertinent relevance to the experiment not or loosely related to the scientific principles, or Information findings included clearly communicated experiment, and/or poorly experimental design Proper citations included Sources must be cited communicated Sources must be cited (5) (4.25) (3.5) (2.5) Clearly stated hypothesis that Hypothesis is predictive but may Hypothesis is written in Hypothesis is poorly written; relates to the purpose and unclear or has minor omissions in proper format but loosely Does not related to the stated Hypothesis predicts expected results if x purpose, expected results relates to the purpose of purpose, is not predictive, condition/statement is true the lab, or unclear as to and/or does not relate to the why expected results would experiment performed support hypothesis

(10) (8.5) (7) (5) Exemplary summary of lab Summary of lab may need some Summary of lab may be Summary of lab too brief to be procedures given; clarification, or has minor unclear or have some more useful Experimental Design Difficulties with performing omissions; significant omissions; Evaluation of lab the lab should be noted, Difficulties noted Difficulties noted performance/procedure is discussed superficial or missing (10) (8.5) (7) (5) Results are clearly organized in Results include both graphical Results may include both Graphical or written Results graphical format (chart, etc) format and written findings. graphical and written component missing. Written findings included Few/minor mistakes or omissions findings. Major mistakes or omissions in in presentation. Some mistakes or omissions presentation of results. in presentation of results. (10) (8.5) (7) (5) Links results of the experiment Discussion links results of Discussion is general, has Discussion is brief, non- to what they indicate experiment to their meaning. few specific supporting specific, and/or does not SPECIFIC results referenced Some specific results referenced, details. demonstrate active Analysis/Discussion Discusses limitations of the though may contain omissions of Sources of error, if engagement in analyzing model important specific data. identified, may not be results. Sources of error identified and Discusses limitations of model discussed in terms of their discussed Sources of error identified and effects on results. discussed. (10) (8.5) (7) (5) Hypothesis supported or Hypothesis supported or refuted; Statement made about Conclusion is brief, misses key refuted; Discusses what students learned hypothesis. elements, and/or does not Includes what students from the lab, but contains some Discussion of what students demonstrate active learned from the lab in terms omissions or minor mistakes. learned from lab is brief, engagement in analyzing Conclusion of scientific principles as well Identifies some additional lacks detail, and/or contains results. experimental design, BLAST, questions but lacks some detail misconceptions. phylogeny, etc. Identifies or engagement Additional questions, if additional questions that you identified, are not have adequately addressed (5) (4.25) (3.5) (2.5) Presenter is competent in Presenter is reasonably Presenter has a basic Presenter has a basic knowledge of experiment, competent in understanding of understanding of the lab; understanding of the lab; Presentation analysis, & conclusions; lab; Presentation may be lacking Presentation is not organized, Presentation is organized; Presentation is organized & organization or scientific lacks scientific style, and/or far Both slides and verbal meets criteria given; style; exceeds time limit presentation are done in May have some difficulty with scientific style scientific style Name: Topic:

Closing Date of Discussion: Score = /30 points

BLOG GRADING RUBRIC CATEGORY EXCELLENT GOOD FAIR POOR Number of Responses: (10) (8.5) (7) (5) 1) Responds to initial post Student exceeds Student meets minimum Student responds to Student posts at least 2 2) Responds substantively to minimum requirements initial post but does not substantive responses classmates &/or teacher requirements meet minimum during the discussion additional posts a minimum requirements in period of 3 times responding to classmates Timeliness of Responses: (5) (4.25) (3.5) (0) 1) Responds to initial post All responses are Initial post is completed within 3 Responses are posted Most/All responses are within 3 days of discussion posted according days of the discussion opening; periodically/sporadically posted during the last 2 opening to the Responses are posted during the open days of the discussion 2) Responds to classmates’ and timeframes given periodically throughout the discussion period period teacher’s comments so that the on- open discussion period frequently throughout line discussion discussion period can progress and develop over the course of the discussion period Quality of Responses: (10) (8.5) (7) (5) 1) Student responses Student Student responses meet Student responses Student responses are demonstrate clear & detailed responses expectations in terms of detail, demonstrate a general basic & lack detail &/or understanding of topic exceed support, correctness and understanding of the understanding of 2) All responses are correct and expectations in understanding of topic; may topic but lacks detail or discussion topic supported all aspects; have a few (3 or less) clarity or have some 3) Student responses extend extension of on- mistakes/omissions mistakes or omissions discussion beyond basic topic line discussion is insightful Citations: (5) (4.25) (3.5) (0) 1) Student supports all All responses are Most responses are supported Few responses are No citations given responses with citations from supported with with citations from credible supported with citations; credible resources (including proper citations resources some may not be from textbook) from credible credible resources resources