PAP Biology Summer Assignment
You have been given a summer assignment packet for Pre-AP biology. You will be expected to know the information covered in the summer assignment when you enter my class this upcoming school year. The summer assignment includes the scientific method, graphing, prefixes and suffixes, and biomolecules and enzymes. The summer assignment will be due Friday, August 26th, no exceptions, and will count as a test grade. Test grades are weighted 40% so this is not weighted as a homework assignment. You may use any resources available to you to complete the assignment including books, handouts given to you by your teacher, and the internet. I strongly suggest not leaving this assignment until the first week of school to complete as many of your teachers will give you homework.
Summer Assignment Packet includes:
1.) Policies and Procedures (Sign and return last page by August 26th)
2.) Student parent agreement form (Sign and return second page by August 26th)
3.) Building Science Vocabulary
4.) Identifying Controls and Variables
5.) Gathering The Facts
6.) Ecology Pre-Assessment PAP Biology Summer Assignment Policies and Procedures
Ms. Platt PAP Biology 2016 -2017 Phone: Email: [email protected]
Welcome to PAP Biology! Before you begin in this course, you must understand that science in general is trial and error. It is more important that you learn from your mistakes and learn how to analyze them. Many important discoveries were made by accident so remember that when you do not get the expected results all of the time. Do not consider this a failure, but instead consider it a learning experience. This is going to be a challenging course and my expectations are high. Your expectations should be high as well.
PAP Biology is a fun and challenging subject that requires attention in class, and a minimum of 30 – 45 minutes per night at home. Each night you will have a homework assignment to help guide studying. You will also be writing formal lab reports, working on group and individual projects as well as creating presentations and conducting detailed dissections. It is going to be an exciting year!
Please read everything in the policies and procedures here and discuss them with your parent/guardian.
Flipped Classroom: My classroom is a flipped classroom, which means that you will view the video podcasts that include the lectures outside of class on your own time. This give us more time to do labs, research, projects and for me to help you with concepts you may not understand. The podcasts are generally between 10-20 minutes each. You will have approximately 4 – 6 podcasts to watch and answer study guide questions over per week. You will need the content in the video podcast by the due date as we will be discussing and using that content knowledge in the classroom.
Since students are getting the core of the content outside the classroom, it allows more time in class to:
Design and conduct lab experiments Complete pre-lab activities Discuss concepts from the video lectures and clarify any misconceptions Answer short answer questions about content learned the night before Solve problem sets Work with models of biological processes, whether we are constructing them or examining them Create graphic organizers to cement learning
The flipped classroom allows me to spend more time with individual students and student groups to ensure mastery of a concept. A traditional classroom does not provide enough time for this in the classroom. Additionally, students have the ability to pause and re-watch the videos as necessary since they are accessible online. PAP Biology Summer Assignment Benefits of a Flipped Classroom: What is the benefit of flipped learning?
1. Lectures are 10 – 20 minute segments, as opposed to 50 minutes. 2. Lectures can be watched on your own time and can be reviewed and paused as necessary. 3. Class time is spent reinforcing the concepts. 4. Teacher has more time to work with you directly. There is a greater opportunity for one-to-one interaction with your teacher. 5. You will develop a better sense of working with others in teams. 6. You will develop time management and study skills. 7. Your questions and concepts that you do not understand can be addressed during class time. 8. You will have time in class to complete much of the work that you would otherwise have to complete at home.
What You Will Be Learning This Year
Six weeks grading period Topic
1st six weeks Levels of organization, formal lab write-ups, scientific method, Interdependence within environmental systems, ecological succession, food chains, webs, pyramids, ecosystem stability, cycles in nature
2nd six weeks Biomolecules, enzymes, interaction of systems digestive, cell structure and function, transport of molecules, photosynthesis and cellular respiration, homeostasis, synthesis of new molecules
3rd six weeks Components of DNA, protein synthesis, mutations, cell cycles, mitosis, meiosis, interaction of the reproductive system.
4th six weeks Mechanisms of genetics, natural selection biological evolution and classification
5th six weeks Plant and animal system comparisons.
6th six weeks EOC reviews, STAAR testing, and dissections PAP Biology Summer Assignment Grading Policy:
Binder Grade: Binders are an important component of any science course. You will be required to compile a binder containing all of your work. It is best not to throw anything away. Your binder will be graded periodically either through quizzes or binder checks. It is your responsibility to make sure that you keep up with all of your papers and put them into the correct section of your binder.
Unit tests and exams 35%
Labs (write ups and formal lab reports), and 35% projects
Daily assignments, quizzes, and homework 16%
CBA (six weeks test0 14%
Required Materials: 2” Three-ring binder (may be either flexible or hard cover) Black pen (no pencil or Erasermate on work to be turned in) Notebook paper (Kept in your binder) 2 Composition notebook (one for video study guides, one for Cornell notes) You will also need to sign up for the student tablet ($30) and you will need internet access. In addition, each student is required to contribute to our class supplies. Class supplies are available for students to use during their class period and after school:
1 package of printer paper 2 roll of paper towels 2 glue sticks
You must have your supplies by Tuesday, September 6, 2016. If you cannot provide the supplies by this time, you must bring a note from home stating when you will have your supplies.
Entering the room and starting class: 1. Arrive before the bell rings and enter immediately. Please do not linger in the doorway or hallway. You are welcome to be here! Please come in! 2. Get your binder out, get your tablet setup and be ready to begin.
Edmodo: 1. Your daily agenda will be posted in Edmodo. 2. You will also have Focus questions posted daily that you must complete even if you are absent.
Remind101: 1. You will need to join my Remind group so that I can send you reminders of due dates and important events. Students and parents may join my Remind group. 2. Send this text message: @pap2016 to the number 81010 in order to join my remind group.
Textbook: Our textbook is now online. It is at pearsonrealize.com. I will provide you with your username and password the first week of school. PAP Biology Summer Assignment Leaving the classroom: 1. You will receive a hall pass for the semester. You will be allowed to leave the classroom 3 times per semester. Use your passes wisely!
Class Dismissal: 1. Please do not leave when the bell rings. I will dismiss the class once we have wrapped up what we are doing. 2. Work until you are signaled to stop! 3. When I dismiss you, push your chair in and walk out of the room quietly.
Electronics Policy:
1. Please only use electronics when you are given permission. 2. If you are using electronics inappropriately, I will collect them and turn them in to the office. You will have to pay $15 to retrieve them.
Turning in assignments: 1. Assignments are turned in on the right side of the room in the tray for your class. 2. Assignments are due at the beginning of class unless otherwise specified. 3. Assignments are due by the POSTED DATE.
Late Work Policy: 1. Assignments turned in on the due date can receive 100% credit. 2. Assignments turned in one day late can receive a maximum of 70% credit. 3. Assignments turned two days late or after will receive no credit!
Absences: 1. You will have work that must be made up. This is your responsibility. 2. When you return, you can view the agenda for the day you missed in Edmodo and make-up your Focus questions. 3. I will put the work that you missed in the box labeled “Make-up work” on the left side of the room, labeled with your class period. 4. If extra help is needed, please attend a tutorial session. 5. Your make-up work must be completed and turned in within 1 school day for each day absence after you return unless other arrangements have been made.
Tutorials: I will be available for tutorials on Mondays and Wednesdays from 2:30 – 3:15. If you cannot make my tutorial times, please come see me and we can set up a time.
Failures: If you are failing PAP Biology at the end of the first six weeks, you will be asked to move to a regular Biology class to ensure your success in biology for the year.
Class Code of Honor: PAP Biology students DO NOT LIE, CHEAT, OR STEAL, NOR DO THEY TOLERATE THOSE THAT DO! PAP Biology Summer Assignment Class Rule
1. Be on time for class. 2. Be prepared with all required materials. 3. Do your work. 4. No put-downs.
Guidelines – We will observe several guidelines as well.
1. Follow all safety rules! 2. Limit personal grooming to the restroom, not the classroom. 3. Keep electronics put away, unless you have permission! 4. Help others. 5. Do your best work. 6. Stay in your seat unless you have permission to be up. 7. Enjoy the class!!!
Thank you for reading this information carefully. I expect you to do your very best each class period. I will make my best effort to help you to achieve success. By working together, this will be a successful semester! If at any time, you have difficulties or questions, let me know and I will be glad to help you!
Sincerely,
Ms. Platt PAP Biology Summer Assignment
I have read and understand all of the information in the Policies and Procedures. I will follow the classroom rules and follow the policies and procedures of the biology class.
______
Student Signature
I will help my child to be successful in biology by reinforcing the policies and procedures of the classroom and ensuring that he or she does his assignments each day.
______
Parent/Guardian Signature
______
Phone number Email address PAP Biology Summer Assignment Dear Parent/Guardian and Pre-AP Student:
Congratulations! Your child has decided to take Pre-AP biology. This is a step in the right direction for students who want to go to a college or university. Pre-AP biology is a challenging, rigorous course that will give your child an in depth look at how the living world around them works as well as help them to develop excellent study habits, time management skills and help them learn to work in cooperative groups. Throughout the year students will have weekly homework assignments that may include reading from the biology book, note taking, project work, research, and reviews. Students will be assigned group and individual projects throughout the year; they will be creating technology-based presentations using PowerPoint, Prezi, and video, writing lab reports, performing detailed laboratory investigations, dissecting different types of plants and animals, and hopefully having a lot of fun in the process.
Pre-AP biology is a major time commitment; students are expected to put in a minimum of 3-5 hours of studying/homework time for this course each week. They may need to come in early or stay late for tutorials if needed, to work on labs they might not have completed in class, or work on group projects. Due to the more complex nature of the laboratory investigations that take place in this course all students are required to complete pre-lab questions or pre-lab write ups so they know what the lab is about, and are aware of all information on dangerous chemicals or equipment that they will be using. This helps to ensure the safety of your child, and other students in the lab. If a student does not complete their pre-lab they will not be allowed to participate in the laboratory investigation and will be assigned a report over the material covered in lab. For the safety of your child and the other students there will be no exceptions to this rule.
Pre-AP Biology Late Work Policy
Your child has chosen to take a Pre-AP biology course. Pre-AP courses are geared toward preparing students for the rigorous courses and challenges they will face in college. By choosing to take a Pre-AP course/courses, it needs to be understood that school work comes first. Due to the nature and expectations of this course, late work will not be accepted. If the work is turned in one day late they will receive a maximum of a 70%. If turned in two days after the due date or later the student will receive a zero, no exceptions. This means that if the student has an extracurricular activity such as a sporting event, band/choir concert etc, they are still responsible for turning work in on time regardless of how late the event was, where it takes place, or what time the student gets home. If the student will be missing class due to an extracurricular activity they are required to turn in all homework or assignments due on that day prior to leaving. If a student is going to be absent on the day of an exam they need to make arrangements to take it before they leave for any extracurricular events. If a student is out due to family emergency or illness and has an excused absence they will be given adequate time to make up assignments missed and make up exams. However, it is the responsibility of the student to ask for missed assignments.
Removal from Pre-AP Biology:
If a student is failing after the first 6 weeks of being in Pre-AP biology the parent and student will be notified, and the student will be asked to move from Pre-AP biology to a level biology class in order to ensure they are successful in passing freshman biology.
Tutorials for Pre-AP
I am here every day after school, with few rare exceptions. Students are welcome to come in any day for extra help, to use the room to meet with groups or to use the Wi-Fi to watch videos. I am here at least until 3:30, but usually later. PAP Biology Summer Assignment Pre-AP Biology Parent/Guardian, and Student Agreement Form
Please read the policies together then sign and date below.
As a parent/guardian, I have read and understand the policies on late work, and the expected time commitment associated with having a child in Pre-AP biology. I understand that no exceptions will be made for late work unless there is an excused absence due to family emergency or personal illness and that my child is responsible for turning in work before they leave for any extracurricular activities. I have read the guidelines for removal from Pre-AP biology and understand that my child will be asked to move from Pre-AP biology into a level biology course if he/she is failing after the first 6 weeks of school to ensure their academic success.
Parent/Guardian Signature ______Date:______
As a student, I have read and understand the policies on late work, and the expected time commitment associated with the Pre-AP biology course I will be taking. I understand that no exceptions will be made for late work unless I have an excused absence due to a family emergency or personal illness. I understand that I must turn in any work due before I leave for an extracurricular activity (sports, band, choir, dance, ROTC etc.). I have read the guidelines for removal from Pre-AP biology and understand that I will be asked to move from Pre-AP biology into a level biology course if I am failing after the first 6 weeks of school to ensure my academic success.
Student Signature ______Date: ______PAP Biology Summer Assignment Building Science Vocabulary
Many words used in biology are built from Latin and Greek terms by combining word roots, prefixes, and suffixes. The root “cyto-” is a good example. It comes from the Greek word meaning cell (actually “container”). A suffix found in many English words is “-logy” meaning “the study of.” Therefore, cytology is the study of cells. The etymology section of a dictionary entry [written in brackets] provides this information. There are certain rules to combine word elements or components to make them easier to pronounce: a. If an element ends in a vowel and the next element ends with a consonant, no change occurs: e.g. intra- venous = intravenous b. If an element ends in a consonant & the next element begins with a consonant, a vowel is inserted: e.g. hem- philia is changed to hemophilia c. If a vowel is followed by “rh” then the “r” is doubled: e.g. dia- rhea is changed to diarrhea d. If an element ends in a vowel & the next element begins with a vowel, often the first vowel is dropped: e.g. laryngo- itis is changed to laryngitis e. If an element ends in a consonant & the next element begins with a consonant, the first element is usually changed to agree or blend with the following consonant: e.g. ad ferent is changed to afferent
Activity I: Use the table of roots to match the make-believe terms on the left with their English “translation.” ______1. dicephalosis is superior to monocephalosis A. after his own heart ______2. gymnopodosis B. redhead ______3. erythrocephalosis C. barefootedness ______4. postautocardosis D. runny nosy ______5. rhinorrhea E. two head are better than one Activity II: Match the Latin and Greek roots with their meanings, then provide an example of a word containing each root. Set A: A. time F. center K. heart P. man, human B. without G. two L. star Q. hearing C. life H. 100 M. cartilage R. white I. joint N. self S. flesh D. water J. green O. both T. against E. head
Root Meaning Example RootMeaning Example
1. a- or an--______11. bi- ______2. alb- ______12. bio- ______3. amphi- ______13. cardio- ______4. anti-______14. carnei- ______5. aqua- ______15. centi- ______6. anthropo- ______16. centro- ______7. arthro- ______17. cephal- ______8. astro- ______18. chondr- ______9. audio- ______19. chrono- ______10. auto ______20. chloro- ______Set B: PAP Biology Summer Assignment A. under, less F. one K. above, excess P. milk B. inside, within G. half L. fish Q. equal C. inflamation H. other M. many R. liver D. white I. human/same N. very small S. measure E. middle J. water O. large T. form Root Meaning Example Root Meaning Example 1. hemi- ______11. -itis ______2. hepat- ______12. lact- ______3. hetero- ______13. leuco- ______4. homo- ______14. macro- ______5. hydro- ______15. meso- ______6. hyper ______16. -meter ______7. hypo- ______17. micro- ______8. ichthyes ______18. mono- ______9. intra- ______19. -morph ______10. iso- ______20. multi- ______
Set C: A. ear H. leaf O. across V. bone B. muscle I. after P. nose W. under C. new J. before Q. plant X. above D. tooth K. nerve R. light Y. kidney E. one L. condition of S. around Z. heat F. foot M. study of T. beside, near ZZ together G. fear N. nourish, feed U. false Root Meaning Example Root Meaning Example 1. myo- ______15. -phyte ______2. nephr- ______16. -pod ______3. neo- ______17. post- ______4. neuro- ______18. pre- ______5. (o)dont- ______19. pseudo- ______6. osteo- ______20. rhino- ______7. -ology ______21. sub- ______8. -osis ______22. super- ______9. oto- ______23. syn- ______10. para- ______24. -therm ______11. peri- ______25. trans- ______12. photo- ______26. -troph ______13. phob- ______27. uni- ______14. -phyll ______
Set D: PAP Biology Summer Assignment A. color F. circle K. cell P. to remove B. sweet G. external, out of L. upon, over Q. red C. outside, outer H. 1/10 M. skin R. inside D. blood I. naked N. earth S. stomach E. woman J. two O. tree, wood T. ten Root Meaning Example 1. chrom- ______2. cycl- ______3. cyt- ______4. de- ______5. deca- ______6. deci- ______7. dendr- ______8. -derm ______9. di- ______10. ecto- ______
Root Meaning Example 11. endo- ______12. epi- ______13. erythro- ______14. ex- ______15. gastro- ______16. geo- ______17. glyc- ______18. gymno- ______19. gyn- ______20. hemo- ______Pre-AP Biology Summer Assignment Identifying the Controls and Variables
3. Dependent variable
4. What should Smithers’ conclusion be?
Smithers thinks that a special juice will 5. How could this experiment be improved? increase the productivity of workers. He creates two groups of 50 workers each and assigns each 6. What was Homer’s initial observation? group the same task (in this case, they’re supposed to staple a set of papers). Group A is given the special juice to drink while they work. Group B is not given the special juice. After an hour, Smithers IDENTIFY THE: counts how many stacks of papers each group has made. Group A made 1,587 stacks. Group B made 2,113 stacks. 7. Control group
8. Independent variable
Homer notices that his shower is covered in a 9. Dependent variable strange green slime. His friend Barney tells him 10. What should Homer’s conclusion be? that coconut juice will get rid of the green slime. Homer decides to check this out by spraying half of the shower with coconut juice. He sprays the other half of the shower with water. After 3 days of “treatment” there is no change in the appearance of the green slime on either side of the shower.
IDENTIFY THE: Bart believes that mice exposed to microwaves will become extra strong (maybe he’s been reading too much Radioactive Man). He decides to perform 11. Control group this experiment by placing 10 mice in a microwave for 10 seconds. He compared these 10 mice to 12. Independent variable another 10 mice that had not been exposed to the 13. Dependent variable microwave. His strength test consisted of a heavy block of wood that blocked the mouse food. He 14. What should Bart’s conclusion be? found that 8 out of 10 of the microwaved mice were 15. How could Bart’s experiment be improved? able to push the block away. He also noted 7 out of 10 of the non- microwaved mice were able to do the same.
IDENTIFY THE:
Krusty was told a certain itching powder was the 1. Control group newest best thing on the market. The product claims to cause 50% longer lasting itches. 2. Independent variable Interested in this product, he buys the itching Pre-AP Biology Summer Assignment powder and compares it to his usual product. One 17. Independent variable test subject (A) is sprinkled with the original itching 18. Dependent variable powder, and another test subject (B) was sprinkled with the experimental itching powder. Subject (A) 19. Explain whether or data supports the reported having itches for 30 minutes. Subject (B) advertisement’s claims about the product. reported to have itches for 45 minutes.
Lisa is working on a science project. Her task is to answer the question: “Does Rogooti (which is a commercial hair product) affect the speed of hair growth?” Her family is willing to volunteer for the experiment.
20. Describe how Lisa would perform this IDENTIFY THE: experiment. Identify the control group, and the independent and dependent variables in your description. 16. Control group Pre-AP Biology Summer Assignment Gathering the Facts
RECORDING DATA – CHARTS
Part 1: Carefully read the information on the chart “Root Growth of Bean Plants in Different Types of Water.” Answer the questions listed below the chart in complete sentences.
Root Growth of Bean Plants in Different Types of Water
Questions
1. What is being measured in this chart? 2. What five waters are being tested? 3. How many plants have been placed in each type of water? 4. What does “mm” in the chart stand for? 5. What is the average amount of root growth in distilled water? 6. Which plant did not grow roots at all? 7. Which plant had the greatest root growth? 8. Which group of plants had the least root growth? Which part of the chart showed you this information? 9. Which group of plants had the most root growth? Which part of the chart showed you this information? 10. In which type of water was root growth the greatest? The least? Pre-AP Biology Summer Assignment RECORDING DATA – CHARTS
Part 2: Carefully read the information on the chart “Common Mold Growth on Different Types of Bread.” Answer the questions listed below the chart in complete sentences.
Common Mold Growth on Different Types of Bread
(Eight-Week Period)
Questions
1. What is being measured in this chart? 2. How many types of bread are being tested? Name them. 3. How many pieces of wheat bread were tested? Rye? White? What was the total number of bread pieces tested? 4. Which single piece of bread grew the least mold? 5. Which single piece of bread grew the most mold? 6. What is the average growth of mold on white bread? 7. Which type of bread had the least amount of mold? What part of the chart shows you this information? 8. Which type of bread had the most amount of mold? What part of the chart showed you this information? 9. What is the difference in mold growth between #5 rye bread and #2 white bread? Pre-AP Biology Summer Assignment 10. Which bread stayed freshest the longest? Explain your answer.
RECORDING DATA – CHARTS
Part 3: Create a chart from the information given below. Answer the questions in complete sentences.
Some students wanted to grow bean plants. To help in the growth of the plants, the students chose four different fertilizers to test – moss, manure, peat, and fruit peels. The experiments consisted of three plants grown in each fertilizer over a six-week period. The students measured the stem of each bean plant after the experiment to determine the amount of growth.
Moss plant #1 grew 20.4 cm, #2 grew 22.7 cm, and #3 grew 23.1 cm.
The average growth of the plants in moss was 22.06 cm.
Manure plant #1 grew 32.4 cm, #2 grew 34.8 cm, and #3 grew 35.2 cm.
The average growth of the plants in manure was 34.13 cm.
Peat plant #1 grew 27.7 cm, #2 grew 27.9 cm, and #3 grew 30.0 cm.
The average growth of the plants in peat was 28.53 cm.
Fruit peels plant #1 grew 35.1 cm, #2 grew 37.6 cm, and #3 grew 39.8 cm.
The average growth of the plants in fruit peels was 37.50 cm.
Questions
1. What is being measured in this chart? 2. How many fertilizers were tested? Name them. 3. How many plants were grown with each fertilizer? 4. What was the total number of plants tested in this experiment? 5. In which fertilizer did the plant stems show the greatest growth? Which part of the chart showed you this information? 6. Do you feel information is more easily communicated in paragraph or chart form? Explain your answer. Pre-AP Biology Summer Assignment Food Webs for Food Chains
Choose three possible food chains starting with a producer. Write the three separate food chains below the picture by writing the name of each organism then an arrow pointing to the next organism. Then label each organism as producers or consumers (primary, secondary or tertiary).
A. Identify the food chains in the food web. (Remember to draw arrows.) Pre-AP Biology Summer Assignment Place the names of each organism in the food web next to the appropriate level in the ecological pyramid below.
Name: ______Date: ______Period: ______Ecology Vocabulary
Part A.
Fill in the chart to the best of your ability. You should remember most of these words from intermediate school. You are only allowed to check “I do not know this word” for TWO terms.
I do not I have heard this word. I know what this word means and can know I think it has something to do with … use it! Vocabulary Word this word (tell me what you know!) Let me prove it! biotic factor abiotic factor autotroph heterotroph mutualism commensalism parasitism succession habitat niche
Part B. Pre-AP Biology Summer Assignment Use your google to define the ten words from the chart. Define the terms in your own words! You may define the terms on the back of this page.