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/450 pts – formative grade - by accuracy Name: ______________________ Date: ______________AP Biology Summer Assignment - Due Tues Sept 4th Ms. Kristian Coerper – kcoerper@cps.edu Your summer assignments will be submitted as a single document, separated with labeled sections. The document should be printed hard copy and turned in on the first day of class (Sept 4th). Majority of the assignment should be typed, but Part 2 does not need to be typed, and Part 1 and Part 8 should be written directly on this packet. Be cognizant of the word length requirements. Email early if you have questions. ____/ 15 – Part 1: Survival Skills Guide - Read, Annotate, and Summarize. (50 – 100 words, about 10 minutes) ____/ 45 – Part 2: Science is Human. (400-800 words, about 45 minutes)____/ 45 – Part 3: Reflection and Growth. (300-600 words, about 30-60 minutes)____/ 65 – Part 4: DOING Science – Part 1. (400-600 words, about 30-60 minutes)____/ 35 – Part 5: Expanding Vocabularies (about 30-45 minutes) ____/ 100 – Part 6: DOING Science – Part 2 – Two Options (about 60-120 minutes) ____/ 45 – Part 7: Flashcards (about 90-180 minutes) ____/ 90 – Part 8: Main Concepts Research and Worksheets (about 60-90 minutes) ____/ 10 – Part 9: Review Syllabus Draft & Statement of Understanding Signatures (about 15 minutes) Part 1 - Survival Skills Guide - Read, Annotate, and Summarize. (50 – 100 words, about 10 minutes)Adapted from the Principles of Life Second Edition Survival Skills GuideDirections: Read, annotate, and summarize.Take Studying SeriouslyOne of the keys to academic success is learning to balance often conflicting pressures. Take your studying seriously by devoting the necessary time to achieve academic success. It is a general rule-of-thumb that for every hour of time you spend in class, approximately 2 hours of work outside of class is required to master the material. Of course, this will vary depending on the individuals.)Study Often and EarlyThe coursework that accompanies this class is demanding. It is therefore essential that you stay ahead of the class by studying often and early. Stay ahead of the lecture schedule. Getting ahead of your studies and staying there is one of the biggest favors you can do for yourself!Don’t Be Afraid to Ask for HelpSometimes it’s difficult for students to admit that they are having trouble with a class. Pride, embarrassment, or just the shock of realizing for the first time in your school career that you are unable to quickly master a topic can all contribute to this situation. Help is available, but you must take the initiative. Unfortunately, many students wait too long before doing something constructive about their difficulties in class. Should you find yourself having problems with AP Biology, you must reach out for help and or change your habits as early in the course as possible! Time ManagementIn school, as in life in general, there never seems to be enough time to go around. One of the most difficult challenges you will face is to recognize and deal constructively with your time and determining its value. One of the most serious mistakes you can make is to commit the error of thinking that you have “plenty of time” to get things done. Because your high school workload is getting heavier, and also because less of the work in high school will be involving simple memorization as opposed to true understanding of a subject, it is not a viable option to “cram” the night before a test (and still expect a good grade).You simple cannot get by with last minute work on assignments. You must learn to manage your time wisely.You must take studying seriously and make a commitment to your work.This means prioritizing your academic and social activities to ensure that there is adequate time in your schedule to complete all course assignments.A well-known theory of human learning also holds that people remember information best with then study in frequent, relatively short bouts of time, rather than in last-minute marathon study sessions. One effective way to make time for all your work is to create a weekly activity and study plan. Getting the Most out of Your TextbookTo get the most out of your textbook, you need to get in the habit of using it regularly. Moreover, you should consult the book before and after a topic has been covered in class. Do not record every word said in the book. You must learn to filter out nonessential portions and concentrate on connections between the essential ideas and terms. The best use of a textbook is to concentrate on the section headings, boldfaced words, figures and figure captions. This will familiarize you with the main points of the topic and facilitate your note-taking efforts.Read, Stop, and AskRead a section no longer than one page, stop, and then quiz yourself on what you’ve just read and how it relates to what you already know about the subject. This method plays on the human brain’s ability to learn more easily when material is presented in short segments. It also forces you to make conceptual and factual connections between new and old ideas, which helps to organize information in your brain more meaningfully.Part 2 - Science is Human: An Autobiography (400-800 words, about 45 minutes)In our class, we won’t just focus on learning how life works, but also learning how WE learn. The second part of your assignment is a “Science Autobiography,” so I can learn about you, and how you feel about science.Everyone comes to their science classes with a lot of baggage: ?not just pencils and paper, but the?previous experiences with science, both in and out of school, and your idea of what AP Biology should be like. This autobiography is your?opportunity to think about those experiences and tell me something about them so I can get to?know you and be a better teacher for you. Please answer the follow questions in any manner you want. Overall, how do you feel about science? ?Have you always felt that way, or were there?specific experiences or moments that have given you that feeling? ?If the latter, what were?they, and why were they important?What was your best experience in a science class? Thinking back on it, was your success?primarily a result of your own efforts, of luck, or what? ?What about your worst experience??(what was it, and why did it happen?)Describe one time when you were very successful outside of math or science/biology?class—something you accomplished that you’re really proud of. ?Again, was your success?primarily a result of your own efforts, of luck, or what?What is something you wouldn’t expect me to know about you? This could be your?favorite flavor of ice cream, the fact that you’re a syndicated music reviewer, or that you?never learned how to swim —but it should be something that I wouldn’t know from seeing?your name on a class list. ?This question is very open-ended, but gives you a chance to tell me?something about who you are outside our classroomPart 3 - Reflection and Growth (400-800 words, about 60-80 minutes, computer required)Research has shown that students who spend time “thinking about what they know” end up being more successful in college, earn higher GPAs, and are less likely to drop out. The skill of checking in on yourself – “do I really understand this?” – is crucial to being a successful learner, and one that many students do not have practice doing. Knowing when to say “IDK…yet!” is the first step toward learning something new! -\_(“/)_/-In our class, you will maintain a ‘reflective journal’, which you will use to track your own growth and development over the course of the class. As we learn new content and practice new skills, you will monitor your level of understanding and write entries in a journal.Examine the Reflective Journal entries below. Both entries were written by students describing how they learned what it means to ‘control’ something in an experiment.Read and compare the two entries, and answer the following questions. Support every answer up with specific evidence and even quotations from the entries.What are the main differences between the 2 students, in terms of their understanding?Which student do you think has a better understanding of ‘controlled variables,’ and how can you tell?Pretend that you are giving each of the two students advice on what to do next. What would you say to them, and what should they do? Give them specific advice on how to improve their reflection skills, and how to go about re-learning “controlled variables.”Learning Objective - I can design a controlled experiment to test a simple hypothesis.?Prompt: Write a short reflection explaining what the objective above means to you, describing how well you understand it and how did you learn about the objective.?Student 1 Reflection: I completely understand what it means when we say that an experiment is ‘controlled.’ A control is something that stays the same. So when I look at my data and I see that it is not changing, or I find a column in a data table that is not changing, I know that that is controlled. It’s really simple to find the part of the experiment that is controlled. Again, all you have to do is look and see which numbers are always the same. ?I learned this when we read the descriptions of the experiments in test passages, and I saw that there were some parts of the experiment that were always the same number. So yes, I fully understand what a controlled experiment is and I have no questions.?Student 2 Reflection: I think I have learned how to design a controlled experiment, but I need some questions answered. What I have learned so far is that in an experiment, we are trying to see if something affects something else. Like, does temperature affect how fast salt dissolves? Since we want to know if temperature is important, then that means we have to make sure there isn’t anything else that affects our data…. JUST temperature. ?One of the moments that made this really clear to me was in chemistry, when I did the diaper lab. I wanted to see what was the most absorbent. But someone in my group had use hot water for one of our trials, and cold water from a different sink for the other one. We saw that there was a difference, but I wondered - was it because of the different material absorbing? Or maybe does hot water get absorbed more? I couldn’t tell why the diapers absorbed differently because I had not kept temperature the same.?But I still don’t feel like I could design my own experiment. In those labs, I was told what needed to be controlled. How could I figure out by myself what might affect my data? I don’t know.Part 4: Doing Science (400-600 words, 30-60 minutes, computer or phone required)Science is not just something you read about in a book – it is something you DO. Every day, we will be asking questions, investigating, and making arguments about the world. While it is important to learn about what other people have already found out, we will develop our own new questions, and hopefully by the end of the year you will learn something completely new. The links below will take you to two amateur Youtube videos, that tell the stories of scientists that are pursuing their own questions in the rainforest. All of their questions are connected to life in some way.For every question below, you must support your claims with specific examples from the videos.What behaviors or characteristics did you notice that all of the people in every movie had in common?How did you see IDK…Yet” showing up in each video?Were the people in the movies ‘doing science’? How could you tell?How was the ‘research’ that the people in the videos did similar to work you’ve done in science class? How was it different?The attached list of “scientific values” describes behaviors and traits that people employ when they are thinking scientifically. What are specific examples where you see the people embodying these values?Which of the scientific values resonates with you? How do you bring it into your life?Scientist’s Code of Conduct – How to Behave Scientifically!Pay attention to what other people have already done.?Scientific knowledge is built over time. If you want to discover exciting new things, you need to know what people have already discovered before you. This means that scientists spend a lot of time studying their own fields.Expose your ideas to testing.?Try to describe and perform the?tests that might suggest you are wrong and/or allow others to do so. This may seem like shooting yourself in the foot but is critical to the progress of science. Science aims to accurately understand the world, and if people shield their ideas, it's impossible to figure out if they are actually accurate!Tests: In science, an observation or experiment that could provide evidence regarding the accuracy of a scientific idea. Testing involves figuring out what one would expect to observe if an idea were correct and comparing that expectation to what one actually observes.Bring in the evidence.?Evidence?is the ultimate judge of an idea. Scientists are not free to ignore evidence. When faced with evidence that contradicts their idea, a scientist has a choice to make. They might wait for more experiments to draw a conclusion. They might conclude their idea is wrong. They might find another way to explain the contradicting evidence. But a scientist cannot allow themselves to push forward an idea that does not match evidence.Evidence: Test results and/or observations that may either help support or help refute a scientific idea. In general, raw data are considered evidence only once they have been interpreted in a way that reflects on the accuracy of a scientific idea.Openly communicate ideas and tests to others.?Communication is important for many reasons. If a scientist keeps knowledge to her- or himself, others cannot build upon those ideas, double-check the work, or figure out new ways to test the ideas.Play fair: Act with scientific integrity.?Hiding evidence, in full or in part, or faking evidence, flies in the face of science’s main goal. We are working together to learn accurate knowledge about the?natural world. Hence, maintaining high standards of honesty, integrity, and objectivity is critical to science.Natural world: All the components of the physical universe — atoms, plants, ecosystems, people, societies, galaxies, etc., as well as the natural forces at work on those things. Elements of the natural world (as opposed to the supernatural) can be investigated by science.Video 1: 2: 5: Expanding Vocabularies (approximately 30-45 minutes)During our year together, you are going to learn a lot of new words. In fact, the average AP Biology textbook contains more new vocabulary words than the vocabulary in a foreign language textbook!Fortunately, all the words will be derived from Greek and Latin, and follow predictable structures using prefixes and suffixes. We will be able to infer the meaning of most words by breaking them down.Assignment: Use the following words on the following page to predict the definitions for the 38 words on the final page. Try not to use any other resources. This is an exercise to demonstrate the power of knowing word parts, not to be able to copy down the definition of words.07302500. 0000-628650010160000148590039484001162052476500Part 6 - DOING Science – Part 2 – Two Options (about 60-90 minutes)Choose TWO options from the following list of biology summer homework experiences. In order to get credit for this portion of the assignment, you must follow the directions and submit the evidence that is required in the first week of classes back at Kenwood. These projects will be shared with your fellow AP Bio colleagues when you return to school. Make sure your work is intellectually your own – do not plagiarize, and the ‘science work’ should be completed by you...although your family and friends can pitch in.1. OBSERVE A ROTTING LOG FOR A PERIOD OF 14 DAYS. Find a rotting log to observe for a period of at least 14 days. Visit it each day. Make five quantitative (measurements, length, etc.) and qualitative (feels like, looks like, colors) observations and record them. Use colored pencils to sketch the log each day or, if you prefer, take a picture of it each day. Finally, record observations about any living creatures (insects, plants, etc.) you see on the log. Required Evidence: (1) Pages with five observations each day, a daily sketch or photograph, and observations about living things around the log. (2) A 250-word summary of what happened and the implications of those changes. 2. DISCOVER COLOR IN NATURE.Go to any store that sells paint and collect a sample paint strip (or strips) with at least a total of seven paint swatches of various natural colors. For each color, go outdoors to a natural area and find something in nature that is exactly the same color hue at the time of collection. Cut the color swatch from the store out and glue or tape it along with the color from nature to a small piece of white poster board. Try to identify the object. Write an essay or reflection (1 page or less) about what conclusions you can reach about “color in nature” as a result of engaging in this experience.Required Evidence: (1) Poster board with seven color swatches and colored objects from nature taped together. (2) Attempted identification of the natural objects. (3) A one-page reflection or essay.3. CHICKEN-BONE RECONSTRUCTION. Purchase a cooked whole chicken at a grocery store. Once you’ve had dinner, boil the bones in a large pot with three tablespoons of hydrogen peroxide added to bleach the bones. Separate the bones. Carefully observe the bones, especially noting the appearance of the inside structure of the bone marrow. Now, reconstruct the bird’s skeleton using wire, glue, or any other materials you find that work. Compare and contrast the bird’s anatomy with your own. How is it similar? How is it different? Write a 250-word essay comparing and contrasting the bird anatomy with mammalian (ahem, YOUR) anatomy. Required Evidence: (1) Your bird’s skeleton (be careful bringing it to school! Maybe you could put it inside a shoebox?). (2) An essay comparing and contrasting the bird’s anatomy to yours. 4. ANTHILL INVESTIGATION. Locate an anthill. Make some ant food by mixing a spoonful of sugar with a small amount of water. Pour the mix 6 inches away from the anthill. Make observations at the anthill for 1 week for 15 minutes each day. Create a data table where you collect data about the ant behavior. Use these questions to help you observe: What activity do you see? What changes are happening over time? What reactions do you see to the stimulus (sugar)? Do not do anything to harm the anthill or ants or to interfere with them beyond providing the food source. Prepare a 250-word conclusion summarizing your results and discussing what you’ve learned along with the data tables. Required Evidence: (1) Data tables for 1 week, recording your observations. (2) A 250-word conclusion. 5. ENVIRONMENTAL SCIENCE ZOO OBSERVATION. An animal’s habitat is an environment that provides the food and shelter required for the animal to make its home. Take a trip to a zoo (Lincoln Park is free!) or animal rescue center. Make sure you get a receipt (take a selfie if you go to LP Zoo). Choose five animals. For each animal, visit the exhibit and observe the habitat created by the zoo and read about the natural habitat. Write a description of the habitat that they live in naturally. What adaptations help the animals survive in their environments? Each habitat description should be at least 150 words. Include at least picture or illustration for each.Required Evidence: (1) A receipt showing zoo admission. (2) Five different 150-word descriptions and illustrations of an animal’s habitat. Make sure you discuss how the animal is adapted to its real-life environment. (You might need to look up the biology meaning of the word “adapted.”)Part 7 - Flashcards (about 90-180 minutes)There’s no getting around it, there are a lot of molecules that you just need to recognize and know. You are going to make flashcards concerning the important organic (carbon-containing) molecules that are in living organisms. We will use and add to these throughout the year, so make them out of a durable cardstock or buy notecards (and cut them smaller if you want). As you make these cards, think about each of the molecules’ relationships to biology. For example: what are organic chemicals? How do molecules interact to create life processes? What are the five most important elements for biological life? Make sure that the name of the chemical, descriptions, and the facts, including relevant charges or chemical properties, are written on the lined side of the flashcard; and the chemical structure and name is drawn on the blank side of the card. The information about the biological importance of these molecules will not be given to you – instead, you must find it yourself online. Google is your friend for this, as is Simple Wikipedia (simple. – the actual Wikipedia will have a lot of unnecessary information).Example:1143003429000285750034290polar/hydrophililcforms a triglyceride when attached to 3 fatty acids, the molecule that most body fat is primarily made ofcan be used for cell respiration00polar/hydrophililcforms a triglyceride when attached to 3 fatty acids, the molecule that most body fat is primarily made ofcan be used for cell respirationThere are forty-one molecules you need to make into flash cards – definitions, chemical structures, and general formulas can be very helpful. 20574008890Polypeptide Sucrose PhospholipidFatty Acid Fat Molecule (triglyceride) Cholesterol PhospholipidTestosterone MonomerPolymer Protein MacromoleculePolypeptideGeneral Formula for any amino acid Glutamic Acid0Polypeptide Sucrose PhospholipidFatty Acid Fat Molecule (triglyceride) Cholesterol PhospholipidTestosterone MonomerPolymer Protein MacromoleculePolypeptideGeneral Formula for any amino acid Glutamic Acid46863008890ValinePrimary protein structure Secondary protein structure Tertiary protein structure Quaternary protein structure Hemoglobin ChromosomeATPADPDNARNAValinePrimary protein structure Secondary protein structure Tertiary protein structure Quaternary protein structure Hemoglobin ChromosomeATPADPDNARNAMethyl groupAmino groupCarboxyl groupHydroxyl groupPhosphate groupDeoxyribose Nucleotide Carbon dioxideGlucosePyruvateAdenine Guanine Thymine Cytosine Uracil Part 8: Main Concepts Research and Worksheets (about 60-90 minutes) Draw a diagram showing the relationship between the following terms: nucleotide, gene, DNA Double Helix, chromosome. LABEL ALL STRUCTURESUsing simple shapes, draw and label all parts of a nucleotide:Name all four bases of DNA – which bases are structurally similar to one another? Which bases pair with each other? Which base is NOT present in RNA? What do restriction enzymes do?What does gel electrophoresis do? Which way does DNA run on the gel? Why? How does DNA differ from person to person?Write the strand of DNA that would bind with this strand: 5’ ATCGTCAGG 3’Mark on the DNA where HaeIII would cut (GG-CC). How many RFLP (DNA fragments) would result? ____ATTCCGGTATACGGCTAATACCGGTTATAGCGTAAGGCCATATGCCGATTATGGCCAATATCGCMark on the DNA where HaeIII would cut (GG-CC). How many RFLP (DNA fragments) would result? ____ATTCCGGTATACGGCTAATAGGCCTTATAGCGTAAGGCCATATGCCGATTATCCGGAATATCGCParts of an experiment. The ___________________ variable is the one that is altered. The ___________________ variable is measured, its measurement depends on the __________________ _____________________. The experimental group is the one you experiment on while the ___________________ group unaltered. It is important because you use it to _________________ against the group where the independent variable is applied.Explain the difference between negative and positive feedback. Give an example of each.Diagram the feedback relationship of blood glucose and the hormones insulin and glucagon. Explain the difference between dehydration synthesis and hydrolysis reaction.Identify each of the following pictures as a lipid, carbohydrate, or a protein. Explain how you know based on the structure. 182880081788000Explain the process of calorimetry and how it is used to measure the amount of energy in a food.What is osmosis? Explain it in your own words. Draw a simple picture if you need to.24003005842000For each beaker, a) label the solution as either hypotonic, hypertonic, or isotonicb) draw an arrow showing water movement.Fill in the blanks with the correct word in describing protein synthesis:All instructions for proteins, like hemoglobin, are stored in our _______, which is located in a cell’s ______________. This DNA must first be turned into __________, through a process called __________________. This process takes place in the _______________. The _______ then takes the message to the _____________, specifically to a ribosome. This is where the process of ________________ takes place. A tRNA matches its _______ to a _______ on the mRNA. The tRNA then drops off its __________. Many of these monomers make up the final _______________ of hemoglobin.Name and describe the job of each of the three types of RNA:Transcribe this DNA sequence into mRNA, and then translate it into an amino acid sequence using the genetic code.A C G A T A C A T C C G A A A A T T T G A T T T G What is a karyotype? What sorts of diseases can and cannot be diagnosed using a karyotype?This process makes new body cells for repair & replacement: _______________This process makes sex cells of sperm and egg: ___________________Each body cell has ____ chromosomes, which is considered _______________. Each gamete has _____ chromosomes, which is considered _______________. Why do recessive genetic disorders run in families, yet is not present in every generation?Best disease is a dominant disease that causes blindness. Draw a Punnett square to show the cross between a woman without Best’s disease and a man who has one allele for Best disease and one allele without Best’s disease. What is the chance that they will have a child with Best’s disease?57150048133000Examine the pedigree below. Complete the pedigree by indicating the genotype of each person. Is this disease autosomal or sex-linked? Dominant or recessive? How do you know? Draw the pedigree for the following family. Label all known GENOTYPES and put the individual’s name on the pedigree: Natasha and Nathan are planning on having children. Each has a sister with sickle cell disease. Neither Natasha nor Nathan nor any of their parents have the disease, and none of them has been tested to see if they have the sickle cell trait.365760015176500Label all parts to the bacterial cell below:Explain the structural differences between gram positive and gram negative bacteria. What color is each after Gram staining? Why? How can viruses be prevented? How can bacterial infections be prevented? How can each be treated?Match the organ to its body system:____1. Bladder____9. VeinA. Cardiovascular System____2. Heart____10. EyeB. Urinary System____3. Lungs____11. Lymph NodeC. Respiratory System____4. Trachea____12. TeethD. Digestive System____5. Pancreas____13. UrethraE. Immune System____6. Kidneys____14. ThymusF. Nervous System____7. Brain____15. Spleen____8. Gall Bladder____16. LarynxThe levels of organization in the body includea. endocrine, respiratory, digestive, and nervous.b. cells, tissues, organs, and organ systems.c. cells, tissues, and functions.d. lymphatic, respiratory, and circulatory.A group of similar cells that perform a single function is called a(an)a. nerve.b. tissue.c. organ.d. organ system.Which body system acts in a way similar to a transportation system?a. circulatoryb. nervousc. respiratoryd. urinaryWhich of the following is NOT a function of blood?a. regulate filtration b. regulate body temperaturec. transport nutrientsd. fight infectionWhere does the process of digestion begin?a. the mouthb. the esophagusc. the stomachd. the small intestineIn which of the following does filtering and reabsoprtion occur?a. stomach b. pancreasc. heartd. kidneyArteries carry blood _______________________ the heart ______________ the body organs.a. away from, tob. to, toc. to, away fromd. away from, away fromWhat is main function of each of the following systems:Cardiovascular System -Urinary System -Respiratory System -Digestive System -Immune System -Nervous System -The second statement of the cell theory states that new cells are produced from existing cells. What does this mean? Give an example.Which of the following statements is NOT true about prokaryotic cells?Prokaryotic cells are only found in one celled organismsProkaryotic cells include plant and animal cellsProkaryotic cells have no nucleusBacteria are a type of prokaryotic cell44577006477000What are the specialized structures in the cytoplasm of a eukaryotic cell called?an systemsOrganellesd.TissuesWhat is the main purpose of the mitochondria shown by the arrow? Cell reproductionCellular digestionEnergy productionProtein manufactureWhich of the following is NOT true about the nucleus?It directs all cellular activities using DNAIt is an organelle in the cytoplasmIt provides energy for the cellIt contains instructions for everything the cell doesWhat is the main purpose of the ribosomes? Where can most ribosomes be found in a cell?What is the main purpose of the Golgi bodies?Cellular digestiond. Protection of the cellEnergy productione. Packaging materialsCellular productionWhat is the main purpose of lysosomes? What might happen if the lysosomes in your cells stop working?What organelle in the cell controls what enters and exits the cell? Why do you think this function is so important?Features of plant cells that clearly make them different from animal cells areA large nucleus and fewer chromosomesA rigid cell wall and chloroplastsMore cytoplasm and smaller vacuolesA changing size and indefinite shapeWhich statement about plant and animal cells is true?Both have a cell wall to give them supportBoth have a large vacuole to store waterBoth use mitochondria to produce energyBoth use chloroplasts to store energyWhat structures and/or molecules do ALL cells (prokaryotes, eukaryotes, plants, animals) have in common?502920086360Word Banknulceusribosomecytoskeletonendoplasmic reticulumGolgi apparatuslysosomevacuolemitochondriachloroplast00Word Banknulceusribosomecytoskeletonendoplasmic reticulumGolgi apparatuslysosomevacuolemitochondriachloroplastMatching: match the structure with its function in the cell.______ a. uses energy from sunlight to make food molecules______ b. controls most cell processes and contains DNA______ c. modifies, sorts, and packages proteins and other materials______ d. synthesizes proteins______ e. uses sugar from food to make usable energy______ f. stores materials such as water, salts, and carbohydrates______ g. site of many ribosomes in a cell______ h. maintains cell shape with a network of protein filaments______ i. breaks down cellular materials and old molecules11430011112500Read the following situations below and identify the five points of Darwin’s natural selection. 1)There are two types of worms: worms that eat at night (nocturnal) and worms that eat during the day (diurnal). The birds eat during the day and seem to be eating ONLY the diurnal worms. The nocturnal worms are in their burrows during this time. Each spring when the worms reproduce, they have about 500 babies but only 100 of these 500 ever become old enough to reproduce.a. What worm has natural selection selected AGAINST? _________________ FOR? ________________ 1. Variation exists in the population _____________________________________________________2. Competition for survival, most animals die before reproducing ______________________________3. Survival of those most fit for the environment ____________________________________________ 4. Offspring inherit the favorable traits that made their parents fit for the environment. ________________________________________________________5. A population will change over time ____________________________________________________55. The evolutionary theory proposed by Charles Darwin was: A. Change in populations through time as a response of some organism being more fit to the environmental conditionsB. The development of characteristics by organisms in response to need 56. Which of the following best represents Lamarck's ideas on the evolutionary process? A. Survival of the fittest B. Inheritance of acquired characteristics C. Natural Selection 57. Which of the following is not a part of Darwin's theory of natural selection? A. Individuals of a population vary B. Organisms tend to over-reproduce themselves C. There are limited resources for which individuals compete D. Modifications an organism acquires during its lifetime can be passed to its offspring E. Variations possessed by individuals of a population are heritable 58. Which of the following is an example of genetic variation?A. Two children have different eye colors.B. One person is older than another.C. One person has a scar, but her friend does not.D. Todd eats meat, but his brother Rod is a vegetarian.E. None of the above.59. Which of the following is the most fit in an evolutionary sense?A. A lion who is successful at capturing prey but has no cubs.B. A lion who has many cubs, eight of which live to adulthood.C. A lion who overcomes a disease and lives to have three cubs.D. A lion who cares for his cubs, two of who live to adulthood.E. A lion who has many lionesses and one cub.60. Giraffes living 1000 years ago had much shorter necks than the giraffes seen today. Which of the following statements best explains this observation? A. The two groups of giraffes are not related. B. The two groups of giraffes arose as a result of convergent evolution. C. The giraffes acquired longer necks through the continuing process of natural selection. D. The difference in neck length supports Lamarck’s hypothesis. 61. The life histories of five birds of the same species are listed below. The most evolutionally successful bird is the one that: A. Lives 5 years, lays 12 eggs in during lifetime, 4 hatch B. Lives 2 years, lays 8 eggs in during lifetime, 4 hatch C. Lives 6 years, lays 2 eggs in during lifetime, 2 hatch D. Lives 4 years, lays 8 eggs in during lifetime, 7 hatch E. Lives 5 years, lays 8 eggs in during lifetime, 6 hatch 43719753619500In a desert, there are two types of cacti, which are pictured to the right and labeled A and B. Since there are very few plants in the desert, many animals depend on cacti as a large part of their diet.Identify the major variation in the traits of these cacti.Which of these species is better fit to survive in the desert? EXPLAIN WHY.How would natural selection and evolution unfold over thousands of years on these cacti? What would the cacti in this desert look like after that time?Explain why you chose your answer:Please sign this page, and the Honor Code on the back of this page, remove them from the packet, and return to Ms. Coerper (Canter Room 101)AP Biology Statement of UnderstandingBy signing this contract, the parent and the student acknowledge that they have read the preceding documentation (AP Biology Summer Assignment, AP Biology Honor Code, and AP Biology Syllabus) for Ms. Coerper's AP Biology class and that they understand and agree to the commitment necessary to be successful in this course. Students will need to use the class’ Schoology website with the access code: ZH92M-2GP2C. The Schoology website will go live September 1st. AP Biology will be an academically challenging course to prepare students for the AP Biology Placement Exam held on May 13th, 2019 at 8am. Please read carefully the summary of expectations provided below and then sign the form at the bottom confirming your commitment to AP Biology. 1. I recognize that participation in AP Biology requires me to: a. Demonstrate increased student independence?b. Take on a high degree of responsibility?c. Meet higher standards than other high school classes 2. I understand that AP Biology is the equivalent of a college level biology course and therefore, requires the same amount of work as a college level biology course (approximately 1 hour of homework nightly). 3. I understand that between labs, lectures and reviews, there is really no way to make up a missed class or most of the labs. It is, therefore, essential to attend every class and lab and be prepared to participate. 4. I understand that in order to cover everything that may appear on the AP Biology Placement Exam, this course must proceed at a rapid pace. Therefore, if I am unclear about any topic that has been covered it is my responsibility to seek help outside of class in order to keep pace. 5. I recognize that the material covered in AP Biology is extremely challenging. I also recognize that while my grade in this course and the score I receive on the AP exam matter, the amount and quality of knowledge I take from this class to college is most important. 6. I understand that Ms. Coerper is available to help whenever possible. All I have to do is advocate my needs. Student AcknowledgementStudent Signature ______________________________________________ Date _____________________Student Printed Name _____________________________________________________________________Student Email ____________________________________________________________________________Student Phone Number ____________________________________________________________________Parent/Guardian AcknowledgementParent/Guardian Signature _______________________________________ Date _____________________Parent/Guardian Printed Name ______________________________________________________________Parent/Guardian Email _____________________________________________________________________Parent/Guardian Phone Number _____________________________________________________________Please return the completed Statement of Understanding and Honor Code (on back) to Ms. Coerper in Canter Room 101 on Tuesday September 4th ................
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