8/10/2019 AP Biology Summer Assignment 14-15 http://slidepdf.com/reader/full/ap-biology-summer-assignment-14-15 1/27 AP Biology 2014-2015 Summer Assignment Mrs. Pamela Griffin [email protected]!"y is t"ere a summer assignment# The first topics of the year are chemistry and biochemistry. If you are a junior or senior, you were taught the majority of this content in chemistry and biology. If you are a sophomore, then you may have learned some of these concepts in middle school. The goal of the summer assignment is to review and/or learn these concepts prior to the first week of school. Reviewing this material over the summer will: . !llow us to spend more time on the content with which students are less familiar and did not e"perience in introductory biology. #. Re$uire you to practice reading and interpreting the te"tbook. %. !llow you to become familiar with the difficulty and design of !& 'iology tests. !"en is t"e summer assignment $ue# The summer assignment is due the first $ay of school, (eptember #, #)*. %o late &or &ill 'e a((epte$. !"at is t"e a(tual assignment# The summer assignment covers chapters #+ of the te"t and consists of learning objectives, review assignments, and practice tests. -or hapters #+: . )evie& the attached objectives. These are %*+ $uestions for you to answer, but you should use these to guide your reading and use them as a checklist for self assessment. #. )ea$ each chapter thoroughly. %. )evie& the key terms for each chapter. a. It is recommended that you review the terms and their definitions. There is %* specific assignment for the terms this summer. Recommended formats to learn the terms: i. -lash cards using colored paper/markers and adding pictures or diagrams to your cards can be helpful0 ii. Two columns place concepts on one side and definitions on the other so that the page can be folded over for self $ui11ing.0 iii. reate practice matching tests for the vocabulary words break the lists into groups of +2 terms at once and make sure to answer the tests as well0 *. ,omplete the attached assignments specific to each chapter. . ,omplete the attached practice tests you will write on the tests but make sure to also bubble in the scantron sheets provided 3 make certain each scantron is labeled correctly with the test name0. 44 The te"tbook covers greater detail than is necessary for you to know at this point. Therefore it is important for you to focus mainly on the objectives and vocabulary specified by the summer assignment. ust to $ou'le ("e( &"en is t"e summer assignment $ue# The summer assignment is due the first $ay of school, (eptember #, #)*. %o late &or &ill 'e a((epte$. ,an / get "elp over t"e summer if / $o not un$erstan$ some of t"e material# I can be contacted through email which I will check appro"imately once a week: pgriffin5spotsylvania.k#.va.us
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!"y is t"ere a summer assignment#The first topics of the year are chemistry and biochemistry. If you are a junior or senior, you were taught the majority of
this content in chemistry and biology. If you are a sophomore, then you may have learned some of these concepts inmiddle school. The goal of the summer assignment is to review and/or learn these concepts prior to the first week of
school.
Reviewing this material over the summer will:
. !llow us to spend more time on the content with which students are less familiar and did not e"perience in
introductory biology.
#. Re$uire you to practice reading and interpreting the te"tbook.
%. !llow you to become familiar with the difficulty and design of !& 'iology tests.
!"en is t"e summer assignment $ue#The summer assignment is due the first $ay of school, (eptember #, #)*. %o late &or &ill 'e a((epte$.
!"at is t"e a(tual assignment#The summer assignment covers chapters #+ of the te"t and consists of learning objectives, review assignments, and practice tests.
-or hapters #+:
. )evie& the attached objectives. These are %*+ $uestions for you to answer, but you should use these to guide
your reading and use them as a checklist for self assessment.
#. )ea$ each chapter thoroughly.
%. )evie& the key terms for each chapter.
a. It is recommended that you review the terms and their definitions. There is %* specific assignment for
the terms this summer. Recommended formats to learn the terms:
i. -lash cards using colored paper/markers and adding pictures or diagrams to your cards can behelpful0
ii. Two columns place concepts on one side and definitions on the other so that the page can be
folded over for self $ui11ing.0
iii. reate practice matching tests for the vocabulary words break the lists into groups of +2 termsat once and make sure to answer the tests as well0
*. ,omplete the attached assignments specific to each chapter.
. ,omplete the attached practice tests you will write on the tests but make sure to also bubble in the scantron
sheets provided 3 make certain each scantron is labeled correctly with the test name0.
44 The te"tbook covers greater detail than is necessary for you to know at this point. Therefore it is important for you to
focus mainly on the objectives and vocabulary specified by the summer assignment.
ust to $ou'le ("e( &"en is t"e summer assignment $ue#
The summer assignment is due the first $ay of school, (eptember #, #)*. %o late &or &ill 'e a((epte$.
,an / get "elp over t"e summer if / $o not un$erstan$ some of t"e material#I can be contacted through email which I will check appro"imately once a week: pgriffin5spotsylvania.k#.va.us
#. Identify the four elements that make up 789 of living matter.
%. 6efine the term tra(e element and give an e"ample.Atoms an$ Mole(ules
*. 6raw and label a simplified model of an atom.
. 6istinguish between each of the following pairs of terms:
a. neutron and proton
b. atomic number and mass number 8. "plain how the atomic number and mass number of an atom can be used to determine the number of neutrons.
2. "plain how two isotopes of an element are similar. "plain how they are different.
;. 6escribe two biological applications that use radioactive isotopes.
7. 6efine the terms energy and potential energy. "plain why electrons in the first electron shell have less potential energythan electrons in higher electron shells.
). 6istinguish among nonpolar covalent, polar covalent and ionic bonds.
. "plain why strong covalent bonds and weak bonds are both essential in living organisms.#. 6istinguish between hydrogen bonds and van der <aals interactions.
%. =ive an e"ample that illustrates how a molecule>s shape can determine its biological function.
*. "plain what is meant by a chemical e$uilibrium.
,ommon Stu$ent Mis(on(eptions
. The simplified models of the atom -igure #.*0, electron shells -igure #.;0, and covalent bonding -igure #.0 can confuse
students who take them too literally. It is important to make sure that you understand that:
• !toms do not have defined surfaces.
• lectrons do not travel in planetary orbits around the nucleus of the atom.
• (hared electron pairs are not paired spatially in covalent bonds.
• lectron shells represent energy levels rather than the position of electrons.
#. (tudents have difficulty fully grasping the concept of energy, and especially the concept of potential energy. &otential energy
can be misunderstood as a substance or fuel that is somehow stored in matter. ?nderstand that potential energy is associated
with an object>s ability to move to a lower+energy state, thus releasing some of the potential energy. Return to the concept of potential energy in discussing electron shells, understand that electrons in different electron shells differ in potential energy
rather than in position.
%. (tudents should recogni1e that weak bonds play important roles in the chemistry of life, despite the transient nature of eachindividual bond. &age *# gives the e"ample of the gecko, able to walk on ceilings because of the van der <aals interactions
between the ceiling and the hairs on the gecko>s toes. @now that strong and weak bonds are both important in the chemistry
of life, and be able to provide e"amples illustrating this.
Stems
an- A not anion: a negatively charged ion0
(o- A togetherB -valent A strength covalent bond: an attraction between atoms that share one or more pairs of outer+shell electrons0
ele(tro- A electricity electronegativity: the tendency for an atom to pull electrons towards itself0
iso- A e$ual isotope: an element having the same number of protons and electrons but a different number of neutrons0
neutr- A neither neutron: a subatomic particle with a neutral electrical charge0
pro- A before proton: a subatomic particle with a single positive electrical charge0
1. <ith the use of a diagram or diagrams, e"plain why water molecules are:a. polar
b. capable of hydrogen bonding with four neighboring water molecules
2. Hist four characteristics of water that are emergent properties resulting from hydrogen bonding.6. 6efine (o"esion and a$"esion. "plain how water>s cohesion and adhesion contribute to the movement of water from the
roots to the leaves of a tree.4. 6istinguish between heat and temperature, using e"amples to clarify your definitions.5. "plain the following observations by referring to the properties of water:
• oastal areas have milder climates than adjacent inland areas.
• Dcean temperatures fluctuate much less than air temperatures on land.
• Insects like water striders can walk on the surface of a pond without breaking the surface.
• If you slightly overfill a water glass, the water will form a conve" surface above the top of the glass.
• If you place a paper towel so that it touches spilled water, the towel will draw in the water.
• Ice floats on water.
• Eumans sweat and dogs pant to cool themselves on hot days.
9. 6istinguish among a solute, a solvent, and a solution.:. 6istinguish between hydrophobic and hydrophilic substances.
+"e ;isso(iation of !ater Mole(ules
<. Fame the products of the dissociation of water and give their concentration in pure water.=. 6efine a(i$ 'ase and p.
10. "plain how acids and bases may directly or indirectly alter the hydrogen ion concentration of a solution.11. ?sing the bicarbonate buffer system of human blood as an e"ample, e"plain how buffers work.12. 'riefly e"plain the causes and effects of acid precipitation.
Stu$ent Mis(on(eptions
. To understand the emergent properties of water and the importance of these properties to living things, you must fully
understand the structure of water and its ability to form hydrogen bonds with neighboring molecules.
#. (ome students think that water forms hydrogen bonds only in the li$uid state. Recogni1e that fro1en water molecules form a
crystalline lattice, with each water molecule forming four hydrogen bondsB E+bonds form in solid states of matter as well.%. Recall the difference between physical and chemical changes. !n ability to distinguish between these is important in
understanding many of the key properties of water, such as its role as a solute and its dissociation to form hydro"ide and
hydronium ions.*. any students do not fully understand the e"change of protons between water molecules. !n appreciation of water>s
dissociation to form hydro"ide and hydronium ions is crucial to understanding acid+base relationships, the effects of e"cess
DE+ and E%DG ions in solution, and the role of buffers.
-p"o'os +fearing hydrophilic: having an affinity for waterB hydrophobic: having an aversion to water0-ilo - a thousand kilocalorie: a thousand calories0
7. <hich molecule functions to transfer energy between
organic moleculesC
#). <hich molecule contains an amino functional group,
but is not an amino acidC
,". 5 +"e Stru(ture an$ 7un(tion of Ma(romole(ules
*'8e(tives
+"e Prin(iples of Polymers
. Hist the four major classes of macromolecules.
#. 6istinguish between monomers and polymers.
%. 6raw diagrams to illustrate condensation and hydrolysis reactions.
,ar'o"y$rates Serve as 7uel an$ Buil$ing Material *. 6istinguish among monosaccharides, disaccharides, and polysaccharides.
. Identify the elements that compose carbohydrates.
8. Identify e"amples of carbohydrates and describe their functions.
2. 6escribe the role of symbiosis in cellulose digestion.
ipi$s Are a ;iverse Group of y$rop"o'i( Mole(ules
;. 6escribe the building+block molecules, structure, and biological importance of fats, phospholipids, and steroids.
7. Identify the elements that compose lipids.
). 6istinguish between saturated and unsaturated fats.
. Identify e"amples of lipids and describe their functions.
Proteins ave Many Stru(tures an$ Many 7un(tions
#. 6istinguish between a protein and a polypeptide.
%. "plain how a peptide bond forms between two amino acids.
*. Hist and describe the four major components of an amino acid. "plain how amino acids may be grouped according to the physical and chemical properties of the R group.
. "plain what determines protein conformation and why it is important.
8. "plain how the primary structure of a protein is determined.
2. Fame two types of secondary protein structure. "plain the role of hydrogen bonds in maintaining secondary structure.
;. "plain how weak interactions and disulfide bridges contribute to tertiary protein structure.
7. Hist four conditions under which proteins may be denatured.
%u(lei( A(i$s Store an$ +ransmit ere$itary /nformation#). Hist the major components of a nucleotide, and describe how these monomers are linked to form a nucleic acid.
#. 6istinguish between:
a. pyrimidine and purine
b. nucleotide and nucleoside
c. ribose and deo"yribose
d. > end and %> end of a nucleotide
##. 'riefly describe the three+dimensional structure of 6F!.
. (tudents may think that two+dimensional representations of organic molecules are accurate. These molecules are less
static than you imagine. onveniently drawn as linear, monosaccharides usually form rings in a$ueous solutions. There
may be considerable rotation around single bonds within organic molecules, unless their conformation is stabili1ed by
interactions between regions of the molecule. ?nderstand that #6 drawings of organic molecules are convenient butgreatly oversimplified representations of molecular structure.
#. (tudents may not reali1e that every protein has primary, secondary, and tertiary structures and may think that any
particular protein is characteri1ed only by one level of structure. ach level contributes to protein conformation.
%. The majority of students have difficulty visuali1ing the different levels of protein structure and the interaction of the
regions of the protein molecule. To fully understand levels of protein structure, you must be able to mentally constructthree+dimensional images of proteins. This can be very challenging. Try to construct your own %+6 models or look at
models online.
*. (tudents tend to define nucleic acids by the most familiar e"amples, 6F! and RF!, rather than understanding thestructure of nucleotide monomers. This causes confusion when students encounter important molecules such as !T& and
c!& and fail to recogni1e them as nucleotides. Take the time to understand the monomers 3 building blocks+ of nucleic
acids
Stems
(on- together condensation reaction: a reaction in which two molecules become covalently bonded to each other through the loss of
a small molecule, usually water0$i- two disaccharide: two monosaccharides joined together0gly(o- sweet glycogen: a polysaccharide sugar used to store energy in animals0
"y$ro- waterB -lyse break hydrolysis: breaking chemical bonds by adding water0ma(ro- large macromolecule: a large molecule0meros- part polymer: a chain made from smaller organic molecules0mono- singleB -sa(("ar sugar monosaccharide: simplest type of sugar0poly- many polysaccharide: many monosaccharides joined together0tri- three triacylglycerol: three fatty acids linked to one glycerol molecule0
(hapter " and Applications!=elow are structural formulas for several organic molecules. For each one, circle andlabel each functional group present and identif* the molecule as a carboh*drate, lipid,nucleic acid or protein.