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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 1) 2) 3) 4) 5) Task: E-mail Mrs. Ferguson using your preferred email address for a BLOG log in Reviewed key material from Bio I Introductions & Ecology BLOG Virtual Lab: Mealworm Behavior Virtual Lab: Population Biology 6) Virtual Lab: Model Ecosystem 7) Investigation 3 8) Evolution/ Phylogeny BLOG Product: Complete? You should receive an e-mail from Edublogs confirming you are a member of class blog. If you do not receive one within a few days of e-mailing me, please let me know. Notes, notecards, etc. (not collected) Minimum of 3 postings to initial Blog by 7/31 E-mail Post-lab Quiz and Lab Report to Mrs. Ferguson by 7/31 Submit Journal Questions and Data Table and e-mail Post-lab Quiz and Lab Report to Mrs. Ferguson by 7/31 E-mail Post-lab Quiz and Lab Report to Mrs. Ferguson by 7/31 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 Minimum of 3 postings to Evolution topic by 8/31 1 st : 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 2 nd : 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. 3 rd : 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 “PostLab 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 Completeness Analysis Quality Analysis Accuracy Data Professionalism Post-Lab QUIZ Score: TOTAL GRADE: Excellent: 5 Good: 4 Fair: 3 All part of the assignment are completed; Where difficulty occurred, clear evidence the student attempted to answer Most parts of the assignment are completed; some evidence the student attempted to work through difficulties Few parts of the assignment are completed; Little to no evidence student attempted to work through difficulties Answers demonstrate active engagement in the assignment and show thorough elaboration on thoughts; Extends ideas beyond the basic question Answers are complete with some elaboration and extension of ideas Answers are brief; Little to no elaboration or extension of ideas Answers are thorough, accurate and wellsupported. Answers are generally good but may have minor mistake or omissions Analysis contains mistakes and/or lacks support. Data is well-organized, accurate and detailed. Student includes written and visual representation of data & graphs where appropriate Data is organized and complete. May lack some detail and/or have minor mistakes or omissions. Data is basic and lacks attention to detail. Parts of data may be missing, incomplete or are inappropriate for experiment. Work is neatly typed; Full name; Full sentences written in scientific style and use proper grammar, spelling and punctuation Presentable; 1-2 elements of professionalism listed in “Excellent” are missing Work is sloppy; More than 2 required elements listed in “Excellent” are missing Name: Date: AP Biology Lab: LAB PRESENTATION GRADING RUBRIC Introductory Slide Background Information Hypothesis Experimental Design Exemplary (5) Clearly & concisely identifies the purpose of the experiment & relates to scientific principles; Identifies & relates practical, real-world applications Competent (4.25) Identifies the purpose of the experiment; Relates to scientific principles; Some practical, real-world applications are identified Developing (3.5) Identifies the purpose of the experiment; Attempts to identify real-world applications but unclear or contrived Unacceptable (2.5) Statement of purpose may be unclear; Links to scientific principles are unclear or irrelevant May not relate to real-world applications (10) Additional/outside research done related to gene/protein investigated; Pertinent findings included Proper citations included (8.5) Some additional outside research done – may be incomplete or relevance to the experiment not clearly communicated Sources must be cited (4.25) Hypothesis is predictive but may unclear or has minor omissions in purpose, expected results (7) Additional outside research may be minimal, unrelated or loosely related to the experiment, and/or poorly communicated Sources must be cited (3.5) Hypothesis is written in proper format but loosely relates to the purpose of the lab, or unclear as to why expected results would support hypothesis (0) No additional/outside research done related to the purpose, scientific principles, or experimental design (8.5) Summary of lab may need some clarification, or has minor omissions; Difficulties noted (7) Summary of lab may be unclear or have some more significant omissions; Difficulties noted (5) Summary of lab too brief to be useful Evaluation of lab performance/procedure is superficial or missing (5) Clearly stated hypothesis that relates to the purpose and predicts expected results if x condition/statement is true (10) Exemplary summary of lab procedures given; Difficulties with performing the lab should be noted, discussed (2.5) Hypothesis is poorly written; Does not related to the stated purpose, is not predictive, and/or does not relate to the experiment performed Results Analysis/Discussion Conclusion Presentation (10) Results are clearly organized in graphical format (chart, etc) Written findings included (10) Links results of the experiment to what they indicate SPECIFIC results referenced Discusses limitations of the model Sources of error identified and discussed (10) Hypothesis supported or refuted; Includes what students learned from the lab in terms of scientific principles as well experimental design, BLAST, phylogeny, etc. Identifies additional questions that you have (5) Presenter is competent in knowledge of experiment, analysis, & conclusions; Presentation is organized; Both slides and verbal presentation are done in scientific style (8.5) Results include both graphical format and written findings. Few/minor mistakes or omissions in presentation. (8.5) Discussion links results of experiment to their meaning. Some specific results referenced, though may contain omissions of important specific data. Discusses limitations of model Sources of error identified and discussed. (8.5) Hypothesis supported or refuted; Discusses what students learned from the lab, but contains some omissions or minor mistakes. Identifies some additional questions but lacks some detail or engagement (4.25) Presenter is reasonably competent in understanding of lab; Presentation is organized & meets criteria given; May have some difficulty with scientific style (7) Results may include both graphical and written findings. Some mistakes or omissions in presentation of results. (7) Discussion is general, has few specific supporting details. Sources of error, if identified, may not be discussed in terms of their effects on results. (5) Graphical or written component missing. Major mistakes or omissions in presentation of results. (5) Discussion is brief, nonspecific, and/or does not demonstrate active engagement in analyzing results. (7) Statement made about hypothesis. Discussion of what students learned from lab is brief, lacks detail, and/or contains misconceptions. Additional questions, if identified, are not adequately addressed (3.5) Presenter has a basic understanding of the lab; Presentation may be lacking organization or scientific style; (5) Conclusion is brief, misses key elements, and/or does not demonstrate active engagement in analyzing results. (2.5) Presenter has a basic understanding of the lab; Presentation is not organized, lacks scientific style, and/or far exceeds time limit Name: Topic: Closing Date of Discussion: Score = CATEGORY Number of Responses: 1) Responds to initial post 2) Responds substantively to classmates &/or teacher additional posts a minimum of 3 times Timeliness of Responses: 1) Responds to initial post within 3 days of discussion opening 2) Responds to classmates’ and teacher’s comments frequently throughout discussion period Quality of Responses: 1) Student responses demonstrate clear & detailed understanding of topic 2) All responses are correct and supported 3) Student responses extend discussion beyond basic topic Citations: 1) Student supports all responses with citations from credible resources (including textbook) BLOG GRADING RUBRIC EXCELLENT GOOD (10) (8.5) Student exceeds Student meets minimum minimum requirements requirements (5) All responses are posted according to the timeframes given so that the on-line discussion can progress and develop over the course of the discussion period (10) Student responses exceed expectations in all aspects; extension of on-line discussion is insightful (5) All responses are supported with proper citations from credible resources (4.25) Initial post is completed within 3 days of the discussion opening; Responses are posted periodically throughout the open discussion period (8.5) Student responses meet expectations in terms of detail, support, correctness and understanding of topic; may have a few (3 or less) mistakes/omissions (4.25) Most responses are supported with citations from credible resources /30 points FAIR (7) Student responds to initial post but does not meet minimum requirements in responding to classmates (3.5) Responses are posted periodically/sporadically during the open discussion period POOR (5) Student posts at least 2 substantive responses during the discussion period (7) Student responses demonstrate a general understanding of the topic but lacks detail or clarity or have some mistakes or omissions (5) Student responses are basic & lack detail &/or understanding of discussion topic (3.5) Few responses are supported with citations; some may not be from credible resources (0) No citations given (0) Most/All responses are posted during the last 2 days of the discussion period