Download Summer Assignment 2014 - Lakeland Regional High School

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