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Summarizing, I am here to help you learn biology and thought processing skills to help you score as high as
possible on the A.P. exam. We will discuss, practice, lecture and probably disagree at one time or another. I will
help you any way possible but you will have to prepare before you get to class. Remember this is a college class.
The scheduling is different and you will get more personal attention, but the pacing will be that of a college class.
Coming from chemistry, you should have an idea how to learn a difficult subject. There is very little problem
solving but the vocabulary can be overwhelming. It has been said the vocabulary in the text we use is equivalent
to 4 yrs of a foreign language. I know you will be busy with many other activities and classes but you will have to
make time to work on this class. There is an excellent essay on study habits on Robert Taylor's website from
Stevenson High School. Here is the link http://www3.district125.k12.il.us/science/APBIO/studyskills.html
It is on my website under AP Info/Help. You can get to my website:
or go to Lafayette's homepage (http://www.lafayettehighschool.org)and navigate through the
department/science/teachers websites/AP Bio links.
I have the first quarter plan from last year on the last page. This is not your plan but it will give you an idea of the
pacing and types of things we do. The class picks up the pace as we continue through the year.
Check back over the summer as I will be updating links and such to help us next year.
There is an email link on the webwite. It will go to my email address at school. I will check the emails periodically
over the summer. If you have questions or need help, send me an email and I will get back to you. If each of you
would email me I can get a list to get information to you if I need to over the summer.
I look forward to working with you in the fall and having a great class. Biology is a very interesting subject.
Some Objectives for your summer work: (This will allow us to have time to review for the AP exam)
I. PRINCIPLES OF ECOLOGY
A. Compare and contrast energy flows and productivity within ecosystems.
B. Discuss biochemical energy cycles.
C. Demonstrate a working knowledge of community structure growth and regulation.
D. Discuss the social effects of man on the environment.
E. Discuss behavior including societies, communication, territoriality, courtship, aggression, and biorhythms
F. Define Ecology and demonstrate the relationships between the biotic and abiotic factors.
G. Compare the terrestrial biomes by discussing their characteristics and their relationships to each other.
H. Evaluate the various aquatic biomes as to their dependence on light, pH, temperature,and community
structure.
I. Develop an understanding of population dynamics. Determine the factors that regulate population growth, and
be able to describe the phase of growth a given population is in.
J. Analyze the process of biological succession.
K. Analyze the relationships of the nutrient cycles in relation to living organisms in an ecosystem.
Summer assignments:
th
AP BIOLOGY
Define population, community, ecosystem and biosphere. Indicate how each is related to the others.
2. Distinguish between biotic and abiotic factors. Describe 6 abiotic factors, including an example of its
influence on living organisms.
3. Use the principle of allocation to explain the probable environment of an organism that expends much its
energy in growth and reproduction.
4.
Discuss several ways in which evolutionary history affects the distribution and ecology of organisms.
5.
Organisms can respond to environmental change in three ways. Describe and give an example of each.
behavioral response
physiological response
morphological response
adaptive response
6. Are brine shrimp regulators or conformers? Explain your response. How could optimum conditions of salinity
be determined?
7. Explain the concept of environmental grain and under what situation(s) a single environment may be both
coarse-grained and fine-grained.
8. Explain how the earth's curvature and axis of rotation influence the amount of sunlight reaching a given area,
and how this influences the temperature and precipitation in that area.
9.
Describe each major terrestrial biome as to climate, location, and representative flora and fauna.
2.
What is ethology?
3.
4.
5.
6.
Describe the processes of parental and sexual imprinting and explain what is meant by the critical period.
7.
8.
9. Explain what is meant by a dominance hierarchy, and indicate the advantages of this system. Include
territoriality in your discussion, and cite some examples.
10. Differentiate between monogamy and polygamy, and explain the role of parental investment in determining
the evolution of these systems.
11. Use a diagram to describe the honeybee's waggle dance, and the symbolic information it conveys. Given the
position of a food source in relation to the hive, predict the angle at which a waggle dance would be performed.
12. Explain the evolutionary advantage to a population of having members who exhibit altruistic behavior.
Contrast kin selection and reciprocity as explanations of altruistic behavior. Which one of them is generally more
applicable?
13. Why are many interactions between members of the same species agonistic?
14. Which sex usually show more discrimination in choosing potential mates?
15. What is the likely exogenous cue (Zeitgeber) for circadian rhythms?
16. Discuss how bird songs provide a model for understanding behavior development
2.
3.
What is the difference between the fundamental niche and the realized niche?
4.
5.
Distinguish between intraspecific competition and interspecific competition. Give an example of each.
6. Describe several strategies that prey species have adopted for their survival. Include both plant and animal
examples.
7.
8.
9.
10. Describe the steps and name some representative organisms that would be characteristic of succession if the
grounds crew stopped mowing the football field.
11. Why aren't hostas and lilies-of-the-valley able to grow well on the sunny south side of a home?
12. What is predicted by the theory of island biogeography?
13. Name and give examples of the interspecific interactions symbolized in the following table
++
+0
+--
Interaction
Examples
14. List four properties of a community, and explain the importance of each
2.
What are deep sea vents? Where have they been found
3.
What are trophic levels? What is always at the first trophic level?
4.
5.
6.
State the trophic level of each of the following: cow, grass, man
7.
What is primary productivity? Distinguish between gross primary productivity and net primary productivity.
8.
9.
Describe a technique for measuring net primary productivity in an aquatic environment. (We will use this in lab.)
10. What is meant by biomass? Which ecosystem would tend to have a greater biomass/unit area, a prairie or a
deciduous forest? Explain.
11. Sketch and explain a pyramid of standing crop biomass.
12. Explain why the pyramid of biomass for some aquatic environments is inverted.
13. Use a diagram to describe the water cycle. Specify the roles or evaporation, transpiration and rainfall.
14. Use a diagram to describe the carbon cycle. In doing so, explain how carbon enters the living system, and
how it leaves, indicate the role of microorganisms in the cycle, and identify the reservoir for carbon.
15. Use a diagram to describe the nitrogen cycle. In doing so, discuss nitrogen fixation nitrification, and
denitrification. Indicate the role of microorganisms in the cycle, and identify the reservoir for nitrogen.
16. What effect has deforestation been shown to have on chemical cycling?
17. Describe the process of eutrophication. What are factors that contribute to eutrophication?
19. What is contributing to the great increase in atmospheric carbon dioxide? What are potential effects of this?
20. What is the greenhouse effect? What contributes to it? Explain.
21. Why do people that live in overpopulated countries tend to eat low on the food chain?
22. Antarctic seas are often more productive than most tropical seas, even though they are colder and receive
lower light intensity. Explain
23. Label the levels of this food chain. How does a food chain differ from a food web?
24.
Approximately what proportion of the
chemical energy produced in photosynthesis
makes it to a tertiary consumer?
&
1. Describe the trophic levels in a typical ecosystem. Discuss the flow of energy through the ecosystem, the
relationship between the different trophic levels, and the factors that limit the number of trophic levels.
2. Describe the process of ecological succession from a pioneer community to a climax community. Include in
your answer a discussion of species diversity and interactions, accumulation of biomass, and energy flow.
We will work on many of the techniques you will need for the essay portion of
the exam during class.
This will be enough to get you started.
Unless your write very large try to keep your essay to two pages or less.
Latin Terms
Latin is the language of science. There are a few reasons for this but the most
obvious is that Latin is "dead". Since no one actually speaks Latin, the language
is not evolving(changing) so we have no confusion concerning the definition of a
word.
While Biology will not be as mathematical as chemistry or physics but it
will be even more vocabulary driven. If you can define a word from it's parts
rather than experience or going to a dictionary you will be ahead of the game. The
following is a list of common prefixes, roots, and suffixes you will see in
science. Knowing these will allow you to know the definition of many of the terms
seen in A.P. Biolgoy.
The words formed from these terms often are not literally fused together. It
has often been necessary to add a vowel to combining forms for pleasing
pronunciation. For example, bacteri- + logy becomes bacteriology. There are also
times to drop or change a vowel in a prefix, suffix, or stem. For example, gastrobecomes gastric, the adjective pertaining to the stomach.",
"a-, an-","no; lacking; none",
"ab-","away from; out from",
"ac-","to; toward",
",aceus; -aceous","of or pertaining to",
"acou-","hearing",
"act-; acro-","extreme; peak",
"ad-","to; toward",
"adeno-","gland",
"agri-","field, soil",
"-al","having character of",
"alb-","white",
"-algia","pain",
"alto-","high",
"ameb-","change; alternation",
"amphibi-","leading a double life",
"ampho-; amb-","both",
"an-","not; without",
"ana-","up",
"andro-","masculine; man",
"anemo-","wind",
"angio-","vessel",
"ante-","before; ahead of time",
"antero-","front",
"antho-","flower",
"anti-","against",
"anthropo-","man",
"ap-","to; toward",
"aqu-","water",
"archaeo-","primitive; ancient",
"arthro-","joint",
"aster-; astr-","stars",
"-ate","used in forming verbs from nouns",
"-ation","used in forming nouns from verbs",
"atom-","vapor",
"audi-","hear",
"auto-","self",
"bactr-","stick; club",
"barb-","beard",
"baro-","weight",
"bath-","depth; height",
"bene-","well; good",
"bi-","two; twice; double",
"bio-; bi-",
"-blast",
"brachi-",
"branchi-",
"brev-",
"bronch-",
"cilor-",
"carb-",
"cardi-",
"carn-",
"carp-",
"carpal-",
"Caud-",
"cell-",
"-cene",
"centi-",
"centr-",
"cephal-",
"cervic-",
"chem-",
"chlor-",
"chrom-; -chrome",
"chym-",
"-cide",
"circu~-",
"cirru-",
"co-",
"cocc-",
"coel-",
"coli-",
"com-",
"con-",
"life; living",
"sprout; germ",
"having arms",
"having fins",
"short",
"windpipe",
"heat",
"coal; carbon",
"heart",
"meat",
"fruit",
"wrist",
"tail
Quiz 1 stop here
"storeroom;chamber"
"new; recent",
"hundredth",
"center",
"head",
"neck",
"referring to chemistry",
"green",
"color",
"juice",
"killing",
"around; about",
"harilike curls",
"with; together",
"seed",
"hollow",
"glue",
"with; together",
"with; together",
"coni-",
"contra-",
"corp-",
"cosmo-",
costa-
"cone",
"against",
"body",
"world; order; form",
rib
"cotyl-",
"counter-",
"crypt-",
"cup",
"against",
"hidden; covered",
"-cule; -culus",
"cucmul-",
"cuti-",
"cyan-",
"-cycle; cyci"cyst-",
"cyt-; -cyte",
"dacty-",
"deca-",
"deci-'",
"added to nouns to
form","diminutive",
"heaped",
"skin",
"dark blue",
"ring; circle",
"bladder; pouch",
"cell; receptacle",
"finger",
"ten",
"tenth",
"deliquesc-",
"demi-",
"dendr-",
"dent-",
"derm-",
"di-",
"dia-",
"become fluid",
"half",
"tree",
"tooth",
"skin",
"two; double",
"through; across",
"digit",
"din-",
"dis-",
"dorm-",
"dors-",
"du-; duo",
"-duct",
"dynam-",
"dys-",
"ec-",
"echin-",
"eco-",
"ect-",
"electro-",
"en-",
"-en",
"enuephal-",
"end-; ent-",
"enter-",
-eous",
"epi-",
"-err",
"erythro-",
"ethno-",
"eu-",
"extra-",
"ex-",
"-fer",
"ferro-",
"fibr-",
"-fid; fis-",
"-flect; flex",
"flor-",
"fluor-",
"foli-",
"fract-",
"galact-;
galax"gastro-",
"geo-",
"-gen; gine",
"-gene; gene",
"-gest",
"glob-",
"glottis",
"-gon",
"-gony",
"-grade
"-gram ,
"-graphy; graph
"grav"gross",
"gymno-",
"gyn-",
"gyr-",
"haem-; hem-"
"hepat-",
"finger; tow",
"terrible",
"apart; out",
"sleep",
"back",
"two",
"lead",
"power",
"ill; bad",
"out o~; outside",
"spiny; prickly",
"house",Quiz 2 stop here
"outside; without",
"electric; electricity",
"in; into",
"made of",
"brain",
"within; in",
"intestines",
"nature of; like",
"on; above",
"wander; go astray",
"red",
"race; people",
"well; good",
"beyond; outside of",
"out of",
"bear; carry; produce",
"iron",
"fiber; thread",
"divided into; split",
"bend",
"flower",
"fluorine",
"leaf",
"break",
"milk; milky fluid",
"stomach",
"land; earth",
"producer; former",
"origin",
"carry; produce",
"ball; round",
"mouth of windpipe",
"angle; corner",
"offspring; generation;",
" coming into being"
"step; division",
"writing; record",
"writing; record",
"heavy",
"thick",
"naked",
"female",
"ring; circle; spiral",
"blood",
"liver",
25. Two species, A and B, occupy adjoining environmental patches that differ in several abiotic factors. When
species A is experimentally removed from a portion of its patch, species B colonizes the vacated area and thrives.
When species B is experimentally removed from a portion of its patch species A does not successfully colonize
the area. From this, one might conclude that
a. Both species A and species B are limited to their range by abiotic factors.",
"b. Species A is limited to its range by competition and species B is limited by abiotic factors.",
"c. Both species are limited to their range by competition.",
"d. Species A is limited to its range by abiotic factors and species B is limited to its range because it cannot
compete with species A.",
"e. Species B is K-selected and species A is r-selected.
26. The species richness of a community refers to",
"a. the relative numbers of individuals in each species.",
"b. the number of different species found in a community.",
"c. the feeding relationships or trophic structure within the community.",
"d. the species diversity that is characteristic of that community.",
27. When one species was removed from a tidepool the species richness became significantly reduced.",
"The removed species was probably",
" a. a strong competitor."
" b. a potent parasite.",
" c. a resource partitioner.",
" d. a keystone predator.",
"e. the species with the' highest relative abundance.",
28. A highly successful parasite"
" a. will not harm its host.",
" b. may benefit its host.",
" c. will be able to feed without killing its host.",
" d. will kill its host fairly rapidly.",
" e, will have coevolved into a commensalistic interaction with its host.",
29. The most important factor(s) in determining community structure",
"a. may change from one community to another.",
"b. is predation.",
"c. is competition.",
"d. is history.",
"e. are structural diversity and environmental patchiness.",
30. During succession, inhibition",
"a. may prevent the achievement of a climax community.",
"b. is evidence for the equilibrial theory of succession.",
"c. is one of the factors that determines the most tolerant species in an area.",
"d. interferes with the successful colonization of other species.",
"e. may involve changes in soil pH or accelerated accumulation of humus.",
31. According to the nonequilibrial model of succession,",
"a. Chance events such as dispersal and disturbance play maior roles in succession, and species composition
remains in flux.
"b. Species diversity is greatest in the climax community.",
"c. When succession reaches a climax community only extinctions make room for new colonists.",
"d. The communities with the greatest diversity have the greatest resiliency and resistance to change.",
"e. Early colonizers are r-selected and later community members are K-selected.",
"32. The island recolonization experiment of Simberloff and Wilson showed that",
"a. Species diversity returns very slowly to an island after a disturbance.",
"b. The species diversity was highest when disturbances were intermediate in frequency and severity.",
"c. Whereas the same numbers of species of arthropods returned to each island, the species composition was
different, indicating the importance of chance events.",
"d. Islands closest to the mainland had the greatest numbers of arthropods recolonize, and their community
composition and diversity were the same as prior to fumigation.",
"e. The largest islands had the greatest species richness but the least species diversity.",
33. In an ecosystem,",
"a. Energy is recycled through the trophic structure.
"b. Energy is usually captured from sunlight by primary producers, passed to secondary producers in the form of
organic compounds, and lost to decomposers in the form of heat.",
"c. Chemicals are recycled between the biotic and abiotic sectors, whereas energy makes a one way trip through
the food web.",
"d. There is a continuous process by which energy is lost as heat, and chemical elements leave the ecosystem
through runoff.",
"e. A food chain shows that all trophic levels may feed off each other.",
34. Primary productivity",
"a. is equal to the standing crop of an ecosystem.",
"b. is greatest in freshwater ecosystems.",
"c. is the rate of conversion of light to chemical energy in an ecosystem.",
"d. is inverted in some aquatic ecosystems.",
"e. is all of the above.",
35. The open ocean and tropical rain forest are the two largest contributors to Earth's net primary productivity
because",
"a. Both have high rates of net primary productivity.
" b. Both cover large surface areas of the Earth.",
" c. Nutrients cycle fastest in these two ecosystems.",
d. The ocean covers a large surface area and the tropical rain forest has a high rate of productivity.",
"e. Both a and b are correct.",
36. Productivity in terrestrial ecosystems is affected by",
"a. temperature.",
"b. light intensity.",
"c. availability of nutrients.",
"d. availability of water",
"e. all of the above.",
37. Secondary productivity",
"a. is measured by the standing crop.",
"b. is the rate of biomass production in consumers.",
"c. is greater than primary productivity.",
"d. is 10 percent less than primary productivity.",
"e. is the gross primary productivity minus the energy used for respiration.",
38. Biogeochemical cycles are global for elements",
"a. that are found in the atmosphere.",
"b. that are found mainly in the soil.",
"c. such as carbon, nitrogen, and phosphorus.",
"d. that are dissolved in water.",
"e. in the nonavailable reservoirs.",
39. Which of these processes is incorrectly paired with its description?",
"a. nitrification--oxidation of ammonium in the soil to nitrite and nitrate",
"b. nitrogen fixation--reduction of atmospheric nitrogen into ammonia",
"c. denitrification--removal of nitrogen from organic compounds",
"d. ammonification---decomposition of organic compounds into ammonia",
"e. evaporation of ammonia--loss of ammonia to the atmosphere from nonacidic soils",
40. Carbon cycles relatively rapidly except when it is",
"a. dissolved in freshwater ecosystems.",
"b. released by respiration.",
"c. converted into sugars.",
"d. stored in petroleum, coal, or wood.",
"e. part of the bicarbonate reservoir in ocean, s.",
41. Which of the following was not shown by the Hubbard Brook Forest study?",
"a. Most minerals recycle within a forest ecosystem.",
"b. Deforestation results in a large increase in water runoff.",
"c. Mineral losses from a valley were great following deforestation.",
"d. Nitrate was the mineral that showed the greatest loss.",
"e. Nutrient loss returned to normal in less than two years after deforestation.",
42. A change in behavior as a result of experience is called",
"a. habituation.",
"b. imprinting.",
"c. insight
"d. learning.",
"e, maturation.",
43. A critical period",
"a. is the time right after birth when sexual identity is developed.",
"b. usually follows the receiving of a sign stimulus.",
"c. is a limited time during which imprinting can occur.",
"d. is the period during which birds can learn to fly.",
"e. is the time during which social animals play.
44. In classical conditioning,",
"a. An animal associates a behavior with a reward or punishment.",
"b. An animal learns as a result of trial and error.
"c. Sensitivity to unimportant or repetitive stimuli occurs.",
"d. A bird can learn the song of a related species if it hears only that song.",
"e. An irrelevant stimulus can elicit a response because of its association with a normal stimulus.",
45. Circannual behaviors",
"a. are often linked to changes in day length.",
"b. rely solely on endogenous cues.",
"c. involve foraging, reproduction, and migration.",
"d. do not occur in free-running conditions.",
"e. have a rhythm of 24 hours that is based on exogenous cues and endogenous timers.",
46. A kinesis",
"it. is a randomly directed movement that is not caused by external stimuli.",
"b. is a movement that is directed toward or away from a stimulus.",
"c. is a change in activity rate in response to a stimulus.",
"d. is illustrated by trout swimming upstream.",
"e. often involves piloting but not orientation or navigation.",
47. A dominance hierarchy",
"a. may be established by agonistic behavior.",
"b. determines which animals get first access to resources.",
"c. helps to avoid potential injury of competitors.",
"d. may help to stabilize population density.",
"e. applies to all of the above.",
"48. An animal's territory",
"a. may be larger than its home range.",
"b. may decrease in size if resources dwindle and expand if resources become more plentiful.",
"c. excludes both conspecifics and members of other species.",
"d. may be proclaimed by scent marks, vocal displays, and patrolling.",
"e. applies to all of the above.",
"49. In a species in which females provide all the needed food and protection for the young,
"a. Males are likely to be promiscuous.",
"b. Mating systems are likely to be monogamous.",
"c. Mating systems are likely to be polyandrous.",
"d. Males most likely will show sexual selection.",
"e. Females will have a higher Darwinian fitness than males.",
C
B
E
C
B
C
E
B
D
A
C
B
E
A
D
C
D
A
E
B
E
A
B
C
D
B
D
C
A
D
A
C
C
C
D
E
A
A
C
D
E
D
C
E
A
C
E
D
A
C
Monday
Tuesday
Intro
Chap 2
Get Roly-Polys
Turn in Prelab
Read p 41-50
19
26
2
Labor Day/No School
Wednesday
0 hr all 20
Grade Summer
Essay
Write/Grade Essay
Tips for Writing
Essay
st
0 hr 1
27
Animal Behavior
st
Lab 11 1 hour
No fruit fly
Chap 3,4 2nd
Read 41-41
3
No School/Staff Dev
Read 71-84
0 hr all
Unit Themes
10
16
0 hr all
Enzymes
Read 108-123
17
23
0 hr 1
24
Osmosis/Diffusion
st
(Lab 1) CBL 1
Cell Membrane
Read 147-156
30
Finish Cell Memb
Prelab Due
0 hr 1
1
Cell Membrane Lab
st
1
nd
Osmosis Essay 2
0 hr all
8
Exam Cell Biology
Chap 6,7,8
Read 155-159
14
0 hr 1
15
st
Respiration Lab 1
Read 176-185
Vocab Quiz 2
Grade Essay
Intro to Metabolism
Read 96-103
Vocab Quiz 3
Prelab Due
Read 138-147
Review
Themes
Respiration Prelab
st
st
st
Voacab Quiz 1
Review
21
nd
0 hr all
28
Practice AP M.C.
exam (90 min)
Read p 52-59
Get Roly-Polys
0 hr 2
29
st
Chap 3,4 1
Animal Behavior
nd
Lab 11 2 hour
No fruit fly
4
Toothpickase Activity
Chap 5
Read 73-86
0 hr 1 5
Enzyme Lab
st
(Lab2) CBL 1
nd
Biochem Essay 2
st
11
0 hr all
Biochem Exam
Chap 2,3,4,5
Grade Essay
12
18
No 0
Finish Cell
Cell Essay
19
0 hr 2
25
Cell Membrane
Graph Analysis for
lab
Osmosis/Diffusion
nd
(Lab 1) CBL 2
2
No School/Staff Dev
Finish Lab
0 hr all
Review EcoBiochem
Discuss Lab
26
9
Grade/Discuss Essay
Read 160-168
0 hr all
10
Vocab Quiz 4
Jigsaw Respiration
Read 169-173
Review
0 ??
Organelles
Read 123-135
nd
Read 189-193
17
30
nd
0 hr 2
6
Discuss Lab
Biochem Essay
Enzyme Lab
nd
(Lab2) CBL 2
Lab Quiz
Review Test
Grade Essay?
Read 89-76
13
20
Grade/Discuss Essay
Homecoming
Lab Test
nd
0 hr 2
3
Osmosis Essay
Cell Membrane Lab
nd
2
nd
0 hr 2
16
Respiration
nd
Respiration Lab 2
Read 185-189
Practice Essay
Read 62-71
Discuss Essay
Finish Jigsaw
Respiration
Respiration Lab
st
End 1 Q
27
11
18