HIGH SCHOOL FOR CONSTRUCTION

TRADES, ENGINEERING & ARCHITECTURE

94-06 104th Street, Ozone Park, N.Y. 11416
Phone (718) 8466280
Fax (718) 8466283
La Keisha Gordon, Principal
Steven Wynn, Assistant Principal
Katie Stahl, Assistant Principal

Michael Scaduto, Assistant Principal

AP BIOLOGY SUMMER ASSIGNMENT

Congratulations and welcome to the world of Advanced Placement Biology! I look forward to spending an exciting year
with you. The summer assignment consists of four parts a review of Chemistry topics necessary in biology, a graphing
packet, a controlled experiment, and a reaction paper to a book of your choosing.
The assignments are due on the 1st day of school.
NOTE: When you return in September, you will receive a baseline assessment; this exam will count toward your
grade as it will be mainly composed of questions from this assignment.
Part A: Chemistry Tutorials
In this part of the assignment you will need to use several links to conduct a web quest of major chemical interactions that
are the foundations of biology.
The information for the web quest and links are online at www.engrade.com/mswongscience please go to this site and click
on APBio14 then click on Summer Assignment.
Part B: Graphing Packet
Graphing and Interpreting data is an essential skill for life and for AP Biology. In this exercise, you will review the basics
of graphing and you will also be introduced to new terms and skills that you may or may not have seen in your math
classes.
Part C: Experimental Design and Scientific Paper
In this part of the assignment you will design and conduct an experiment of your choosing and then you will write it up
in the format of a scientific paper. As you conduct your experiment, be sure to take photos and document your data
in a table or chart and graph.
The guidelines to assist you in designing and writing the paper are online at www.engrade.com/mswongscience please go to
this site and click on APBio14 then click on Summer Assignment.
Part D: Reaction Paper
For this part of your assignment, choose one of the following books listed at the end of this document and write a reaction
paper for using the guidelines provided.
All papers must be neatly handwritten on lined paper. Typed assignments will result in a grade of 0.
If you have questions about this assignment, you may contact me at kwong8@schools.nyc.gov . I will check my email
during the summer sporadically. Start at least 4 weeks before school to ensure that you have time to complete all
assignments and ask questions.
Congratulations again and have a great summer!
Ms. Wong

CHEMISTRY TUTORIAL/WEBQUEST
In preparation for the coming year in AP Bio, you will review and/ or familiarize yourself with basic chemistry
concepts that are integral to the understanding of biological processes occurring in all living things.
Without chemistry life on Earth amongst many other fields would not be understood.
For this assignment you will need to answer the questions below using several different websites and
tutorials. The spirit of the assignment is to understand basic chemistry and how it relates to biology.
Use the following links to answer the questions below.
http://www.sophia.org/properties-of-water-tutorial (may take a awhile to load)
http://bcs.whfreeman.com/thelifewire/content/chp02/02020.html
http://prezi.com/4hefv2hk2bhq/ap-bio-chemistry-1-atoms-water-carbon/
http://prezi.com/-r8c-fscmffx/ap-bio-chemistry-2-macromolecules/
Part I
1.
2.
3.
4.
5.
6.
7.

Biochemistry Web Quest

What is the maximum number of electrons the outermost energy level can hold?
How are ionic and covalent bonds different from each other?
What is the difference between the two types of covalent bonds?
What is a molecule with both negative and positive ends is called?
How is an atom different from an ion?
The atomic number of an atom refers to the number of what?
Molecules that contain the element Carbon and have at least one Carbon-Hydrogen bond are what type of
compound?

8. How many electron pairs does Carbon share in order to complete its valence shell?
9. What are the pH ranges for an acid and a base?
10. If a liquid has a pH of 4 would you add an acid or a base to raise the pH? Support your actions using data from
the pH scale.
Part II
1. For water to go from a liquid to a gas (vaporize), the bonds that must be broken are:
A. Covalent

B. Polar Covalent

C. Ionic

D. Hydrogen

Question 2 is based on the diagram of a solute molecule surrounded by a shell of

water. The oxygen of the water is depicted as small circles.
2. The solute molecule is most likely:
A. Positively Charged
C. Neutral on Charge

B. Negatively Charged
D. Hydrophobic
E. Polar

3. In a lake contaminated by acid rain, fish generally die when the pH of the water is persistently below about:
A. 8
B. 7
C. 6.5
D. 6
E. 5
4. Ice is lighter and floats in water because ice is a crystalline structure held together by:
A. Ionic Bonds Only

B. Hydrogen Bonds Only

C. Covalent Bonds Only

D. Both Ionic & Hydrogen Bonds

E. Both Ionic & Covalent Bonds

5. A pH of 7 indicates that:
A. The solution consists of pure water

B. The concentration of H+ ions equals that of OH ions

C. There are no H+ ions in solution

D. There are no OH ions in solution

E. The solution is an acid

6. The cohesiveness among water molecules is due largely to:

A. Hydrophobic Interactions

B. High Specific Heat

C. Covalent Bonds

D. Hydrogen Bonds

E. Ionic Bonds

7. It is correct to say that the action of buffers:

A. Is of relatively little significance in living systems
B. Tends to prevent great fluctuations in pH
C. Depends on the formation of a great number of hydrogen ions
D. Depends on the presence of many electron donors
E. Is to remove hydroxyl ions from organic acids
8. What do cohesion, surface tension and adhesion have in common with reference to water? All
A. Are a product of the structure of the hydrogen atom

B. Are produced by covalent bonding

C. Are properties related to hydrogen bonding

D. Have to do with non polar covalent bonds

E. Are aspects of a crystalline structure

9. Organic chemistry is a science based on the study of:

A. Functional Groups

B. Vital forces interacting with matter

C. Carbon Compounds

D. Water and its interaction with other kinds of molecules

E. The properties of Oxygen

10. How many electron pairs does carbon share in order to complete its valence shell?
A. 1

B. 2

C. 3

D. 4

E. 5

Part III
1. The element silicon is the second most abundant element in the earths crust, but it is not
usually an important constituent of organisms. None the less, some writers have speculated that
silicon might be vary important in living systems elsewhere in the universe. In view of the atomic structure of
silicon, as shown in the diagram to the right, and of what you know about bonding capacities of carbon,
hydrogen, oxygen and nitrogen, which of these elements would you expect silicon to resemble most closely
in its chemical properties?
A. Carbon

B. Hydrogen

C. Oxygen

D. Nitrogen

2. Substances that decrease the concentration of hydrogen ions in aqueous solutions are referred to as:
A. Acids

B. Bases

C. Buffers

D. Ions

3. In the molecules of the gas, oxygen, what kinds of bond (or bonds) hold(s) the atoms together?

A. single covalent bond, polar

B. double covalent bonds, polar

C. single covalent bond, nonpolar

D. double covalent bonds, non polar

E. None of the above

4. On the right is a molecule composed of carbon, nitrogen, oxygen, and hydrogen. The
hydrogen atoms have not been drawn in. What is the correct chemical formula?
A. C3N2OH4

B. C3N2OH5

C. C3N2OH6 D. C3N2OH7

E. C3N2OH8

5. A polar covalent bond occurs when:

A. One of the constituent atoms has a greater affinity for electrons then the other.
B. The constituent atoms attract the electrons equally.
C. An electron from one of the constituent atoms is completely transferred to the other atom.
D. A hydrogen atom is shared between two different atoms.
6. Which of the following pairs of atoms forms the most highly polarized covalent bond?

A. C S

B. C N

C. C H

D. H O

E. C - C

7. Which one of the atoms above would form the most polar covalent bond with hydrogen?
A. A

B. B

C. C

D. D

E. E

8. The partial negative charge at one end of a water molecule is attracted to the partial positive charge of another
water molecule. This attraction is called?
A. A Hydrogen Bond
B. An Ionic Bond
C. A Hydration Shell

D. A Hydrophobic Bond

E. A Cohesive Bond

9. The bonds that form between water molecules in a liquid are?

A. Covalent Bonds

B. Hydrogen Bonds

C. Ionic Bonds

D. Hydrophobic Bonds

10. Which one of the following kinds of biologically important bonds requires the least energy to break it?
A. Hydrophobic Interactions
B. Covalent Bonds
C. Hydrogen Bonds
D. Ionic Bonds

Part IV
Complete the chart. Keep the following in mind:
1. Example Section: Place the following words into the example box. More than one molecule may go into a
box. Cellulose. Cholesterol, Fat, Testosterone, ATP, Antibodies, Hemoglobin., Ribonuclease, Glycogen
2. Additional Info Box: Put 1:2:1 Ratio, Put higher # of H &/ or Lower O Peptide, Saturated, R Groups
3. Example Box: 1. C5 H11 COOH
Type of Compound

Carbohydrate

Lipids

Protein

Nucleic Acid

Elements Involved
Subunits/ parts
Element Ratio
Bonding
Examples
Use in the Body

Part V
1. Which of these molecules is not a polymer? (Explain)

2. Name and briefly describe the three main kinds of chemical bonds most often seen in biological molecules.

3. Identify the bonds indicated by the arrows on the molecules below.

4.

The typical

energy storage form of carbohydrates in animals is?

A. Glycogen

B. Starch

C. Cellulose

D. Sucrose

E. Fat

5. Which one of the following compounds is not a carbohydrate?

A. Lactose

B. Cellulose

C. Starch

D. Glycogen E. Cholesterol

6. Which one of the following has atoms of an element other than carbon, oxygen or hydrogen?
A. Fat

B. An amino acid

C. Glucose

D. The lipids of cell membranes

E. Both A & D

7. The basic building-block molecules that make up the carbohydrates are?

A. Monosaccharides B. Fatty acids & glycerol

C. Amino acids

D. Nucleotides

8. Which element is found in both nucleic acids and protein?

A. Nitrogen

B. Phosphorous

C. Iodine

D. Sulfur

E. Calcium

9. The shape of a protein molecule is influenced by

A. Whether it is organic or inorganic
C. The number of genes found in the nucleus
10. In plants, simple sugars are least likely to be
A. linked together to form proteins
C. used as a source of energy

B. The sequence of amino acids in it

D. The number of genes of chromosomes in the cell
B. broken down into CO2 water
D. stored in the form of starch molecules

Free Response: Complete these questions on loose leaf.

1. The unique properties (characteristics) of water make life possible on Earth. Select three properties of water
and:
-for each property, identify and define the property and explain it in terms of the physical/chemical nature of
water.
-for each property, describe one example of how the property affects the functioning of living organisms.
2. All life on Earth is carbon based. Our carbon basis allows for the formation of complex molecules. Pick three
of the four groups of complex carbon based molecules (macromolecules) and for each:
a) For each group, discuss the structural components of the molecule group.
b) For each group, discuss two examples of molecules that belong to each of the groups that you chose. Briefly
describe their function.
c) All of these groups of molecules are created from monomers joining to form polymers. Explain the process
that joins these molecules.

GRAPHING PACKET
Objectives
After completing this exercise, you should be able to:
1.
Explain the difference between discrete and continuous variables and give examples.
2.
Use one given data set to construct a line graph.
3.
Use another given data set to construct a bar graph.
4.
Given a set of data, describe how it would best be presented.
Activity A: Tables
Directions: Read and annotate the following information. Answer the questions in bold to self-assess
your understanding of the graphing basics.
A student team performed the experiment. They tested the pulse and blood pressure of basketball players and
non-athletes to compare cardiovascular fitness. They recorded the following data:
Non-athletes

Basketball Players

Resting pulse

After exercise

Resting pulse

After exercise

Trial

Trial

Trial

Trial
Subject

Subject

72

68

71

145

152

139

67

71

70

136

133

134

65

63

72

142

144

158

73

71

70

141

144

142

63

68

70

140

147

144

72

74

73

152

146

149

70

72

72

133

134

145

75

70

72

156

151

151

75

76

77

149

152

153

78

72

76

156

150

155

75

75

71

154

148

147

74

75

75

149

146

146

71

68

73

142

145

150

68

69

69

132

140

136

68

70

66

135

137

135

70

71

70

151

148

146

78

75

80

160

155

153

73

77

76

138

152

147

10

73

75

74

142

146

140

10

72

68

64

153

155

155

If the data were presented to readers like this, they would see just lists of numbers and would have difficulty
discovering any meaning in them. This is called raw data. It shows the data the team collected without any kind
of summarization. Since the students had each subject perform the test three times, the data for each subject can
be averaged. The other raw data sets obtained in the experiment would be treated in the same way.
1. In your own words explain usefulness of the table depicted above and
explain a limitation or what is missing?

Table 1 . Average Pulse Rate for Each Subject

(Average of 3 trials for each subject; pulse taken before and after 5-min step test)
Non-Athletes
Subje
ct
1

Resting
Pulse
Average
70

Basketball Players

After Exercise
Average
145

Resting Pulse
Average
70

After
Exercise
Average
134

Subje
ct

67

148

70

142

67

144

73

149

71

139

72

151

76

151

76

155

74

150

75

146

71

146

69

136

68

136

70

146

78

156

76

147

10

74

143

10

68

155

These rough data tables are still rather unwieldy and hard to interpret. A summary table could be used to convey
the overall averages for each part of the experiment. For example:
Table 2 . Overall Averages of Pulse Rate
(10 subjects in each group; 3 trials for-each subject; pulse taken before and after 5-min step test)
Pulse Rate
Before Exercise
After Exercise
(beats/min)
Non-Athletes
71.6
145.8
Basketball Players
71.9
146.1
Notice that the table has a title above it that describes its contents, including the experimental conditions and the
number of subjects and replications that were used to calculate the averages. In the table itself, the units of the
dependent variable (pulse rate) are given and the independent variable (non-athletes and basketball players) is
written on the left side of the table.
Tables should be used to present results that have relatively few, data points. Tables are also useful to display
several dependent-variables at the same time. For example, average pulse rate before and after exercise, average
blood pressure before and after exercise, and recovery time could all be put in one table.
2. Give an example of an experiment where a table may not be the most useful
way to depict data.
Activity B: Graphs

Numerical results of an experiment are often presented in a graph rather than a table. A graph is literally a
picture of the results, so a graph can often be more easily interpreted than a table. Generally, the independent
variable is graphed on the x-axis (horizontal axis) and the dependent variable is graphed on the y-axis (vertical
axis). In looking at a graph, then, the effect that the independent variable has on the dependent variable can be
determined.
3. Imagine a 5th Grader asked you what the independent variable and
dependent variable meant on a graph. How would you explain it to them?

When you are drawing

a graph, keep in
mind that your objective is to show the data in the clearest, most readable form possible. In order to
achieve this, you should observe the following rules:
Use graph paper to plot the values accurately
1. Plot the independent variable on the x-axis and the dependent variable on the y-axis. For example,
if you are graphing the effect of the amount of fertilizer on peanut weight, the amount of fertilizer is
plotted on the x-axis and peanut weight is plotted on the y-axis.
2. Label each axis with the name of the variable and specify the units used to measure it. For
example, the x-axis might be labeled "Fertilizer applied (g/100 m2)"' and the y-axis might be labeled
"Weight of peanuts per plant (grams)."
3. The intervals labeled on each axis should be appropriate for the range of data so that most of the
area of the graph can be used. For example, if the highest data point is 47, the highest value labeled
on the axis might be 50. If you labeled intervals on up to 100, there would be a large unused area of
the graph.
4. The intervals that are labeled on the graph should be evenly spaced. For example, if the values
range from 0 to 50, you might label the axis at 0, 10, 20, 30, 40, and 50. It would be confusing to
have labels that correspond to the actual data points (for example, 2, 17, 24, 30, 42, and 47).
5. The graph should have a title that, like the title of a table, describes the experimental conditions
that produced the data.
4. Why are scales evenly spaced on a graph?

5. If you were to create a graph why does it make sense to use even
numbered values for the scale?

Figure 2.6 illustrates a well-executed graph

The most commonly used forms of graphs are line graphs and bar graphs.
*While this assignment does not give any examples of Pie Charts, they are also very useful tools for presenting
data that represents percentages or relative amounts of something. They are not considered graphs because they
do not plot independent and dependent variables against each other.
6. Give an example of when a pie chart would be a better representation of data than
a line graph. Support your reasoning.

The choice of graph type depends on the nature of the independent variable being graphed.
Continuous variables are those that have an unlimited number of values between points. Line graphs are used
to represent continuous data. For instance, time is a continuous variable over which things such as growth will
vary. Although the units on the axis can be minutes, hours, days, months, or even years, values can be placed in
between any two values. Amount of fertilizer can also be a continuous variable. Although the intervals labeled
on the x-axis are 0, 200, 400, 600, 800, and 1000 (g/100 m2), many other values can be listed between each
two intervals.
In a line graph, data are plotted as separate
points on the axes, and the points are
connected to each other. Notice in Figure
2.7 that when there is more than one set of
data on a graph, it is necessary to provide a
key indicating which line corresponds to
which data set.

Discrete variables, on the other hand, have a limited number of possible values, and no values can fall between
them. For example, the type of fertilizer is a discrete variable: There are a certain number of types which are
distinct from each other. If fertilizer type is the independent variable displayed on the x-axis, there is no
continuity between the values. (Example: there is no in-between exercise data)
Bar graphs, as shown in Figure 2.8, are used to display discrete data.

In
this
example,
before- and after-exercise data are discrete: There is no possibility of intermediate values. The subjects used
(basketball players and non-athletes) also are a discrete variable (a person belongs to one group or the other).
7. What is the difference between the graph above and the graph below?

8.
Which way would be better to convey the results of the experiment? Explain

why.

9. What can you infer from these results?

Activity C: Graphing Practice

Use the temperature and precipitation data provided in Table 2.6 below to complete the following questions:
Table 2.6
Average Monthly High Temperature and Precipitation for Four Cities
(T = temperature in C; P = precipitation in cm)
Jan. Feb. Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.
Fairbanks,
T
-19 -12
-5
6
15
22
22
19
12
2
-11
-17
Alaska
P
2.3
1.3
1.8
0.8
1.5
3.3
4.8
5.3
3.3
2.0
1.8
1.5
San Francisco,
T
13
15
16
17
17
19
18
18
21
20
17
14
California
P
11.9 9.7
7.9
3.8
1.8
0.3
0
0
0.8
2.5
6.4 11.2
San Salvador,
T
32
33
34
34
33
31
32
32
31
31
31
32
El Salvador
29.
P
0.8
0.5
1.0
4.3 19.6 32.8
2
29.7 30.7 24.1 4.1
1.0
Indianapolis,
T
2
4
9
16
22
28
30
29
25
18
10
4
Indiana
P
7.6
6.9 10.2 9.1
9.9 10.2 9.9
8.4
8.1
7.1
8.4
7.6
Source: Pearce, E. A., and G. Smith. Adapted from The Times Books World Weather Guide. New York: Times
Books, 1990.
10. Compare monthly temperatures in Fairbanks with temperatures in San
Salvador. Can data for both cities be plotted on the same graph?
a) What will go on the x-axis?
b) How should the x-axis be labeled?
c) What should go on the y-axis?
d) What is the range of values on the y-axis?
e) How should the y-axis be labeled?
f) What type of graph should be used?

11. Compare the average September temperature for Fairbanks, San

Francisco, San Salvador, and Indianapolis. Can data for all four cities be
plotted on the same graph?
a) What will go on the x-axis?
b) How should the x-axis be labeled? What should go on the y-axis?

c) What is the range of values on the y-axis? How should the y-axis be

labeled?
d) What type of graph should be used? Why?

12. Graph the temperature and precipitation data for

San Francisco on the right.
a) Can both sets of data be plotted on the same graph?

b) What will go on the x-axis?

c) How should the x-axis be labeled?
d) What should go on the y-axis?
e) What is the range of values on the temperature axis?
f) How should this axis be labeled?
g) What is the range of values on the precipitation axis?
h) How should this axis be labeled?
i) What type of graph should be used?

Interpreting Information on a Graph

Objective: After completing this exercise, you should be able to interpret graphs.
Once you understand how graphs are constructed, it is easier to get information from the graphs in your
textbook as well as to interpret the results you obtain from laboratory experiments. For the graphs below, write a
sentence or two describing what each graph shows, and answer the questions.

13. Interpret the graph above: What patterns or trends to you see?

14. What was the world's population in 1900?

15. Predict the world's population in 2000.

16. Why does this graph change from a solid line to a dashed line at the end?

* Remember that Rate = amount / time. In this case it should be product / minute.

17. Interpret this graph: What patterns or trends to you see? At what
temperature is reaction rate the highest?
18. With different patterns on each side of the apex?

Please
note that the y- axis shows a range of average monthly temperatures.
19. Interpret the graph above: What patterns or trends do you see?
20. At what latitude does the least variation in temperature occur?
21. Miami is at approximately 26 N latitude. From the information on the
graph, what is the range in mean monthly temperature there?
22. Minneapolis is at approximately 45 N latitude. From the information on
the graph, what is the range in mean monthly temperature there?
23. Sydney, Australia is at approximately 33 S latitude. From the information

on the graph, what is the range in mean monthly temperature there?

24. Look at any weather map or photographs of the world to try and explain
the temperature patterns in the graph. Hint: think H-bonds.

Please
note that the y- is a type of measurement used in spectroscopy that we will discuss in greater detail later this
year. We will also be looking at the significance of Pr and Pfr
25. Interpret this graph: What patterns or trends to you see?

26. At what wavelengths does Pr phytochrome absorb the most light? How do
you know?

27. At what wavelengths does Pfr phytochrome absorb the most light? How do
you know?

28. Use this graph to explain why (how) the pigments were named.

This is a classic experiment.

29. Interpret these graphs: What patterns or trends to you see?

30. On what day does Paramecium aurelia reach its maximum population
density? Support your answer with evidence from the graph.

31. Does Paramecium caudatum do better when it is grown alone or when it is

grown in a mixture with
Paramecium aurelia? Support your reasoning using the data in the graph.

Questions for Graphing Review

*In the following questions you will be constructing graphs without plotting data. By practicing how to
construct graphs, you will learn how to graph your own data in later labs. Use the regularity and size
intervals to determine if a variable is continuous or discrete.
1.
A team of students hypothesizes that the amount of alcohol produced in fermentation depends
on the amount of sugar supplied to the yeast. They want to use 5, 10, 15, 20, 25, and 30% sugar solutions.
They propose to run each experiment at 40C with 5 mL of yeast.
What type of graph is appropriate for presenting these data? Explain why.
Sketch the axes of a graph that would present these data. Mark the intervals on the x-axis and label both
axes completely. Write a title for the graph.

2.
Having learned that the optimum sugar concentration is 25%, the students next decide to
investigate whether different strains of yeast produce different amounts of alcohol. If you were going to
graph the data from this experiment, what type of graph would be used? Explain why.
Sketch and label the axes for this graph and write a title.

3.
A team of students wants to study the effect of temperature on bacterial growth. They put the
dishes in different places: an incubator (37C), a lab room (21C), a refrigerator (10C) and a freezer (0C).

Bacterial growth is measured by estimating the percentage of each dish that is covered by bacteria at the end
of a 3-day growth period.
What type of graph would be used to present these data? Explain why
Sketch the axes below. Mark the intervals on the x-axis, and label both axes completely. Write a title for the
graph.

4.
A team of scientists is testing a new drug, XYZ, on AIDS patients. The scientists monitor
patients in the study for symptoms of 12 different diseases. What would be the best way for them to present
these data? Explain why.

5. A group of students decides to investigate the loss of chlorophyll in autumn leaves. They collect green leaves
and leaves that have turned color from sugar maple, sweet gum, beech, and aspen trees. Each leaf is
subjected to an analysis to determine how many mg of chlorophyll is present.
What type of graph would be most appropriate for presenting the results of this experiment? Explain why.

Experimental Design and Scientific Paper

In this part of the assignment, you will design an experiment of your choosing. You may choose any topic that
you are interested in but you must ensure that your experiment is a controlled experiment. Below you will find a
list of ideas for experiments, you may choose one of these or create your own based from one of the ideas listed.
Steps to complete this portion of the assignment:
1. Choose your topic, research it, and create a hypothesis.
2. Use the checklist to ensure your experiment is indeed a controlled experiment
3. Conduct your experiment collecting data and photograph all phases of your experiment.
4. Write your scientific paper using the guidelines in this packet.

Remember these are ideas to help you to design a controlled experiment!

Some ideas http://www.sciencebob.com/sciencefair/ideas.phpoes
http://teens.lovetoknow.com/High_School_Biology_Experiments

Does the color of food or drinks affect

whether or not we like them?

Does the color of a room affect human

behavior?

Where are the most germs in your

school? (more info.)

Do athletic students have better lung

capacity?

Does music have an affect on plant

growth?

What brand of battery lasts the longest?

Does the type of potting soil used in

planting affect how fast the plant grows?

What type of food allow mold to grow the

fastest?

Does having worms in soil help plants

grow faster?

Can plants grow in pots if they are

sideways or upside down?

Does the color of hair affect how much

static electricity it can carry? (test with
balloons)

Which kinds of food do dogs (or any

animal) prefer best?

What is the best way to keep an ice cube

from melting?

What level of salt works best to hatch

brine shrimp?

Can the food we eat affect our heart

rate?

Can background noise levels affect how

well we concentrate?

Does acid rain affect the growth of

aquatic plants?

How much weight can the surface

tension of water hold?

What is the best way to keep cut flowers

fresh the longest?

Which soda decays fallen out teeth the

most?

Does the color of light used on plants

affect how well they grow?

What light brightness makes plants grow

the best?

What plant fertilizer works best?

Does the color of birdseed affect how

much birds will eat it?

Do natural or chemical fertilizers work

best?

What is the effect of salt on the boiling

temperature of water?

Can mice learn? (you can pick any

animal)

Does shoe design really affect an

athlete's jumping height?

Can people tell artificial smells from real

ones?

What type of grass seed grows the

fastest?

Does age affect human reaction times?

Does temperature affect the rate of

rotting fruit?

Once you have decided on an experiment...

Make sure you check this Checklist of ideas prior to conducting your experiment:
What is it that you are trying to figure out? That is, what is the question of your investigation?
State your hypothesis. Identify it as the hypothesis. You may use If/Then statements.
Identify the independent variable. (the variable being manipulated)
Identify the dependent variable. (the one that will change)
Identify specifically what is being measured in the correct units.
Example: CO2 or H2O consumption; growth; production of a product; etc.)
Identify the control group that will be used for comparison if applicable. It does not contain the variable
being tested.
Identify any other variables that are being held constant in the experimental group. For instance, each
setup may be measured for the same amount of time; or each setup may have the same amount of solution in
each beaker, etc.
What method and/or time frame is used?
Example: I will take readings of . . .by. . . every 5 minutes for 30 minutes.
What is the rate of calculation and/or statistical application?
Example: average number of trials, slope of the curve, etc.
How will the results be verified? (sample size or repetition)
How will the experimental results be presented? (graphs, charts, etc. it is acceptable for you to sketch
out the visuals you will use, even though you have not collected data yet!)
What are the expected results? WHY? (This will be your best educated guess based on the readings in
the labs, and any other research you decide to do on your own. Yes, you should read the introductions to the
labs.)

As you conduct your experiment take photos and document your data in a table or chart.
Once you have completed your experiment you will write a brief scientific paper.

Guidelines for Writing a Scientific Paper

Writing an effective scientific paper is not easy. A good rule of thumb is to write as if your paper will be
read by a person who knows about the field in general but does not already know what you did. Before
you write a scientific paper read some scientific papers that have been written in the format of the paper
you plan to use. In addition to the science, pay attention to the writing style and format.

TITLE:
On the cover page, list the title of your specific investigation (not just the lab name from the manual!). A
general rule of thumb is somewhat like: The Effect of <your independent variable> on your
<dependent variable>. Beneath this is traditionally the abstract (more on this below). Names of group
members, class period, instructor, and date submitted should be at the bottom right of this page.

ABSTRACT:
An abstract is a succinct (one paragraph) summary of the entire paper. The abstract should briefly
describe the question posed in the paper, the abbreviated methods used to answer this question the
results obtained, and the conclusions. It should be possible to determine the major points of a paper by
reading the abstract. Although it is located at the beginning of the paper, it is easiest to write the abstract
after the paper is completed.

INTRODUCTION:
This section of your lab report provides the conceptual basis and/or theoretical background of your
experiment. Design this section of your lab report using three (3) sections:

1. Identify and in detail, explain the question investigated along with the theory/principle/concept
illustrated*. Use citations (properly formattedsee citation section of this lab manual) when quoting the
textbook or various other resources.
2. Describe the basic design of the experiment. This should be the approach used with sufficient detail
so that a reader who is not familiar with the technique used will understand what was done and why.
3. Clearly identify your hypothesis and explain how this design will test itthat is, what you
expect to find based on the experiment.

*This introduction section will take some research. Do not try to do this off the top of your head!*

MATERIALS AND METHODS

The Materials and Methods section should succinctly describe what was actually done. It should include
description of the techniques used so someone could figure out what experiments were actually done.
The details of a published protocol do not need to be reproduced in the text but an appropriate reference
should be cited e.g., simply indicate were done as described by Hughes et al. (4). Any changes from
the published protocol should be described. It is not appropriate to indicate volumes of solutions added
instead indicate the relevant information about the experiment such as final concentrations used, etc.
This should be written in paragraph form, third person, past tense.

RESULTS OPENING STATEMENT

Begin this section with an opening sentence that tells the reader what question is being tested in the
experiments described in that paragraph. Write the opening sentence in bold font for emphasis. Then,
follow this with a statement that indicates what the results were use data! Any results that include
multiple data points that are critical for the reader to evaluate the experiment should be shown in tables
or figures (see next section). However, the results should be summarized in accompanying text. When
referring to a particular table or figure, they should be capitalized (e.g., Table 1, Figure 6, etc.). The text
of the Results section should be succinct but should provide the reader with a summary of the results of
each table or figure.
Not all results deserve a separate table or figure. As a rule of thumb, if there are only a few numerical
results or a simple conclusion describe the results in the text instead of in a table or figure.
Your paper should focus on what worked, not things that did not work (unless they didnt work for
reasons that are interesting and provide biological insights).

RESULTS TABLES AND FIGURES

All tables and figures should be put into a contextual framework in the corresponding text. A table of
bacterial strains used should be mentioned in the Materials and Methods section, a table of data
collected should be summarized in the Results section, a figure showing a biosynthetic pathway to
further explain a concept should be described in the Introduction or Discussion section, etc. Tables and
figures should present information in a format that is easily evaluated by the reader. A good rule of
thumb is that it should be possible to figure out the meaning of a Table or Figure without referring
to the text. Tables and figures should typically summarize results, not present large amounts of raw
data. When possible, the results should provide some way of evaluating the reproducibility or statistical
significance of any numbers presented.
Tables should be sequentially numbered. Each table should have a title (shown above the table) that
describes the point of the table. For example, Table 1: Bacterial strains and plasmids used in this
study. If necessary to interpret the table, specific descriptions about what a result represents or how the
results were obtained can be described in a legend below the table.
Figures should be sequentially numbered. Each figure should have a title (shown below the table) that
describes the point of the table. For example, Figure 1. Isolation of MudJ insertion mutants. If
necessary to interpret the figure, specific descriptions about what a result represents or how the results
were obtained can be described immediately following the title.

Tables and figures may be printed on separate pages that follow the Reference section.
Alternatively, the tables and figures may be integrated into the paper if you are using a page layout
program. However, if they are integrated into the paper make sure that there is not a page break in the
middle of a table or figure. Do not wrap text around the outside of tables and figures if the results are
important enough to show as a table or figure they should stand out on the page, not be buried in text.

DISCUSSION - CONCLUSIONS
In this section of your lab report, you will give your interpretations of the data. You must open with a
statement that either shows that the data supported or refuted your hypothesis. Either way, explain the
significance of your data. Do not simply restate the results explain your conclusions and
interpretations of the Results section. How did your results compare with the expected results? What
further questions/predictions can be gleaned from the results? In this section, dazzle us with your
knowledge of the concept and why the results were what they were. This is the goal of each experiment
to see if your hypothesis stands up to testing and to possibly prompt new questions!

ERROR ANALYSIS ERROR ANALYSIS

Finally, you will have to provide a possible (or actual) source of error that might have (or did)
influence the results. This is more than just stating We could have measured the sample wrong. To
receive full credit for this, you must do the following three things:

1. List actual (or possible) source of errors.

2. Describe effect caused by each possible error.

3. Explain how you could correct the error.

Reaction Paper Guidelines

I. SUMMARY/SYNOPSIS What are you reacting to?

GOAL: Show that you understand the main ideas and supporting ideas that the author is presenting in the
book.

Identify all of the "basic information: about the book that you can, including:

the author of the piece, the title of the book, the publisher, and the year of publication;
the topic or subject of the book for example, The Scarlet Letter is about repentance and dignity. In other
words, tell what the piece is about in a word or a phrase;
the author's purpose or motive for writing the piecefor example, "to expose the dangerous conditions factory
workers in the United States faced prior in the early decades of the twentieth century" or "to show how residents
can unite to improve their neighborhood";
the author's major points and their supporting ideas

II. YOUR REACTIONSHow do you react to the piece on a personal level? How does the piece relate to
your experience?

GOAL: Share your own impressions and your own experiences with readers.

Here are some questions you might consider answering:

How much does the text agree or clash with your view of the world, and what you consider right and wrong?
What did you learn, and how much were your views and opinions challenged or changed by this text, if at all?
What would you ask, or tell, the author of the piece if you could?
What did you realize as a result of reading the piece?

You MUST use several quotes (minimum 3) as examples of how it agrees/ disagrees with and supports what you
think about the world, and/or your sense of right and wrong.

* Quotes must always be interpreted and explained.

III. RESEARCH AND ANALYSISWhat questions does the book raise for you and make you want to
learn more about? How is this topic still relevant today?

GOAL: Research a specific topic from the book that resonates with you and explains how it is relevant in
todays society.

What part of the book held your interest the most? Why or why not?
What is the history of this topic? (research the history and clearly define/explain the topic)
Why is this topic important and relevant to people today?
How does this topic affect things that are important to your family, your community, your ethnic group, to people
of your economic or social class or background, or your faith tradition? If not, who does or did the text serve?
Did it pass the "Who cares?" test?

**You MUST incorporate additional research (from alternate sources) to support YOUR ideas and claims about
the topic of your interest (its history, importance/relevance, etc.).**

 Recommended Book List

The Demon-Haunted World by Carl Sagan

A book about what science really is, and how the scientific method fights ignorance and superstition. Very well
written, and probably an enjoyable read for anyone. Approximately 200 pages ***

T. Rex and the Crater Of Doom by Walter Alvarez

A book about the extinction of the dinosaurs and the search and collaboration of many scientists to develop the
mass impact theory of extinction and discover the evidence to support it. Quite Short.

The Beak of the Finch by Jonathan Weiner

A book about the Finches of the Galapagos islands and evolution. Infinitely better than the Origin of the Species.
Fairly long, at least 500 pages.

Origin of the Species (Any Version) by Charles Darwin

A boring book on evolution, but the original. Tried and true. Read an abbreviated version if you can find one the
regular one talks way too much about pigeons. Unabridged version approximately 450 pages. ***

A Natural History of the Senses by Diane Ackerman

A discussion of taste, touch, smell, sight, and hearing. Not terribly scientific, but written by a truly excellent
writer. It discusses the history of perfume, the meaning of communal eating, and much more. Written for the
layperson. About 200 pages.

On Aggression by Konrad Lorenz

A book about competition between tropical fish around the coral reef. Lorenz and competition are always AP Bio
topics.

Silent Spring by Rachel Carson

Recommended by The Times magazine. Mentioned in the 2003 AP Bio Exam and the Bio SAT II. ***
Your Inner Fish: A Journey into the 3.5-Billion-Year History of the Human Body by Neil Shubin
Parsing the millennia-old genetic history of the human form is a natural project for Shubin, who chairs the
department of organismal biology and anatomy at the University of Chicago and was co-discoverer of Tiktaalik, a
375-million-year-old fossil fish whose flat skull and limbs, and finger, toe, ankle and wrist bones, provide a link
between fish and the earliest land-dwelling creatures.

The Book of Life: An Illustrated History of the Evolution of Life on Earth by Stephen Jay Gould (Editor)
A lucid, readily comprehensible, and largely up-to-date overview of the origins and evolution of life on earth,
from the emergence of bacteria 4 billion years ago to that of Homo sapiens in recent geological time. Written by
distinguished scientists, the text proceeds chronologically, giving an in-depth account of the fossil record. It is
matched by hundreds of paintings, drawings, charts, and graphs that reinforce the authors' discussions.

Your Brain on Food: How Chemicals Control Your Thoughts and Feelings Gary Wenk (Author)
Why is eating chocolate so pleasurable? Can the function of just one small group of chemicals really determine
whether you are happy or sad? Does marijuana help to improve your memory in old age? In this book, Gary Wenk
demonstrates how, as a
result of their effects on certain neurotransmitters concerned with behavior, everything we put into our bodies has
very direct consequences for how we think, feel, and act. ***

Dead Men Do Tell Tales: The Strange and Fascinating Cases of a Forensic Anthropologist William R.
Maples, Michael Browning (Authors)
Noted forensic anthropologist Maples, whose specialty is the study of bones, and freelance journalist Browning
here recount Maples's criminal and anthropological investigations over the past 20 years. The book's strength is as
a snapshot of the
world of forensic scientists. ***

The Seven Daughters of Eve: The Science That Reveals Our Genetic Ancestry Bryan Sykes (Author)
Sykes is passionate about his work in decoding mitochondrial DNA and about using this knowledge to trace the
path of human evolution. To lure readers into this specialized work, he relates personal and historical anecdotes,
offering familiar
ground from which to consider the science. A discussion of the history of genetics and descriptions of the early
landmark work of Sykes and his associates culminate with his finding that 90 percent of modern Europeans are
descendents of just seven women who lived 45,000 to 10,000 years ago. ***

Welcome to Your Brain: Why You Lose Your Car Keys but Never Forget How to Drive and Other Puzzles
of Everyday Life Sam Wang (Author), Sandra Aamodt (Author)
Neuroscientists Aamodt, editor-in-chief of Nature Neuroscience, and Wang, of Princeton University, explain how
the human brainwith its 100 billion neurons processes sensory and cognitive information, regulates our
emotional life and forms

memories. They also examine how human brains differ from those of other mammals and show what
happens to us during dreams. ***

The Biophilia Hypothesis Stephen R. Kellert (Editor)

Why is it that most of us find baby animals irresistibly cute? Why do so many people fear even the sight
of snakes? Stephen Kellert and Edward Wilson, the prolific Harvard biologist, gather essays by various hands on
these and other questions, and the result is a fascinating glimpse into our relations with other animals. Humans,
Wilson writes, have an innate (or at least extremely ancient) connection to the natural world, and our continued
divorce from it has led to the loss of not only "a vast intellectual legacy born of intimacy" with nature but also our
very sanity. ***

Plague of Frogs: Unraveling an Environmental Mystery William Souder (Author)

A Plague of Frogs is an ecological detective story, one that begins when a class of middle schoolers discovers an
unusual number of deformed frogs in a pond on a southern Minnesota farm in 1995. William Souder spins a
gripping tale of scientific
Investigation, environmental debate, and the frightening implications of what these deformed frogs mean for
humanity. This is a superb account of a disturbing environmental happening, which finally leaves us wondering,
as scientists do, over its larger implications." ***

The Immortal Life of Henrietta Lacks Rebecca Skloot (Author)

From a single, abbreviated life grew a seemingly immortal line of cells that made some of the most crucial
innovations in modern science possible. Henrietta Lacks was a mother of five in Baltimore, a poor African
American migrant from the tobacco farms of Virginia, who died from a cruelly aggressive cancer at the age of 30
in 1951. A sample of her cancerous tissue, taken without her knowledge or consent, as was the custom then,
turned out to provide one of the holy grails of mid-century biology: human cells that could survive--even thrive-in the lab. ***

Genome: The Autobiography of a Species in 23 Chapters Matt Ridley (Author)

Each chapter pries one gene out of its chromosome and focuses on its role in our development and adult life, but
also goes further, exploring the implications of genetic research and our quickly changing social attitudes toward
this information.
Genome shies away from the "tedious biochemical middle managers" that only a nerd could love and instead goes
for the A-material: genes associated with cancer, intelligence, sex (of course), and more.

Lives of a Cell: Notes of a Biology Watcher Lewis Thomas (Author)

Thomas explores the world around us and examines the complex interdependence of all things. Extending beyond
the usual limitations of biological science and into a vast and wondrous world of hidden relationships, the book
explores in personal,
poetic essays topics such as computers, germs, language, music, death, insects, and medicine. ***
The Youngest Science: Notes of a Medicine-Watcher Lewis Thomas (author)

A doctor's fascinating view of what medicine was, and what it has become. Thomas first learned about medicine
by watching his father practice in an era when doctors comforted rather than healed. Looking back upon his
experiences as a medical
student, young doctor, and senior researcher, Thomas notes that medicine is now rich in possibility and promise.
A General Theory of Love Thomas; Amini, Fari;Lannon, Richard Lewis (Author)
A powerfully humanistic look at the natural history of our deepest feelings, and why a simple hug is often more
important than a portfolio full of stock options. The grasp of neural science is topnotch, but the book is more
about humans as social animals and how we relate to others--for once, the brain plays second fiddle to the heart.

And the Waters Turned to Blood Rodney Barker (Author)

Don't drink the water. Don't swim in it, fish in it, or even bathe in it. Rodney Barker's book details the latest
plague to visit our shores: Pfiesteria piscicida, the "cell from hell," an aquatic microorganism that causes sufferers
to exhibit symptoms similar to Alzheimers or multiple sclerosis and the governments attempts to suppress
reports.

The Hot Zone: A Terrifying True Story Richard Preston (Author)

The dramatic and chilling story of an Ebola virus outbreak in a surburban Washington, D.C. laboratory,
with descriptions of frightening historical epidemics of rare and lethal viruses. More hair-raising than anything
Hollywood could think of, because it's all true. ***

The Demon in the Freezer Richard Preston (Author)

On December 9, 1979, smallpox, the most deadly human virus, ceased to exist in nature. After eradication, it was
confined to freezers located in just two places on earth: the Center for Disease Control in Atlanta and the
Maximum Containment Laboratory in Siberia. Since the fall of the Soviet Union in 1991 a sizeable amount of the
former Soviet Union's smallpox stockpile remains unaccounted for, leading to fears that the virus has fallen into
the hands of nations or terrorist groups willing to use it as a weapon. ***

The Botany of Desire: A Plant's-Eye View of the World Michael Pollan (Author)
Pollan's fascinating account of four everyday plants and their co-evolution with human society challenges
traditional views about humans and nature. Using the histories of apples, tulips, potatoes and cannabis to illustrate
the complex, reciprocal
relationship between humans and the natural world, he shows how these species have successfully exploited
human desires to flourish.

In Defense of Food: An Eater's Manifesto Michael Pollan (Author)

As an increasing number of Americans are overfed and undernourished, Pollan makes a strong argument for
serious reconsideration of our eating habits and casts a suspicious eye on the food industry and its more
pernicious and misleading practices. Listeners will undoubtedly find themselves reconsidering their own eating
habits. ***

The Omnivore's Dilemma: A Natural History of Four Meals Michael Pollan (Author)
In a journey that takes us from an "organic" California chicken farm to Vermont, Pollan asks basic questions about
the moral and ecological consequences of our food. Critics agree it's a wake-up call and, written in clear,
informative prose, also entertaining. ***

Wicked Plants: The Weed That Killed Lincoln's Mother and Other Botanical Atrocities Amy Stewart
(Author), Briony Morrow-Cribbs (Illustrator)
A tree that sheds poison daggers; a glistening red seed that stops the heart; a shrub that causes paralysis; a vine
that strangles; and a leaf that triggered a war. Stewart takes on over two hundred of Mother Natures most
appalling creations. Its an A to
Z of plants that kill, maim, intoxicate, and otherwise offend. ***
Wicked Bugs: The Louse That Conquered Napoleon's Army & Other Diabolical Insects Amy Stewart
(Author) .
With wit, style, and exacting research, Stewart has uncovered the most terrifying and titillating stories of bugs
gone wild. Its an A to Z of insect enemies, interspersed with sections that explore bugs with kinky sex lives

(Shes Just Not That Into You), creatures lurking in the cupboard (Fear No Weevil), insects eating your
tomatoes (Gardeners Dirty Dozen), and phobias that feed our (sometimes) irrational responses to bugs (Have
No Fear). *