Liberty High School

Instructor: Amy Giannantonio

2013-2014
AP Biology Summer Packet

Welcome to AP Biology!
The AP biology course is designed by the College Board to cover the content of
a two-semester college level Biology course for Biology majors. The course
requires students to have successfully completed a high school level Biology and
Chemistry course prior to registering for AP Biology. Students are expected to
study a minimum of one hour outside of class for every hour of class time (The
College Board recommends 2-3 hours so you may want to schedule 2-3 hours
into your daily routine).
Liberty High School AP Biology students will meet daily for 80 minutes for 1.5
semesters. Although this may seem like a great deal of time to cover the content
of AP Biology we need to have a running start, so a summer packet has been
designed to 1) help review essential chemistry concepts and 2) explore basic
ecological biomes and 3) introduce you to one of the four main Big Ideas in AP
Biology, Evolution, in preparation for the in-depth study of these topics which will
be covered throughout the year. All assignments are due on the first day of class
and will be assessed within the first 2 weeks of school.
Course materials & resources:

All students should pick up the course textbook (Biology, Campbell 8th
ed) as instructed at the end of the school year.

Information regarding the AP courses, requirements, and exams are

available at www.collegeboard.com

AP Test preparation books (ex. Princeton Review, Kaplan, Barrows,

etc.) are recommended but are not required. They may be purchased
at any local bookstore as well as online.

Students will also receive an online access to the texts supplementary

material for labs, tutorials, simulations, and quizzes.

Questions over the summer may be addressed to Ms. Giannantonio

via e-mail at agiannantonio@beth.k12.pa.us

I look forward to an exciting year of AP Biology with you! I hope you enjoy your
summer and feel free to e-mail me with any questions that may arise!
Ms. Giannantonio

Drop / Add Policy:

The following guidelines exist for all other schedule changes requested after August 1st:
1. A schedule change request form must be completed by the student and parent. Forms are
available in the Counseling Office or the teacher.
2. Schedule changes will be considered for valid educational reasons only. Schedule changes will
not be made to accommodate requests for lateral moves within the same subject area or teacher
preference.
3. The counselor and assigned teacher will review schedule change requests.
4. Quarter courses (half semester courses) will not be dropped after the first 5 days of class.
5. Full semester courses will not be dropped after the first 15 days of class.
6. All students must maintain a full schedule for the entire year.
7. Level changes will not be considered unless the student has a 75% or lower in the course.
Withdrawals from a course will not become part of the student record if the course is
dropped within the first 15 days of a semester class and within the first 5 days of a quarter
course (half semester course). A W (Withdrew) will be recorded after those days but prior to
the end of the first quarter. Either a WP (Withdraw Passing) or WF (Withdraw Failing) will
be recorded if the course is dropped after the first marking period, indicating the students
progress at the time of withdrawal.
A course change must be based upon academic considerations, and be facilitated by a
conference/plan developed by the student, parent, teacher and counselor/grade level
administrator to support student success. This plan will require tutoring, completion of all
required work to date, and a sincere demonstration of effort and ability by the student
prior to dropping a course or level of course for all classes in English, Social Studies, Math,
Science and Foreign Language.

Getting Started...
Send an email with your name and AP Biology in the subject line to:
agiannantonio@beth.k12.pa.us
so I can contact you if necessary and so I can create a class list for group emails.

Textbook Registration/Online Course Enrollment

If you have any issues with using the online textbook, please contact me asap at
agiannantonio@beth.k12.pa.us You need to attempt access immediately so
issues can be resolved if necessary. In other words, I shouldnt be hearing from
anyone that there is a technology issue in August; all technology issues should
be resolved early in the summer. Thank you.
Step-by-Step Registration Instructions: For the FIRST time you use the website.

Go to www.campbellbiology.com

Click the book cover of Biology, Eighth Edition.

Under First-time Users, Click Register.

Enter the 6-word access code found in your email.

Enter your schools zip code (18020) and Schools Country; then click Next.

Complete your personal information (your name, email address, etc.).

Select your school name from the pull-down menu.

Finally, create your own personal login name and password.

Choose a security question from the pull-down menu and fill in your answer; click
Next.

Once your login name and password have been accepted, you'll see a

Confirmation Summary page. You may want to print this page for future reference.
You'll also get an email with this info on it. (Remember: you only register ONCE;
every time you log in hereafter, use the personal login name/password you just
created).
Step-by-Step Class Enrollment Instructions: For the FIRST time you use the website

Go to www.campbellbiology.com and click the book cover of Biology, Eighth
Edition.
Under Established Users enter the login name and password that you created
during registration.

Click Log in to enter the Campbell Biology website

Click Join a Class (the link is near the top of the left side of the screen).

Enter your instructors Class ID (found in your email), then click Next.

At the Confirm Class page you will see your instructors name and class
information. If this information is correct, click Next.
On the Class Confirmation page, click Enter Class Now. All of your quiz results will
now post to your instructors gradebook.

Part I: Introduction to AP Biology

Reading/Review Assignment: Chapter 1: pages 1-24
Assignment 1: Review Key Points of Chapter One (25 points)
Objectives:
Identify Hierarchy of life/Levels of Biological Organization
Explain Evolutions role as a key biological theme
Describe science as a process and explain how science is used to help
discover, understand and explain biological concepts.
Timeframe Part I: 1 hour

Part II: Organic Chemistry Preparation

Reading/Review Assignment: Chapter 2-5: pages 30-90
Additional Resources:
Building biomolecules - Biocoach Activity:
http://www.phschool.com/science/biology_place/biocoach/
Functional Groups - Biocoach Activity:
http://www.phschool.com/science/biology_place/biocoach/biokit/function.html
Functional Groups Tutorial:
http://www.chemistry-drills.come/functional-groups.php?q=simple
Purdue University Chem:
http://chemed.chem.purdue.edu/genchem/topicreview/bp/2organic/function.html
Assignment 2: Complete the following 5 pages to review fundamental
chemistry concepts. (25 points)
Reading/Review Assignment: Chapters 2 & 3: pages 30-57
The worksheets are on the following 5 pages.

Name: ____________________________
Atomic Structure
Protons have a _____________________ charge and are found
_____________________________.
Neutrons have _____________ charge and are found
_____________________________________.
Electrons have a _____________________ charge and are found
___________________________.
Which subatomic particle is responsible for giving the element its atomic
number? ________________
How do you find the atomic mass?
______________________________________________________
Which subatomic particles are equal in number in a neutral atom?
_____________________________
When an atom is missing one or more electrons it will have a
__________________________ charge.
When an atom picks up one or more electrons it will have a
___________________________ charge.
An atom that has gained or lost electrons due to heat, light, or other forces is
called a/an ________________.
Not all atoms of the same element have the same atomic mass due to a different
number of ____________________. These atoms are called
____________________________________.
Types of Bonds:
Ionic Bonds are weak, like holding something together with tape. They occur
between ions, which give up their _________________
electrons.

Covalent Bonds are strong bonds, like holding something together with nuts
and bolts or nails. As the name suggests, pairs of valence electrons are
_________________________. Covalent bonds share electrons in order to form
a stable octet around each atom in the molecules. Hydrogen is the exception as it
only requires 2 electrons (a duet) to be stable. These electrons might be shared
equally between both atoms forming a non-polar bond, or due to the size of an
atoms nucleus it could be more attractive to the electrons causing them to be
unequally shared. This results in a polar bond.

Which of the atoms is sharing the electrons unequally?

______________________ Is the octet rule fulfilled for both atoms?
_______________ What is the name of this compound? ___________________
Hydrogen bonds are weak bonds that are similar to holding something together
with velcro. These are very important in biology and play a role in helping
proteins and nucleic acids hold their structure. They involve a hydrogen atom of
one electronegative molecule being attracted to the positive portion of another
electronegative ion. They are weaker than covalent and ionic bonds but are still
strong enough to give water and other compounds special properties.
Van de Waals forces are not really considered bonds, but act in much the same
way in terms of attraction. They play a role in structure as well.

Elements and Compounds

Write the symbol for the element from the name provided.
hydrogen

nitrogen

sulfur

carbon

sodium

phosphorus

oxygen

calcium

mercury

potassium

chlorine

iron

Write the number of protons in the nucleus for each element listed
H

nitrogen

sulfur

carbon

Na

Ca

mercury

potassium

Cl

Rn

Write the correct number of electrons associated with each

H

Na

Ca

Recalling what you have learned about valence electrons and the octet rule, draw
the following:
1. A sodium ion

2. A chlorine ion

An ionic bond between sodium and chlorine

4. A covalent bond between hydrogen and oxygen to form water

pH and the Properties of Water

Water is an essential compound. All the chemistry to conduct life occurs
in water both inside and outside your cells. Each molecule of water consists of
two hydrogen atoms and one oxygen atom. The two hydrogen atoms are
covalently bonded to the oxygen, meaning outermost electrons are shared.
When water molecules break up or dissociate, they form hydronium ions(H+)
and hydroxide ions (OH-). In pure water, this dissociation and reformation is
constantly occurring, so the concentration of ions is equal. Pure water is said to
be neutral.
The abbreviation pH stands for potential hydrogen and refers to the
concentration of hydronium ions as compared to the total. If the concentration of
H+ ions is greater than the concentration of OH- ions, the material is said to be
acidic and has a pH of less than 7, while a material with a greater concentration
of OH- ions is said to be basic and has a pH of greater than 7. The scale is
based from 0-14 with pure water being 7 or where the concentrations would be
equal; therefore a substance with a pH of 1 or 13 would be considered strong
and substances closer to pH of 7 would be weak.
Most cells can only survive within a certain range of pH. When exposed to
an environment with a different pH, damage or destruction can take place.

Review Questions:
A solution of pH 6.5 is said to be ____________________. What is a solution of
pH 10? _________________
Which is more acidic, vinegar or lemon juice?
_____________________________________
Which is more basic, sea water or ammonia?
_____________________________________
Which part if the atom is involved in ion formation?
_________________________________
Why do hydroxide ions have a negative charge?
________________________________________________________________
_________________
Why for hydronium ions have a positive charge?
__________________________________________
What happens if pond water becomes too acidic?
_________________________________________
What range of pH is acid rain? _________________________
Think about what you have learned about water molecules and their polarity and
ability to dissociate. How do you think this impacts waters ability to dissolve so
many substances?
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________________________________

Assignment 3: Flashcards of Essential Elements (25 points)

Reading Assignment: Chapter 4: pages 58-66
Refer especially to pages 64-65 to create flashcards
Front: Name of Chemical group/functional group
Back: Write the chemical formula and draw the structural diagram for each
of the following functional groups or monomers. Also provide an example
on each card.
a. Hydroxyl
c. Carboxyl
e. Sulfhydryl
g. Methyl
i. Unsaturated fatty acid
k. Glucose
m. Nucleotide

b. Carbonyl
d. Amino
f. Phosphate
h. Saturated fatty acid
j. Fructose
l. Amino acid

Please refer to the additional resources listed under Part II: Organic
Chemistry Preparation

Timeframe Part II: 2 hours

Part III: Examining Ecology

Reading/Review Assignment: Chapter 52: pages 1148-1173
Assignment 4: Biomes: Ecosystems from A to Z (25 points)
Using your textbook as the primary source, create 2 charts to investigate
the characteristics of the following aquatic and terrestrial biomes.
Chart 1: Understanding Aquatic Biomes (this should be completed on one
sheet of paper)
Freshwater
Marine
Students should compare the two types of aquatic biomes and
describe the following characteristics of each:
1) chemical differences (ex. Salinity)
2) physical characteristics
3) vertical stratification
4) examples of specific biomes (minimum 2 for each)

Chart 2: Comparing Terrestrial Biomes (this should be completed on one

sheet of paper)
Tropical Forest
Savannah
Desert
Chaparral
Temperate Grasslands
Temperate Broadleaf Forest
Northern Coniferous Forest
Tundra
Students should describe the following abiotic and biotic
characteristics for each biome listed above a separate column of chart
2.
1) Climate
-Seasonal temperatures & fluctuations
-Average yearly precipitation vs. seasonal fluctuations
-Amount and intensity sunlight
2) Distribution/Geographic region on Earth
3) Examples of organisms such as plants or animals specific to the
biome.
Timeframe for Part III: 2 hours

Part IV: Endless Forms Most Beautiful...An Introduction to Evolution.

Reading/Review Assignment: Chapter 22: pages 452-466
Assignment 5: Old School learning-Read and Outline the chapter
(25 points)
Read and outline chapter 22: Descent with Modification. If you need guidance in
how to outline, please contact me.
Timeframe for Part IV: 2 hours