AP Biology 2016- 2017 This packet contains important information for AP Biology. To Do list:       

Complete the Purple AP Keep Form and return to the main office by 5/6/16. Complete the student information sheet. Return to Mrs. Anderson in ST205 by 5/13/16 Purchase a textbook. Do this in April or May! Prices will go up in August. Purchase your lab notebook and BILL. This can be done in August. Sign up for the Remind emails/ texts so that I can contact you in the summer if needed. Purchase or borrow from the Library the Summer Reading Book- Survival of the Sickest. Read it! Complete the Reading Guide for Survival of the Sickest. Be prepared for a quiz on the book when we start class in August.

Course Information Instructor: Email: Class website: Remind sign up: Voice mail: Classroom: Education:

Mrs. Elisabeth Anderson [email protected] http://tinyurl.com/drhsanderson https://www.remind.com/join/8378h (303) 982-1247 ST-205 Bachelor of Arts, Biology Colorado College, 2003 Master of Arts in Curriculum and Instruction, Secondary Science University of Colorado- Denver, 2008 Advanced Placement Biology Training- Summer 2014

Pre-Requisites AP Biology requires successful completion of both a high school Biology class and a high school chemistry class. The chemistry class may be taken concurrently with AP Biology. Course Design AP Biology is equivalent to a two semester introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: Big Idea 1: The process of evolution drives the diversity and unity of life. Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes. Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties. Laboratory: This course requires that 25 % of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry based investigations that provide students with opportunities to apply the science practices. Investigations require students to ask questions, make observations and predictions, design experiments, analyze data, and construct arguments in a collaborative setting, where they direct and monitor their progress. Science Practices: Students establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Focusing on these disciplinary practices enables teachers to use the principles of scientific inquiry to promote a more engaging and rigorous experience for AP Biology students. Such practices require that students: • Use representations and models to communicate scientific phenomena and solve scientific problems; • Use mathematics appropriately; • Engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course; • Plan and implement data collection strategies in relation to a particular scientific question; • Perform data analysis and evaluation of evidence; • Work with scientific explanations and theories; and • Connect and relate knowledge across various scales, concepts, and representations in and across domains.

The A.P. Biology Exam Students are required to sit for the AP Biology exam on May 8th, 2017. The College Board has recently stated that “no credence is given to students for AP designation on their high school transcript if there is not a matching AP score”. In addition, research shows that taking the AP exam benefits college bound students regardless of the AP score. In fact, students double their chances of graduating from college with every AP class that they successfully complete in high school. Textbook and Laboratory Notebook Information This year you have a choice of textbook. You can purchase either of the following: Campbell, Reece and Mitchell, Biology, 9th or 10th Edition. ISBN-13: 978-0321775658 ISBN-10: 0321775651 Edition: 10th ISBN-13: 978-0321558237 ISBN-10: 0321558235 Edition: 9th Campbell Biology is the most widely used textbook for introductory college Biology- used by 65% of college biology classes. It is thick! You can either get a 9th (2010) or a 10th (2013) edition. The 9th is cheapest but has little resale value. The 10th edition will have a higher resale value and might be useful for a future college class, but costs at least $100 new. To purchase a textbook you should use Amazon.com (used books) or eBay. If buying a used 9th edition, purchase one in “Very Good” or better condition that is without any highlighting. Don’t pay more than $30 for the used 9th edition. Don’t buy a new 9th edition, if you are buying a new book get a 10th edition. If you need advice or help please see Mrs. Anderson. You should plan on buying your textbook in April, May or June when college students are selling. You may purchase the textbook from a current DRHS student. See Mrs. Anderson’s website for details. Campbell Biology in Focus, 1st Edition ISBN-13: 978-0321813800 ISBN-10: 0321813804 1st Edition Biology in focus is a new “slimmed down” version of Campbell Biology. It will contain all the information you need for this class, but might not be useful at the college level. Buy it used on amazon following the procedure above. It looks like you can purchase new ones for under $50. If you wait until August, the price of the book will increase as demand from college students increases. Student Laboratory Notebook and Biological Interactive Learning Log (BILL) All students will also be required to purchase 2 composition notebooks. One needs to be quadrille (graph paper) and the other can be either quadrille or lined. One will be for formal lab reports and the other will be for your BILL. Students should bring both notebooks to class each day Expectations AP Biology is a challenging, college prep class. You can expect:  Rigorous lab investigations (hard to make up when absent)  Approximately 1 hour of homework per block of class (more for labs/ tests)

Name: ______________________

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AP Biology Student Information 2016-2017 My History: Please list all honors, IB, AP classes that you have taken.

What extracurricular activities and/or sports have you done at Dakota Ridge? Be specific and include years, levels or roles?

About me: If you could be any animal, which one would it be? Why? A famous living person you would most like to meet and talk with:

Why? Your favorite musical group or artist:___________________________________

Most recent book(s) you have read (for pleasure):

The most exciting thing(s) about being a junior/senior:

The least exciting thing(s) about being a junior /senior:

Your greatest strengths as a student:

Your greatest weakness (es) as a student:

Evaluate yourself as a learner and complete the following sentences: a) I learn best when my teacher …

b) I have the hardest time learning when the teacher…

c) The best way to encourage me as a student is when the teacher …

Current Work Load: Please list all honors, IB, AP classes that you will be taking in the fall.

Which extracurricular activities and/or sports are you planning on doing next year?

What activities or hobbies are you involved in after school? Have you won any awards connected with these?

Do you work? If so where and what is your typical work schedule like?

Goals: In this class I want: ___ to pass the AP test

___a 4 on the AP test

___ a 5 on the AP test

What would you like to get out of this class?

What careers are you interested in?

What colleges/universities do you plan on applying to?

What could I do to help you be successful in this class?

Anything else I should know?

AP Biology Summer Reading Assignment   

Book: Moalem, Sharon. Survival of the Sickest. New York: HarperCollins, 2007. Your reading guide for this assignment is below. I will NOT be correcting the reading guides. You should take detailed notes on your own paper based on the reading guide. You will have a QUIZ the first week of school on this book!

Survival of the Sickest

Introduction 1. What is the “big” question the book will attempt to answer? Chapter I 2. The author points out many ways in which iron impacts life. Identify/describe at least five. 3. In the context of this chapter, explain the author’s reference to Bruce Lee and to the barber pole. Chapter II 4. Distinguish between each of the three types of diabetes. 5. What did the ice cores of 1989 reveal about the Younger Dryas? 6. Describe the body’s “arsenal of natural defenses” against cold. 7. Describe the connection between Rana sylvatica and diabetes. 8. In Chapters I and II several inherited disorders were discussed. Create and complete a chart with the following information: Disease/Disorder, Symptoms, Evolutionary Advantage. Chapter III 9. Why do we need Vitamin D? Cholesterol? Folic acid? 10. Briefly describe the connection between the two concepts: a. tanning beds; birth defects b. sunglasses; sunburn c. hypertension; slave trade d. Asian flush; drinking water e. skull shape; climate f. body hair; malaria 11. What’s so fishy about the Inuits’ skin color? 12. Explain the good and the bad of ApoE4. Chapter IV 13. Explain the role of G6PO. 14. Briefly describe the connection between the two concepts: a. European clover; Australian sheep breeding crisis of the 1940s b. Capsaisin; birds and mammals c. Malaria; air conditioning d. Favism; fava beans 15. Explain the following statement found on page 87: “Life is such a compromise.” Chapter V: “Of Microbes and Men” 16. Complete Parasite Chart (Go to end of assignment.) 17. Identify 3 ways in which microbes/parasites move from host to host. 18. For each pathway listed in the previous question, explain the relationship of the mode of transmission to the virulence of the invader. 19. What is our advantage in the survive-and -produce race?

Chapter VI: “Jump Into the Gene Pool” 20. Briefly discuss the following terms/scientists: a) Jenner b) vaccine c) antibodies d) B-cells e) “junk DNA” f) Lamarck g) McClintock h) retroviruses 21. What is the Weissman barrier? 22. Make connections between the following terms: a. transposons; viruses; evolution b. sunspots; flu epidemics 23. Humans have about 25,000 genes and more than a million different antibodies. How is this possible? 24. What is a persisting virus? Chapter VII: “Methyl Madness” 25. Make connections between the following terms: a) vitamin supplement; agouti mice b) snakes; long-tailed lizards c) Barker Hypothesis; fathers who smoke d) Smoking grandmothers; asthmatic children e) Betel nut chewing; cancer 26. Epigenesis may be partially responsible for the childhood epidemic of obesity. Explain. 27. “Good times mean more boys. Tough times mean more girls.” Explain. Chapter VIII: “That’s Life: Why You and Your iPod Must Die” 28. Make connections between the following terms: a) Progeria; lamina A b) Hayflick limit; telomeres c) Cancer cells; stem cells d) Size; life expectancy e) Risky child birth; big brains and bipedalism 29. Explain the author’s iPod and aging analogy. 30. Identify the 5 lines of cancer defense. 31. What are the two accomplishments of biogenic obsolescence? 32. Compare and contrast the Savanna and aquatic ape hypotheses. Conclusion 33. The author hopes that you will come away from this book with an appreciation of three things: a) Life is in a constant state of creation b) Nothing in our world exists in isolation c) Our relationship with disease is often much more complex than we may have previously realized. On a personal note, what would you add to his list? 34. “Nothing in biology makes sense except in the light of evolution.” How does the book, Survival of the Sickest, support this quote by Theodosius Dobzhansky, a noted evolutionary biologist?

Please complete the attached information form and give to Mrs. Anderson in room ST205 by May 13th 2016.