Olathe North Freshmen Honors Biology Summer Work 2013-2014

Olathe North Freshmen
Honors Biology
Summer Work 2013-2014
 Due On the First Full Day of School (8.15.13)
During Your Class Period
 If you have any questions, feel free to contact
either of Olathe North’s Honors Biology teachers
at the following email addresses:
o jdowningon@olatheschools.org
o eescoon@olatheschools.org
o lfogton@olatheschools.org
 We hope that you have a great summer and are
looking forward to an exhilarating and
challenging year in Honors Biology.
NORTH HONORS BIOLOGY
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SUGGESTED ENROLLMENT REQUIRMENTS:
o Targeted towards students interested in:
 Future AP/COLLEGE Biology science classes
 Prepare for career in science related field
o Currently enrolled in GEOMETRY or higher math course
o Earned a B or better in Science 8, 7, & 6
o Scored Exceeds Standard or higher on both reading and math in 7th grade
o FYI this is NOT a weighted course
CHARACTERISTICS TO CONSIDER:
o INDEPENDENT LEARNER / SELF-MOTIVATED
o PREPARED
 supplies brought daily to class
 organized (science notebook)
o TAKE OWNERSHIP OF LEARNING
o CRITICAL THINKING / COMPREHENSIVE LISTENING is essential
o REVIEW/ WORK ETHIC / STUDY SKILLS
 20 to 30+ minutes daily review/study (this is on top of required work)
 the course goes into more depth of content than General Biology (increase Rigor) and has the
addition of a biotechnology unit
o ATTENDENCE
 student initiates process for completing absent work / understanding material
o TIME MANAGER / ABLE TO SET PRIORITIES
 ability to balance outside activities / academic rigor
o ACTIVE PARTICIPANT IN THE LEARNING PROCESS
 attentive and engaged throughout class
 will seek help from instructor for further clarification
 positive attitude when given challenging / difficult material
COURSE REQUIREMENTS (beyond GENERAL BIOLOGY)
o EXPERIMENTAL RESEARCH PROJECT
 extensive work time outside class
 willing and excited about doing an independent experimental research project with class
support
 in depth lab analysis and research including computation skills and technical reading
o UNIT EXAMS
 questions will be higher level (analysis/synthesis/evaluation)
 focus on ACT preparation
APPROXIMATE COURSE GRADE SET-UP PER QUARTER
o 10%
DAILY WORK/PARTICIPATION
o 15%
HOMEWORK
o 15%
QUARTERLY PROJECTS
o 35%
LABS
o 25%
UNIT EXAMS / WEEKLY HOMEWORK QUIZ
APPROXIMATE COURSE GRADE SET-UP PER SEMESTER
o 45%
FOR EACH QUARTER
o 10%
COMPREHENSIVE FINAL (each semester)
Olathe North
Honors Biology
Summer Work 2013-2014
Name: ________________________________________________
Hour: _________________________________________________
Part 1: Metric Background Check
Measuring Length
1. What does each unit represent?
a. mm = _____________________
b. m= _________________
c. cm= ______________________
d. km= ________________
2. Convert the following:
a. 1 m= _________ cm b. 1 cm= ________mm c. 1 km= ________m
Remember the “BS” rule. If you go from Bigger  Smaller, move the decimal to the right.
If you go from Bigger  Smaller (smaller to bigger), move the decimal to the left.
Kilo
Hecto Deca
Unit (meter, gram, liter)
Deci
Centi
Milli
Each of the units above counts as one decimal point. For example, if you are converting 3,000 mm to meters (the unit),
you are going from smaller to bigger, so you will move the decimal to the left 3 spots. 3,000 mm = 3m.
3. Which measurement is larger? (Circle one)
a. 14 mm or 1cm
b. 334 m or 1 km
c. 1 m or 990 cm
d. 145 m or 145 km
e. 3.4 cm or 30 mm
f. 10km or 1000 cm
HINT: If it says “nearest”, you need to round your answer so you do not have a decimal point.
4. Use a metric ruler to find each measurement
a. Length of the line in centimeters: _____________
b. Length of the line to the nearest cm: ____________
c. Height of the rectangle to the nearest millimeter: ___________
d. Width of rectangle to nearest mm: __________
5. Find the length of an unsharpened pencil (including eraser) in mm: ____________
6. What is your height in cm? ___________ In meters? _________
7. (Keep your shoe on).
a. What is the length of your shoe to the nearest cm? __________
b. How many shoes would it take (heel to toe) to make 1 meter? _______
c. 1 Km? ________
8. Circle the BEST metric unit to measure each of the following:
a. The length of an eyelash:
b. The height of a flagpole:
c. The length of a strand of spaghetti:
d. The distance from Olathe to Lawrence:
mm
mm
mm
mm
cm
cm
cm
cm
m
m
m
m
km
km
km
km
Measuring Volume
1. What does each unit represent?
a. mL = _____________________
2. Convert the following:
a. 1 mL= _________ L
b. L= _________________
b. 1,500 mL= ________L
c. 2.4 L = ________mL
3. What types of instruments can we measure volume with? _______________________________________________
4. What is a meniscus, and how do you read it? __________________________________________________________
Part 2: Quest Introduction to Biology & Measurements
Multiple Choice: Please identify the choice that best completes the statement or answers the question.
1. A condition that can change or differ during an experiment is called a(n)
a. unknown.
c. observation.
b. control.
d. variable.
2. Measurements of a plant’s growth over a two-week period represent
a. inferences.
c. variables.
b. data.
d. hypotheses.
3. In science, a hypothesis is useful only if
a. it is proven correct.
b. the explanation is already known.
c. it can be proven incorrect.
d. it can be tested.
4. Which of the following might be a valid hypothesis for why a plant appears to be dying?
a. The plant is not being watered enough.
c. The plant is receiving too much sunlight.
b. The plant is being watered too much.
d. all of the above
5. A graduated cylinder is used in lab to measure
a. mass
b. weight
c. length
d. volume
6. What is the best way to eliminate unwanted variables that might affect the outcome of an experiment?
a. include a control
b. conduct all experiments in a laboratory
c. do not introduce the unwanted variables to you experiment
d. predict the impact of these unwanted variables in advance
7. You suggest that the presence of water could accelerate the growth of bread mold. This is a(an)
a. conclusion.
c. hypothesis.
b. experiment.
d. analysis.
8. A controlled experiment allows the scientist to isolate and test
a. a conclusion.
c. a mass of information.
b. several variables.
d. a single variable.
9. Biology is the scientific study of
a. the land, water, and air of Earth
b. life.
c. animals.
d. the universe.
10. Living things do all of the following EXCEPT
a. make adjustments to nonliving factors around them.
b. maintain a steady internal environment.
c. respond to other organisms.
d. pass an identical genetic code to their offspring for many generations.
11. Students in a biology class ran an experiment on a type of flowering plant. Their goal was to find the optimal
time in the plant’s life for flowering. What time period will provide the most flowering plants? Use Table 1-1 to
determine your answer.
Table 1-1
Day
Number of Plants Flowering
2
6
4
12
6
18
8
22
10
8
a. 5-6 days
b. 7-8 days
c. 6-7 days
d. 8-9 days
12. What is the basis of the metric measurement system?
a. Its measures are based on divisions that are powers of ten.
b. It is based on European measurement standards.
c. It is the only scientific measurement system.
d. It is based on the wavelength of krypton-86 radiation.
13. Which of the following is an example of data that could be collected?
a. You record the air temperature every day for a week.
b. You propose that a cold front is approaching.
c. You hypothesize that the temperature will increase tomorrow.
d. You conclude that the season is changing.
14. Tasha is testing the effect of blue-colored light on the growth of tomato plans. Which is the independent
variable in this experiment?
a. Light color
c. Amount of light
b. Light intensity
d. Temperature of light
15. A researcher is interested in the effects of nitrate and phosphate on plant growth. He sets up an experiment in
which groups of five plants are given 1, 2, and 3 grams of nitrate and 1, 2, and 3 grams of phosphate in all
combinations over a period of one month. He makes sure that all the plants receive the same amount of water
and sunlight. The researcher measures plant height and weight at the end of the experiment. What is missing in
this experiment design?
a. A control
c. A dependent variable
b. An independent variable
d. A constant
Directions Short Answer: Please use the information in the figure below to answer the questions.
A scientist conducted an experiment to determine the effect of environment on the color of fur of a
Himalayan rabbit. The Himalayan rabbit typically has a white coat except for its colder nose, feet, tail, and ears, which
are black. The scientist shaved an area of hair on the back of each rabbit, then placed an ice pack over the shaved area
on one rabbit (A).
16. Designing Experiments: Which rabbit is the control?
17. Designing Experiments: What is the variable in this experiment?
18. Developing Hypotheses: Before completing the experiment, the scientist made a hypothesis. What is the hypothesis
she is testing?
19. Designing Experiments: Why is Rabbit B essential to the experiment?
20. Observing: Are the observations in the experiment quantitative or qualitative data?
21. Drawing Conclusions: Based on your observations, conclude what effect temperature has on Himalayan rabbits.
The graph in Figure 1-2 shows the three stages in the growth of a corn plant from a seed to a mature plant.
Study the graph and then answer the questions.
22. From Figure 1-2, predict the mass of the plant at day 110.
23. Using Figure 1-2, what might you infer about the height of the plant during the exponential period?
24. What do you think is happening during the lag period in Figure 1-2?
Sponge Bob and his Bikini Bottom pals have been busy doing a little research.
Mr. Krabs created a secret ingredient for a breath mint that he thinks will “cure” the bad breath people get from
eating crabby patties at the Krusty Krab. He asked 100 customers with a history of bad breath to try his new breath
mint. He had fifty customers (Group A) eat a breath mint after they finished eating a crabby patty. The other fifty
(Group B) also received a breath mint after they finished the sandwich; however, it was just a regular breath mint and
did not have the secret ingredient. Both groups were told that they were getting the breath mint that would cure their
bad breath. Two hours after eating the crabby patties, thirty customers in Group A and ten customers in Group B
reported having better breath than they normally had after eating crabby patties.
25. Write a hypothesis for the experiment. It needs to be in an IF…THEN…statement.
26. Which people are in the control group?
27. What is the independent variable?
28. What is the dependent variable?
29. What type of data was collected – quantitative or qualitative?
30. What is ONE constant in this experiment?
Part 3: Reading Graph and Data
Directions: Complete the following questions about the graphs provided. You will need to use outside
resources to look up words you do not know, like carry capacity, exponential growth, mark & recapture
sampling method, and random sampling.
Graph 1: Rabbits Over Time
a. Please identify the type of graph that is represented by this curve ___________________________
b. The carrying capacity for rabbits is ______________
c. During which month were the rabbits in exponential growth? ___________
Graph 2: Average Toe Length
a. In 1800, about how many people surveyed had a 3 cm toe? ___________
b. The data shows that ________________________ selection has occurred.
c. In 2000, what is the average toe length? ____________________
d. What is the average toe length in 1800 _________________
e. What is wrong with the scale on the x-axis? ___________________ How would you correct it? ______________
Does this change any of your answers to a. through d.? ______________________________________________
Chart 3: Snakes & Mice
The date shows population of snakes and mice found in an experimental field.
Year
1960
1970
1980
1990
2000
2001
Snakes
2
10
30
15
14
15
Mice Born
1000
800
400
600
620
640
Mice Died
200
300
500
550
600
580
a. During which year was the mouse population at zero population growth? _______________
b. What is the carrying capacity for snakes? _______________________
c. What is the carrying capacity for mice? _______________________
d. What is the rate of growth (r) for mice during 1960-1970? _____________ During 1970-1980? __________
Growth (r) = change in population
time
Graph 4: Mexico and US
a. In Mexico, what percentage of the population is between 0-4 years of age? _________ In the US? ________
b. Which population is growing the fastest?__________________
c. Which age group has the smallest number in both countries? ______________
Chart 5: Trapping Geese
In order to estimate the population of geese in Northern Wisconsin, ecologists marked 10 geese and then
released them back into the population. Over a 6 year period, geese were trapped and their numbers recorded.
Year
Geese Trapped
1980
1981
1982
1983
1984
1985
10
15
12
8
5
10
Number with
Mark
1
1
1
0
2
1
a. Use the formula to calculate the estimated number of geese in the area studied? ____________________
(Total number captured) x (number marked)
(Total number recaptured with mark)
b. This technique is called __________________ & ________________________________
c. Supposing more of the geese found in the trap had the mark, would the estimated number of geese in the area
be greater or lesser? ______________________
Chart 6: Mushroom Plots
Another ecologist used a different method to estimate the number of mushrooms in a forest. She plots a 10x10
area and randomly choses 5 spots, where she counts the number of mushrooms in the plots and records them on the
grid.
5
2
3
2
3
a. Calculate the number of mushrooms in the forest based on the grid data: _________________
b. The technique is called ________________________________
Part 4: Graphing
Use the data in the following table/paragraph to make an appropriate graph. Please follow all rules of
constructing a good graph for scientific presentation. All data should be included on the one graph provided, please do
not make 2 small graphs, and use the whole graph paper provide (this means make your scale fit the whole paper).
Graph 1: Comparison of annual rings thickness between Forest A and B
The thickness of the annual rings of a tree indicates what type of environmental situation was occurring at the
time of tis development. A thin ring usually indicates a rough period of development (lack of water, forest fires, or a
major insect infestation). On the other hand, a thick ring indicates just the opposite.
Comparison of annual rings thickness between Forest A and B
Age of the
Average thickness of the
Average thickness of the
tree in years
annual rings in
annual rings in centimeters
centimeters (cm).
(cm).
Forest A
Forest B
10
2.0
2.2
20
2.2
2.5
30
3.5
3.6
35
3.0
3.8
50
4.5
4.0
60
4.3
4.5
a.
b.
c.
d.
What is the dependent variable? __________________________________________
What is the independent variable? ___________________________________________________
What was the average thickness of the annual rings of 40 year old trees in Forest A? _______________________
What is the average thickness for 50 year old trees from both forests? SHOW YOUR WORK!
e. About how old do you think a tree from forest A with a 2.1 average thickness would be? ___________________
f. Based on the data and the background information, what can you conclude about Forest A and Forest B? (Write
on paragraph to answer this – 3-5 good, detailed, specific complete sentences!)
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Graph 2: pH of Substances
The following are pH values of common household substances taken by three different teams using pH probes. The
pH scale is from 0 to 14. Note: you will want to graph only ONE number per household item and you are going to want
to put them in order from 0 to 14.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lemon juice - 2.4, 2.0, 2.2
Baking soda in Water - 8.4, 8.3, 8.7
Orange juice - 3.5, 4.0, 3.4
Battery acid - 1.0, 0.7, 0.5
Apples - 3.0, 3.2, 3.5
Tomatoes- 4.5, 4.2, 4.0
Bottled water - 6.7, 7.0, 7.2
Milk of magnesia - 10.5, 10.3, 10.6
Liquid hand soap- 9.0, 10.0, 9.5
Vinegar - 2.2, 2.9, 3.0
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Household bleach - 12.5, 12.5, 12.7
Milk - 6.6, 6.5, 6.4
Household ammonia - 11.5, 11.0, 11.5
Lye - 13.0, 13.5, 13.4
Sodium hydroxide - 14.0, 14.0, 13.9
Anti-freeze - 10.1, 10.9, 9.7
Windex - 9.9. 10.2, 9.5
Liquid detergent - 10.5, 10.0, 10.3
Cola - 3.0, 2.5, 3.2
Deionized Water – 6.8, 7.1, 7.0
Part 5: Reading
For this section you are going to need to read and produce a summary and 6 well thought out questions you
have after reading this article. While you are reading you should ask yourself questions to check for understanding.
Also good readers and scientists will have questions about the material after they are finished reading. These questions
need to relate to the science discussed in the article. We are expecting these questions to be of a higher thought level.
This means on the Bloom’s Taxonomy they need to be in Level III (Application) to Level V (Synthesis). Please use the
following key words to help you form your questions.
Application:
Analysis:
Synthesis:
1. Apply
1. Analyze
1. Adapt
2. Build
2. Assumption
2. Compile
3. Choose
3. Categorize
3. Create
4. Construct
4. Classify
4. Imagine
5. Develop
5. Theme
5. Formulate
6. Experiment with
6. List
6. Estimate
7. Identify
7. Inspect
7. Modify
8. Interview
8. Relationship
8. Theorize
9. Make use of
9. Motive
9. Solution
10. Model
10. Simplify
10. Predict
11. Organize
11. Dissect
11. Improve
12. Plan
12. Constrict
12. Design
13. Select
13. Conclusion
13. Elaborate
14. Solve
14. Examine
14. Test
15. Utilize
15. Survey
15. Propose
Summary:
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6 Questions:
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Part 6: ACT Practice:
This is a research summary type set of questions. This means that there is a description of two to five
experiments provide and you will be asked to determine what the experiments mean and conclusion that can be drawn
from them.
The clearing of rain forests results in forest fragmentation (the breakup of large forest tracts into small patches).
Researchers predicted that fragmentation would result in a decrease in animal populations and aboveground tree
biomass (AGTB) in the resulting fragments. Four studies were completed to test this prediction.
Study 1
The researchers monitored the AGTB of twenty-five 100m x 100m forest plots near areas that had recently been
cleared of vegetation. The distance from the center of each plot to the nearest clearing was measured. Figure 1 shows
the average change per plot in AGTB in metric tons per year (t/yr) over 17 yr.
Study 2
Twenty-five 100m x 100m forest plots were monitored as in Study 1. The center of each of these plots was at
least 500m from the nearest clearing. The average change in AGTB over 17 yr for these 25 plots was 0 t/yr.
Study 3
Researchers monitored sixteen 100m x 100m forest plots near areas that had recently been cleared of
vegetation. Each plot was bordered on 1 side by a clearing. Figure 2 shows the average cumulative percent change in
AGTB at these plots following fragmentation. (Note: Year 0 represents results prior to fragmentation).
Study 4
Researchers trapped and released birds in 10 forest fragments adjacent to areas that had recently been cleared
of vegetation. Three types of birds were monitored: insectivores, frugivores (fruit eaters), and hummingbirds. Figure 3
shows the number of captures per 1,000 hours (hr) of trapping. (Note: Year 0 represent results prior to fragmentation.)
1. In study 4, as time increased from Year 0 to Year 6, the captures/1,000 hr of frugivores:
a. Decreased only.
b. Increased only.
c. Decreased, then increased.
d. Increased, then decreased.
2. Based on the results of Study 4, how did fragmentation most likely affect the population sizes of insectivores and
hummingbirds in the fragments studied?
a. Fragmentation increased the population sizes of both insectivores and hummingbirds.
b. Fragmentation decreased the population sizes of both insectivores and hummingbirds.
c. Fragmentation increased the population size of insectivores and decreased the population size of
hummingbirds.
d. Fragmentation decreased the population size of insectivores and increased the population size of
hummingbirds.
3. Based on the results of Study 1, if the distance from the center of a 100m x 100m plot were 75m from the
nearest clearing, the expected average change in AGTB at the plot over 17yr would be closest to which of the
following values?
a. -1.1 t/yr
b. -2.6 t/yr
c. +1.1 t/yr
d. +2.6 t/yr
4. After examining the results of Study 2, a student concluded that the AGTB at each of the 25 plots remained
constant. Which of the following alternative explanations is also consistent with the results?
a. The AGTB at all 25 plots increased.
b. The AGTB at all 25 plots decreased.
c. The AGTB at some of the plots increased and the AGTB at some of the plots decreased.
d. The AGTB at plots bounded by forest increased and the AGTB at plots bounded by clearings remained
constant.
5. Which of the following sets of results from the studies is least consistent with the prediction proposed by the
researchers?
a. The results of Study 1 for AGTB.
b. The results for Study 3 for AGTB.
c. The results of Study 4 for frugivores.
d. The results of Study 4 for hummingbirds.
6. In Study 4, the researchers trapped birds for 10,000hr per year. Thurs, how many insectivores were trapped in
Year 2?
a. 80
b. 100
c. 800
d. 1,000
* Modeled after a release and published ACT practice test.