AP Biology Summer Work 2020 

 

 

INTRODUCTION Welcome to AP Biology! I am very happy that you have decided to take this course and embark upon what I believe will be a challenging and rewarding educational journey. Below is an outline and brief

introduction to the work that is required for this class over the summer.(It will be collected Monday

September 21st, 2020) This is not intended to be “busy work.” By completing these relatively small tasks each week (i.e. NOT the week before you return to school), you will perform a lot of review of concepts you learned in earlier science classes, practice skills that we will be using throughout the year, discover resources that will help you throughout the course, and be better prepared and more confident to begin the school year. I want you to understand that I, like you, enjoy summer break, so find a good balance between work and play!

First Steps for the Summer:

1. IMMEDIATELY: Sign up for AP Biology Google Classroom (code sgffw3o). To help you balance work and play over the summer, there will be periodic announcements on this Google Classroom.

2. During the first week of summer break: Make a schedule to pace yourself so that you finish without stress!

3. Read all assignment expectations in full and complete assignments as outlined.

 

 

 

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Course Preview: AP Biology is a challenging field of study. Unlike some college courses, it is impossible to simply memorize the information or cram in some study the night before an exam – you must have enough mastery of each concept to be able to apply it in completely new and unexpected situations using scientific practices. A good percent of our class time will be spent doing hands-on laboratory investigations. This is a full-year course that is the equivalent of two semesters of an introductory college course in biology. Therefore I expect college level work habits from my students. The AP Biology exam will be held in the morning on Friday, May 14th, 2021, therefore class time is very precious. We will use half of April reviewing for the exam. This leaves us with about 6 months, including breaks and

holidays, to prepare for the AP Exam. It is imperative that we use our time as efficiently as possible. The major biology topics we will be covering this year are:

1) Chemistry of Life 2) Cell Structure and Function 3) Cell Energetics 4) Cell Communication & Cell Cycle 5) Heredity 6) Gene Expression & Regulation 7) Natural Selection 8) Ecology

In addition, these are the skills that we will practice throughout the year:

I. Explain biological concepts, processes, and models presented in written form. II. Analyze visual representations of biological concepts and processes.

III. Determine scientific questions and methods. IV. Represent and describe data. V. Perform statistical tests and mathematical calculations to analyze and interpret data.

VI. Develop and justify scientific arguments using evidence.

I look forward to our year together! -Miss Murphy mmurphy@acsdny.org

 

 

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Summer Assignments 

Assignment #1:Statistics and Graphing Review for AP Biology 

1) Watch the Video Series at the following link for review: 

https://www.youtube.com/playlist?list=PLllVwaZQkS2omBpLjQm_BAQKsQ7lq86ku  

2) Complete Graphing Practice Worksheet and Scientific Words (Attached) 

Assignment #2: Review of Chemistry 

Because it is assumed that you have basic biology and chemistry knowledge before starting AP biology, this assignment will help you review some of those skills. Below are the links to the reading guides. USE THE GOOGLE SLIDES POSTED ON GOOGLE CLASSROOM TO FILL THEM OUT! 

THIS ASSIGNMENT WILL NOT BE COLLECTED!! YOU SHOULD ONLY COMPLETE CHAPTERS THAT YOU FEEL YOU NEED A REVIEW OR REFRESHER ON!!! IF YOU DID NOT EXCEL IN CHEMISTRY IT IS HIGHLY RECOMMENDED YOU COMPLETE THESE AS I WILL ASSUME YOU KNOW THIS MATERIAL DAY 1!!! 

Chapters 1-4 Campbell AP Biology Textbook Reading Guides and Review Questions 

Chapter 1 Introduction: https://www.biologyjunction.com/chapter%201%20exploring%20biology.pdf 

Chapter 2 BioChemistry 

https://www.biologyjunction.com/chapter%202%20chemical%20context%20of%20life.pdf 

Chapter 3: Water 

https://www.biologyjunction.com/chapter%203%20water%20and%20the%20fitness%20of%20the%20environment.pdf 

Chapter 4: Carbon and the Molecular diversity of Life 

https://www.biologyjunction.com/HoltAPRG_08_C04_Final.pdf 

 

 

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Assignment #3: The Structure and Function of Large Biological Molecules  

1) Read Chapter 5 Google Slides posted on Google Classroom and create an outline or complete the reading guide*** (this will not be graded) 

https://www.biologyjunction.com/chapter%205%20structure%20and%20function%20of%20macromolecules.pdf 

2) Complete AP Biology Summer Work Packet (attached) 

Assignment #4: Survival of the Sickest 

Purchase a copy of Survival of the Sickest by Dr. Sharon Moalem 

1) Read or Listen to book on Audible 

The book is available on amazon for $5-10 and is one of the best books on the topic of evolution!! On google classroom I will also link to a pdf version.  

2) As you read complete Guided Questions (attached) 

Assignment #5 (Highly suggested but not mandatory) 

If you can, purchase a copy of an AP biology study book. Good study books include Princeton Review Cracking the AP Biology Exam, Barron’s AP Biology, CliffNotes AP Biology and 5 Steps to a 5 by Mark Anestis (Amazon or your local bookstore).  

Collected by 9/20/20 

1) Graphing and word practice (from assignment #1) 2) AP Summer assignment Biomolecule practice packet (from assignment #3) 3) Survival of the Sickest Guided Questions (from assignment #4) 

 

 

 

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** Although reading guides will not be collected, reading your google slides from the textbook and completing the reading guides or outlining the chapters will be imperative for your success in this class!** 

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Biology  Prefixes  and  Suffixes-­‐The  Language  of  Science  

The  main  reason  students  find  it  difficult  to  understand  science  is  because  of  all  the  hard  to  write,  spell  and  read  words.  Actually,  scientific  vocabulary  is  a  mix  of  small  words  that  are  linked  together  to  have  different  meanings.  If  you  learn  the  meanings  of  the  little  words,  you'll  find  scientific  vocabulary  much  easier  to  understand.  Find  the  mean  to  the  following  Greek/Latin  root  words.    

Word   Meaning  a  /  an    meso    leuco    aero    anti    amphi    aqua  /  hydro    arthro    auto    bi  /  di    bio    cephal    chloro    chromo    cide    cyto    derm    haplo    ecto  (exo)    endo    epi    gastro    genesis    herba    hetero    homo    ov    kary    neuro    soma    saccharo    primi  /  archea    phyll    

 

Word   Meaning  hemo    hyper    hypo    intra    -­‐itis    lateral    -­‐logy    -­‐lysis    -­‐meter    mono    morph    micro    macro    multi  /  poly    pod    -­‐phobia    -­‐philia    proto    photo    psuedo    synthesis    sub    troph    therm    tri    zoo,  zoa    -­‐tropism    -­‐taxis    -­‐stasis    zyg  /  zygous    phago    path  /  pathy    sym  /  syn    

 

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Once  you  have  completed  the  above  table,  use  it  to  develop  a  simple,  shrot  definition,  in  your  own  words,  for  each  of  the  following  terms.  

1.  Hydrology  __________________________________________________________________  

2.  Cytolysis    _________________________________________________________________    

3.  Protozoa___________________________________________________________________  

4.  Epidermis  __________________________________________________________________  

5.  Spermatogenesis    ___________________________________________________________  

6.  exoskeleton________________________________________________________________  

7.  Abiotic    ____________________________________________________________________  

8.  Pathogen    _________________________________________________________________  

9.  psuedopod    ________________________________________________________________  

10.  Hemophilia    _______________________________________________________________  

11.  Endocystosis    ______________________________________________________________  

12.  herbicide    ________________________________________________________________  

13.  Anaerobic    ________________________________________________________________  

14.  Bilateral    __________________________________________________________________  

15.  autotroph    _______________________________________________________________  

16.  Monosaccharide  __________________________________________________________  

17.  Arthropod    ________________________________________________________________  

18.  polymorphic  ______________________________________________________________  

19.  Hypothermia    ______________________________________________________________  

20.  Biogenesis  ________________________________________________________________  

21.  Heterotroph  _______________________________________________________________  

22.  Homozygous  _______________________________________________________________  

23.  Phototropism  ______________________________________________________________  

24.  Chlorophyll  _________________________________________________________________  

25.  Polymorphism  ______________________________________________________________  

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Graphing Practice Graphing is an important procedure used by scientists to display the data that is collected during a controlled experiment. Line graphs must be constructed correctly to accurately portray the data collected. Many times the wrong construction of a graph detracts from the acceptance of an individual’s hypothesis

A graph contains five major parts: a. Title b. The independent variable c. The dependent variable d. The scales for each variable e. A legend

• The TITLE: depicts what the graph is about. By reading the title, the reader should get an idea about the graph. It should be a concise statement placed above the graph.

• The INDEPENDENT VARIABLE: is the variable that can be controlled by the experimenter. It usually includes time (dates, minutes, hours, etc.), depth (feet, meters), and temperature (Celsius). This variable is placed on the X axis (horizontal axis).

• The DEPENDENT VARIABLE: is the variable that is directly affected by the independent variable. It is the result of what happens because of the independent variable. Example: How many oxygen bubbles are produced by a plant located five meters below the surface of the water? The oxygen bubbles are dependent on the depth of the water. This variable is placed on the Y-axis or vertical axis.

• The SCALES for each Variable: In constructing a graph one needs to know where to plot the points representing the data. In order to do this a scale must be employed to include all the data points. This must also take up a conservative amount of space. It is not suggested to have a run on scale making the graph too hard to manage. The scales should start with 0 and climb based on intervals such as: multiples of 2, 5, 10, 20, 25, 50, or 100. The scale of numbers will be dictated by your data values.

• The LEGEND: is a short descriptive narrative concerning the graph's data. It should be short and concise and placed under the graph.

• The MEAN for a group of variables: To determine the mean for a group of variables, divide the sum of the variables by the total number of variables to get an average.

• The MEDIAN for a group of variables: To determine median or “middle” for an even number of values, put the values in ascending order and take the average of the two middle values. e.g. 2, 3, 4, 5, 9, 10 Add 4+5 (2 middle values) and divide by 2 to get 4.5

• The MODE for a group of variables: The mode for a group of values is the number that occurs most frequently. e.g. 2, 5, 8, 2, 6, 11 The number 2 is the mode because it occurred most often (twice)

Rules and Tips for Graphing: 1. Always use a pencil to draw your graph. It’s easier to fix mistakes (Or use Excel!). 2. Always draw lines with a ruler. Do not freehand. Use at least half of your paper for the graph. 3. Make sure Independent Variable is on the X-axis and Dependent Variable is on the Yaxis. 4. Include all parts: Title, Axis Labels WITH Units, Legend 5. If you are graphing multiple subjects, use different colored or patterned lines and explain what they are in the

legend. 6. Choose an appropriate graph to explain your data. Examples:

a. LINE: Measuring a change in something over time b. BAR: Comparing individuals to each other with only one data point. c. PIE: Show percentages that add up to 100%.

PROCEDURE 1: Using the following data, answer the questions below and then construct a line graph.

Depth in meters Number of Bubbles / minute Plant A Number of Bubbles / minute Plant B 2 29 21 5 36 27

10 45 40 16 32 50 25 20 34 30 10 20

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1. What is the dependent variable and why?

2. What is the independent variable and why?

4. What are the mean, median, and mode of all 3 columns of data?

a). Depth : Mean____________Median__________Mode________

b). Bubble Plant A.: Mean ____________Median_________Mode________

c). Bubbles Plant B: Mean ____________Median_________Mode________

Title: _______________________________________________

5. Come up with an explanation for the data in this graph, including the varying rates in plant A and B. (This is an explanation or hypothesis of why the data is the way it is)

LEGEND:

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PROCEDURE 2: Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not enough insulin being produced by these cells, the amount of glucose in the blood will remain high. A blood glucose level above 140 for an extended period of time is not considered normal. This disease, if not brought under control, can lead to severe complications and even death. Answer the following questions concerning the data below and then graph it.

Time After Eating hours Glucose ml / Liter of Blood Person A Glucose ml / Liter of Blood Person B 0.5 170 180 1 155 195

1.5 140 230 2 135 245

2.5 140 235 3 135 225 4 130 200

1. What is the dependent variable and why?____________________________________________ 2. What is the independent variable and why? ____________________________________________ 4. Which, if any, of the above individuals (A or B) has diabetes? _____________________________ 5. What data do you have to support your hypothesis? 6. If the time period were extended to 6 hours, what would the expected blood glucose level for Person B? _________________________________ Title: _________________________________________

LEGEND: 7. What conclusions can be determined from the data in graph 2?

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PROCEDURE 3: The chart to the right is the raw data of the ml of water expelled by the contractile vacuole of a bacteria in different types of solutions. This data was then summarized using averages in the table below. Solution Baseline Saline Deionized Average (in mL) 16.4 7.30 25.87 Standard deviation (error) 6.10 3.43 5.23 1. Construct a bar graph of the amount of water expelled for each solution

type.

2. Each group has an error value or “standard deviation”. Show this on your graph using lines above and below each bar. Use the example to the right of “Experiment 1” as a guide.

1. Why are averages used to construct graphs?

2. What does “standard deviation” mean?

3. Come up with a possible hypothesis to explain the data.

 

LEGEND:

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A.P. Biology Summer Work: Worksheet

Name: ___________________________

Lesson 1: True or False Write true if the statement is true or false if the statement is false.

_____ 1. An atom is smaller than an element.

_____ 2. Organic compounds are found in living organisms.

_____ 3. Proteins are made out of amino acids.

_____ 4. Proteins speed up chemical reactions.

_____ 5. The DNA code carries instructions for the correct sequence of nucleic acids in a protein

_____ 6. Sugars and phosphate groups form the middle of a nucleic acid chain.

_____ 7. DNA (and RNA) is made out of nucleotides.

_____ 8. A protein consists of one or more polypeptide chains.

_____ 9. Lipids include fats, oils, and sugars.

_____ 10. Carbohydrates are the most common type of organic compound.

_____ 11. Peanut oil is an unsaturated fatty acid.

_____ 12. Cytosine and adenine are complementary bases in DNA.

_____ 13. A double helix is like a spiral staircase.

_____ 14. Phospholipids form cell membranes.

_____ 15. Carbohydrates are made out of monosaccharides.

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Lesson 2: Critical Reading Read these passages from the text and answer the questions that follow. The Significance of Carbon A compound found mainly in living things is known as an organic compound. Organic compounds make up the cells and other structures of organisms and carry out life processes. Carbon is the main element in organic compounds, so carbon is essential to life on Earth. Without carbon, life as we know it could not exist. Why is carbon so basic to life? The reason is carbon’s ability to form stable bonds with many elements, including itself. This property allows carbon to form a huge variety of very large and complex molecules. In fact, there are nearly 10 million carbon-based compounds in living things! However, the millions of organic compounds can be grouped into just four major types: carbohydrates, lipids, proteins, and nucleic acids. You can compare the four types in Table below. Each type is also described below. Type of Compound Examples Elements Functions

Carbohydrates sugars, starches

carbon, hydrogen, oxygen

provides energy to cells, stores energy, forms body structures

Lipids fats, oils carbon, hydrogen, oxygen

stores energy, forms cell membranes, carries messages

Proteins enzymes, antibodies

carbon, hydrogen, oxygen, nitrogen, sulfur

helps cells keep their shape, makes up muscles, speeds up chemical reactions, carries messages and materials

Nucleic Acids DNA, RNA carbon, hydrogen, oxygen, nitrogen, phosphorus

contains instructions for proteins, passes instructions from parents to offspring, helps make proteins

Carbohydrates Carbohydrates are the most common type of organic compound. A carbohydrate is an organic compound such as sugar or starch, and is used to store energy. Like most organic compounds, carbohydrates are built of small, repeating units that form bonds with each other to make a larger molecule. In the case of carbohydrates, the small, repeating units are called monosaccharides. Lipids A lipid is an organic compound such as fat or oil. Organisms use lipids to store energy, but lipids have other important roles as well. Lipids consist of repeating units called fatty acids. There are two types of fatty acids: saturated fatty acids and unsaturated fatty acids. Proteins A protein is an organic compound made up of small molecules called amino acids. There are 20 different amino acids commonly found in the proteins of living things. Small proteins may contain just a few hundred amino acids, whereas large proteins may contain thousands of amino acids. Nucleic Acids A nucleic acid is an organic compound, such as DNA or RNA, that is built of small units called nucleotides. Many nucleotides bind together to form a chain called a polynucleotide. The nucleic acid DNA (deoxyribonucleic acid) consists of two polynucleotide chains. The nucleic acid RNA (ribonucleic acid) consists of just one polynucleotide chain. Questions

1. List two functions of organic compounds.

2. Which two categories of organic compounds store energy? Which of these organic compounds is more common?

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3. What is a main difference between DNA and RNA?

4. Describe a difference between large and small proteins.

5. Why is carbon considered the essential element of life?

Lesson 3: Multiple Choice Circle the letter of the correct choice.

a. Water (H2O) is a(n) a. element.

b. atom.

c. compound.

d. carbohydrate.

b. A process that changes some chemical substances into others is a

a. chemical bond.

b. chemical reaction.

c. chemical equation.

d. chemical formula.

c. The main difference between saturated and unsaturated fatty acids is

a. the amount of energy found in the fatty acid.

b. saturated fatty acids are liquids.

c. unsaturated fatty acids can be packed together very tightly.

d. the number of hydrogen atoms bonded to the carbon atoms.

d. The function of proteins can include

a. helping cells keep their shape.

b. helping to destroy foreign substances.

c. speeding up biochemical reactions.

d. all of the above

e. The characteristics of DNA includes which of the following?

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a. DNA is made of nucleotides consisting of a sugar, a phosphate group, and a carbon base.

b. DNA is made of a single polynucleotide chain, which winds into a double helix.

c. DNA is how inherited characteristics are passed from one generation to the next.

d. all of the above

f. Which category of organic compound is the major component of cell membranes?

a. carbohydrate

b. lipid

c. protein

d. nucleic acid

g. The cell wall of plants is made out of

a. starch.

b. glycogen.

c. cellulose.

d. chitin.

h. The main element of organic compounds is

a. hydrogen.

b. oxygen.

c. nitrogen.

d. carbon.

Lesson 4: Vocabulary I Match the vocabulary word with the proper definition. Definitions

_____ 1. an organic compound that stores energy, forms cell membranes, carries messages

_____ 2. an organic compound that contains instructions for proteins

_____ 3. an organic compound that provides energy to cells, stores energy, forms body structures

_____ 4. an organic compound that helps cells keep their shape

_____ 5. a pure substance, like carbon

_____ 6. may contain just a few simple sugars or thousands

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_____ 7. subunit that make up proteins

_____ 8. subunit used to make nucleic acids

_____ 9. lipid in which carbon atoms are bonded to as many hydrogen atoms as possible

_____ 10. lipid in which carbon atoms are bonded to groups of atoms other then hydrogen

_____ 11. the major component of cell membranes

_____ 12. anything that takes up space and has mass Terms

a. amino acid

b. carbohydrate

c. DNA

d. element

e. lipid

f. matter

g. nucleotide

h. phospholipid

i. polysaccharide

j. protein

k. saturated fatty acid

l. unsaturated fatty acid

Lesson 5: Vocabulary II Fill in the blank with the appropriate term.

1. A substance that consists of two or more elements is a ____________.

2. The information in ____________ is passed from parents to offspring when organisms reproduce.

3. ____________ are proteins which bind to foreign substances such as bacteria and target them for destruction.

4. ____________ compounds make up the cells and other structures of organisms and carry out ____________ processes.

5. ____________ is the monosaccharide used for energy by the cells of most organisms.

6. ____________ are the most common type of organic compound.

7. __________ is a protein that binds with oxygen molecules.

8. The shape of DNA is that of a ____________.

9. ____________ is used by plants to store energy.

10. ____________ is used by plants to form rigid walls around cells.

11. DNA contains ____________ instructions for proteins, and ____________ helps assemble the proteins.

12. Matter is anything that takes up space and has ____________.

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Complete the table below

Circle and identify all of the functional groups seen in this ATP

molecule shown below. (note: ATP is an incredibly important energy molecule that we will talk about a lot in this class. Take a couple of minutes to get to know it….).

Ms. Sastry AP Biology

Leigh High School

Biomolecules: Circle and identify the functional groups -

ATP or Adenosine Triphosphate – The ENERGY molecule of your cells

Glucose –ring form

Also Glucose!

Cysteine – an amino acid

Cocaine

Ms. Sastry AP Biology

Leigh High School

Chapter 4 - Functional Groups Hunt – Biomolecules Review

As mentioned (in class), generally “plain” hydrocarbons are not found in living cells. There are

usually other groups of atoms attached somewhere on the molecule. There are certain groups of

atoms that are frequently attached to the organic molecules we will be studying, and these are

called functional groups. These are things like hydroxyl groups which form alcohols,

carbonyl groups which form aldehydes or ketones, carboxyl groups which form carboxylic

acids, and amino groups which form amines. These groups tend to act the same and have

similar properties no matter where on a carbon backbone molecule they’re stuck. Additionally, a

molecule may have more than one functional group and/or more than one type of functional

group attached.

Go to http://www.phschool.com/science/biology_place/biocoach/biokit/intro.html

Complete reading all sections – focus on the sections with functional groups (concept 6) and

isomers (concept 4). Take the self quiz.

Identify the functional groups in the following molecules:

Functional group: Symbol Used below: Example:

Alcohol (Hydroxyl Group) -OH

Aldehyde (Carbonyl Group)

Ketone (Carbonyl Group)

Carboxylic Acid (Carboxyl Group)

Amine (Amino Group)

Amino Acid (Amino Group + Carboxyl Group)

Phosphate group

Sulfhydrl group

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Complete the Table Who are the carbohydrates? Fill in the following table, identifying the carbohydrate to its described function.

Carbohydrate Function

Most plentiful sugar in nature; transport form of carbohydrates in plants; table sugar; formed from glucose and fructose

Five-carbon sugar occurring in DNA.

Main energy source for most organisms; precursor of many organic organisms; serve as building blocks for larger carbohydrates

Structural material of plant cell walls; formed from glucose chains

Five-carbon sugar occurring in RNA

Sugar present in milk; formed from glucose and galactose

Main structural material in some external skeletons and other hard body parts of some animals and fungi

Animal starch, stored especially in liver and muscle tissue; formed from glucose chains

Matching

Match the major parts found in every amino acid by entering the letter of the part in the blank corresponding to the part of the molecule.

A. R group (remember: “R group” is a symbol for a characteristic arrangement of atoms that differ in number and arrangement from one amino acid to another)

B. Carboxyl group C. Amino group

___

___

___

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Matching Choose the most appropriate answer for each term.

1. ____ amino acid

2. ___ peptide bond

3. ___ polypeptide chain

4. ___ primary structure

5. ___ proteins

6. ___ secondary structure

7. ___ tertiary structure

8. ___ dipeptide

9. ___ quaternary structure

10. ___ lipoproteins

11. ___ glycoproteins

12. ___ denaturation

a. A coiled or extended pattern of protein structure caused by

regular intervals of H bonds.

b. Three or more amino acids joined in a linear chain

c. Proteins with linear or branched oligosaccharides covalently

bonded to them; found on animal cell surfaces, in cell

secretion, or in blood proteins

d. Folding of a protein through interactions among R in a

polypeptide chain

e. Form when freely circulating blood proteins encounter and

combine with cholesterol or phospholipids

f. type of covalent bond linking one amino acid to another

g. Hemoglobin, a globular protein of four chains, is an example

h. Breaking weak bonds in large molecules (such as protein) to

change its shape so it no longer functions

i. Formed when two amino acids join together

j. Lowest level of protein structure; has a linear, unique

sequence of amino acids

k. A small organic compound having an amino group, an acid

group, a hydrogen atom, and an R group

l. The most diverse of all the large biological molecules;

constructed from pools of only twenty kinds of amino acids

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Labeling Label following answers to the parts of a nucleotide shown in the diagram.

1. ___ A. A five-carbon sugar (ribose of deoxyribose) 2. ___ B. Phosphate group 3. ___ C. A nitrogen-containing base that has

either a single-ring or double-ring structure

Complete the table Complete the table below by entering the correct name of the major cellular organic compounds suggested in the “types” column (choose from car4bohydrates, lipids, proteins, and nucleic acids).

Cellular Organic Compounds Types Phospolipids

Enzymes

Genes

Glycogen, starch, cellulose, and chitin

Saturated and unsaturated fats

Sterols, oils, and waxes

Glucose and fructose

___

_______

_______

_______

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Matching Match the organic molecule with its type below.

A.

B.

C.

D.

E.

F.

1. A monosaccharide ____ 2. A polysacchride ____

3. A steroid ____

4. A polypeptide ____

5. An amino acid ____

6. A major component of cell membranes ____

Survival of the Sickest GUIDED QUESTIONS 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 17. Identify 3 ways in which microbes/parasites move from host to host. 18. For each pathway listed in question #2, 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?