The Big Picture: Biology Review - 1.cdn.edl.io · PDF fileBIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration. BIO.A ... make their

Mars Area School District

The Big Picture: Biology Review Biology Keystone Review, Test Information and Practice Exams

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Table of Contents THE BIG PICTURE: BIOLOGY REVIEW

Module A - Cells and Cell Processes

Bio.A.1 Basic Biological Processes ……………………………………………………………………………………………..2

Bio.A.2 Chemical Basis for Life…………………………………………………………………………………………….……..5

Bio.A.3 Bioenergetics………………………………………………………………………………………………………….………6

Bio.A.4 Homeostasis and Transport ……………………………………………………………………………………….….7

Module B - Continuity and Unity of Life

Bio.B.1 Cell Growth and Reproduction……………………………………………………………………………………….10

Bio.B.2 Genetics……………………………………………………………………………………………………………..………….12

Bio.B.3 Theory of Evolution………………………………………………………………………………………….…………….17

Bio.B.4 Ecology ………………………………………………………………………………………………………………………….18

Biology Keystone Test Information……………………………………………………………………………………….……….…21

Biology Practice Exam #1 ……………………………………………………………………………………………………..……………22

Biology Practice Exam #2 …………………………………………………………………………………………………….……….……40

Biology Practice Exam Answer Keys ……………………………………………………………………………………………..….59

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The Big Picture: A Review of Biology

Module A - Cells and Cell Processes

Bio.A.1 Basic Biological Processes

BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms. BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells. BIO.A.1.2.2 Describe and interpret relationships between structure and function at various levels of biological

organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).

Cells

A cell is the smallest unit that is alive and can carry on all the processes of life

Cells make up organisms (living things) o Unicellular organisms are made up of 1 cell o Multicellular organisms are made up of many cells

Cells contain organelles, which are specialized compartments that carry out a specific function

Types of cells o Eukaryotic cells contain a nucleus, such as animal and plant cells o Prokaryotic cells contain no nucleus, such as bacteria

Animal Cells

Usually round

Organelles include o nucleus: controls cell activities o cell membrane: controls what enters and leaves the cell and also protects the cell o endoplasmic reticulum (ER): tunnels for compounds to move through the cell o Golgi body: processes and stores protein o Ribosomes: make proteins o Mitochondria: Makes energy for the cell o Lysosome: Has enzymes that digest waste and old organelles o Cytoplasm: Fills the empty space of the cell o Vacuole: Stores food, water, and waste o Centrioles: Help in cell division and is only found in animal, not plant, cells

3 Plant Cells

Usually square

Organelles include

o Everything that an animal cell has plus more o Chloroplast: Traps sunlight to make food for the plant o Cell wall: Protects the cell

Bacterial cells

Smaller and simpler than plant or animal cells

Bacteria are unicellular

No nucleus

Have a single closed loop of DNA, cell wall, cell membrane, cytoplasm and ribosomes

Some have a capsule (shell for protection), pili (short hair like structures to hold onto host cells), and flagella (whip like structure for movement)

4 Viruses

Non-cellular entities with a simple structure and cannot reproduce on their own

Much smaller than a bacterial, animal or plant cell

Parts of a virus o Nucleic acid inside the virus – can be either DNA or RNA o Capsid: protein coat to protect the nucleic acid inside the virus o Spikes: help the virus to attach to host cells

There is much controversy on whether viruses are alive or not because they cannot reproduce on their own—They do not have the organelles needed to reproduce

o Viruses must invade a living cell and use the cell’s tools to reproduce o Host cell: An animal, plant or bacterial cell that is invaded by a virus o Viruses harm and/or kill the host cell that they infect

5 Bio.A.2 Chemical Basis for Life

BIO.A.2.1.1 Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specific heat, cohesion).

BIO.A.2.2.1 Explain how carbon is uniquely suited to form biological macromolecules. BIO.A.2.2.2 Describe how biological macromolecules form from monomers. BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms. BIO.A.2.3.1 Describe the role of an enzyme as a catalyst in regulating a specific biochemical reaction. BIO.A.2.3.2 Explain how factors such as pH, temperature, and concentration levels can affect enzyme function.

Organic Compounds

A compound is a combination of 2 or more atoms

An organic compound is a compound that contains carbon atoms that have combined with each other o Carbon can bond to a number of different atoms so carbon can form many different types of

compounds

An inorganic compound is a compound with no combination of carbon atoms

6 most common elements in organic molecules: SPONCH-sulfur, phosphorus, oxygen, nitrogen, carbon, hydrogen

The Four Types of Organic Compounds (The Molecules of Life)

Carbohydrates: Sugars used for short term energy; Made of monosaccharides

Lipids: Fats and oils used for long term energy; Made of fatty acids

Proteins: Made up of amino acids; used for construction materials and chemical reactions in the body

o Enzymes: Special types of proteins that speed up chemical reactions in the body but are not changed by the reactions

Nucleic acids: DNA and RNA; contains genetic information; made up of nucleotides

6 Bio.A.3 Bioenergetics

BIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.

BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration. BIO.A.3.2.2 Describe the role of ATP in biochemical reactions.

Photosynthesis

Process by which organisms use energy from sunlight to make their own food (glucose)

Glucose is a simple sugar

Photosynthesis occurs in the chloroplasts of plant cells and some bacteria

Chloroplasts have a green pigment called chlorophyll

Steps of photosynthesis o 1. Light reaction: chlorophyll in the chloroplasts absorbs sunlight o 2. Dark reaction: The energy from the sunlight is used to make glucose

Light energy is completely changed into chemical energy (glucose)

Chemical equation for photosynthesis 6CO2 + 6H2O + light energy C6H12O6 + O2

Cellular Respiration

Process that breaks down glucose in order to make energy for an organism

ATP: compound that stores energy in an organism

Occurs in the mitochondria of the cell

Two types of cellular respiration o Aerobic respiration: requires oxygen to occur

Mostly happens in animals and plants There are 3 steps in aerobic respiration

Step 1 is glycolysis: glucose is cut in half

Step 2 is the citric acid cycle: glucose halves get electrons chopped off of them

Step 3 is the electron transport chain: electrons combine with oxygen and are used to make a lot of ATP

Chemical equation for respiration C6H12O6 + O2 6CO2 + 6H2O + ATP energy

Aerobic respiration is the opposite of photosynthesis o Anaerobic respiration: does not require oxygen to occur

Mostly happens in bacteria and yeast Also called fermentation Makes less ATP than aerobic respiration

7 Bio.A.4 Homeostasis and Transport

BIO.A.4.1.1 Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.

BIO.A.4.1.2 Compare the mechanisms that transport materials across the plasma membrane (i.e., passive transport—diffusion, osmosis, facilitated diffusion; and active transport—pumps, endocytosis, exocytosis).

BIO.A.4.1.3 Describe how membrane-bound cellular organelles (e.g., endoplasmic reticulum, Golgi apparatus) facilitate the transport of materials within a cell.

BIO.A.4.2.1 Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).

Cell membrane

Made up of molecules called phospholipids

Phospholipid bilayer is the 2 layers of phospholipids that make up the cell membrane

Cell membrane is fluid, which means that it is constantly flowing and moving over the cell

Cell membrane is selectively permeable, which means that it allows small compounds, but not large ones, to pass right through

There are different ways that materials are transported across the cell membrane

o Passive transport: requires no energy

Diffusion: compounds move from high to low concentration Osmosis: diffusion of water

o Active transport: requires energy Endocytosis: large compound are brought into the cell Exocytosis: large compounds are exported out of the cell

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Types of solutions o Hypotonic solutions cause water to move into the cell so the cell swells up

o Hypertonic solutions cause water to move out of the cell so the cell shrivels up

o Isotonic solutions cause no net movement of water into or out of the cell

9 Homeostasis with Organisms

All vertebrates and most invertebrates have an endocrine system that controls many body processes.

Endocrine glands control body activities by releasing chemicals called hormones into the blood.

Body Temperature Control

Control of body temperature is important for homeostasis, animals must do three things to control body temperature:

o Find a source of heat o Find a way to conserve heat when temperatures are too cold o Find a way to get rid of extra heat when temperature are too hot

Ecotherms vs. Endotherms

Ectotherm- an animal that usually depends on sources outside of its body to control its temperature (Ex- Fishes, amphibians, and most reptiles)

o Have a low metabolic rate when resting, so bodies do not create much heat o Rely on environment to control temperature

Lie in sun for warmth, Raise body off hot surface to cool down, Dig burrows

Endotherm- an animal whose body temperature is controlled by using heat that is produced by its own body (Ex- Mammals and birds)

o Have high metabolic rates to create heat o Conserve heat by: fluffing feathers and fat storage o Get rid of heat by: panting and sweating

Breathing

There is a breathing center in the brain to control breathing and maintain homeostasis.

This is regulated by CO2 levels in body o When CO2 levels go up, the brain signals for the diaphragm and chest muscle to contract

Water Regulation (Osmoregulation)

Is the control of water concentrations in the bloodstreams which controls the amount of water available for cells to absorb

Kidney is primary organ of osmoregulation and it regulates the amount of water in urine

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Module B - Continuity and Unity of Life

Bio.B.1 Cell Growth and Reproduction

BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis.

BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions. BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or conservation of genetic

information. BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and chromosomes and their roles in

inheritance.

Cell Cycle

The cell cycle is the phases in the life of a cell

o M phase: Mitosis (cell division) occurs o G1 phase: Cell grows o S phase: DNA synthesis (chromosomes are copied) o G2 phase: Cell grows o M phase begins again

Chromosomes must be copied before mitosis so that new cells receive the same chromosomes found in the old cells

Mitosis

Division of a cell into 2 identical cells

Before mitosis: Chromosomes have copied themselves Sister chromatids: original chromosome and its exact copy are

attached to each other

Phases of mitosis o 1. Prophase: Nuclear membrane falls apart and spindle fibers start

to form o 2. Metaphase: Sister chromatids line up along the middle of the

spindle fibers o 3. Anaphase: Sister chromatids separate and move to opposite ends

of the cell o 4. Telophase: Spindle fibers break down and new nuclear membrane

forms around each set of chromosomes Cytokinesis occurs when the cytoplasm actually divides, forming two new cells

11 Meiosis

Cell division that produces gametes (sex cells), such as sperm and egg cells

Fertilization: Process of an egg and a sperm cell combining to produce a zygote o Zygote: Baby that is only 1 cell big o Egg cell (23 chromosomes) + sperm cell (23 chromosomes) =

baby (46 chromosomes)

Steps in meiosis

o 1. Before meiosis: 2 chromosomes of the same type come together to make a

chromosome pair Each chromosome doubles This gives 4 chromosomes stuck together

o 2. Meiosis I: Chromosome pairs separate into two new cells o 3. Meiosis II: Each chromosome separates from its copy into 4 new cells

In meiosis, one cell becomes four cells but in mitosis, one cell becomes two cells Bio.B.2 Genetics

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BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).

BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).

BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms. BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the

production of specific types of proteins. BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g.,

silent, nonsense, frame-shift). BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g.,

selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).

Chromosomes

DNA strands in the nucleus that contain the directions on how to make and keep an organism alive

Made up of genes, which are traits of an organism

Cells will die if their DNA is damaged or removed

Humans have mostly diploid cells, which means that we have 2 of each type of chromosome o Homologous chromosomes are 2 of the same type of chromosome o We have 23 types of chromosomes but… o We have 46 chromosomes in all,

23 chromosomes from mom + 23 chromosomes from dad

Human gametes (sperm and egg cells) are haploid cells, which means that they have 1 of each type of chromosome

o Sperm and egg cells have 23 chromosomes in all

Autosomes: Chromosomes that do not determine gender

Sex chromosomes: Chromosomes that determine gender o Girls are XX, Boys are XY

Karyotype: ordered picture of an organism’s chromosomes o Healthy individuals have 2 of each type of chromosome o Individuals with Down Syndrome have three #21 chromosomes

DNA

Deoxyribonucleic acid

Makes up the chromosomes in the nucleus and never leaves the nucleus

A chromosome is a chain of different genes

DNA has a double helix shape

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Has four types of bases: adenine (A), guanine (G), thymine (T), cytosine (C)

A binds T and G binds C

DNA is complementary, which means that the bases on one strand match up to the bases on the other strand o For example: Strand 1: ATG CCT GAC

Strand 2: TAC GGA CTG

Semi conservative replication is the process by which DNA copies itself and each new piece of DNA is made up of 1 old strand and 1 new strand

RNA

Ribonucleic acid

RNA is a copy of DNA that goes out into the cytoplasm to tell the cell what to do in order to stay alive

RNA is single stranded and has uracil (U) rather than thymine (T) o U binds A and G binds C o If the DNA is ATG CCA AAG

Then the RNA will be UAC GGU UUC

14 Using DNA to make protein

1. Transcription: DNA in the nucleus is used to make messenger RNA (mRNA) o DNA has all the directions the cell needs to live

2. RNA moves out into the cytoplasm o RNA carries the directions to other parts of the cell

3. Translation: The RNA attaches to a ribosome and directs the production of a protein o Proteins do all the work in the cell o Every 3 bases in RNA is called a codon and codes for 1 amino acid

Mutations

A mutation is a change in a gene or chromosome

If the mutation happens in a body cell, it only affects the organism that carries it

If the mutation happens in a sex cell, it can be passed on to offspring

Mutations can be o harmful if they reduce an organism’s chances for reproduction or survival o helpful if they improve an organism’s chances for survival o neutral if they do not produce an obvious changes in an organism o lethal if they result in the immediate death of an organism

Mutations can occur spontaneously or be caused by a mutagen, which is a factor in the environment like UV and chemicals

Mendelian Genetics

Gregor Mendel is an Austrian monk credited with beginning the study of genetics

Genetics is the study of heredity

Humans have 2 genes for every trait o Alleles: Different forms of a single trait, like blue and brown are two eye color alleles

Dominant gene: “Stronger” of 2 genes and shows up in the organism o Represented by a capital letter o B is the dominant gene for brown eyes

Recessive gene: “Weaker” of 2 genes and only shows up when there is no dominant gene present o Represented by a lowercase letter o b is the recessive gene for blue eyes

Homozygous (purebred): When 2 genes are alike for a trait

15 o BB is homozygous for brown eyes, bb is homozygous for blue eyes

Heterozygous (hybrid): When 2 genes are different for a trait o Bb is heterozygous

Mendel’s law of segregation states that the 2 genes we have for each trait get separated from one another when we make egg and sperm cells

Mendel’s law of independent assortment states that the gene for one trait is inherited independently of the genes for other traits o Only true when the genes are on different chromosomes

Punnett Squares

Punnett squares are charts that are used to show the possible gene combinations in a cross between 2 organisms * Let’s say that B is the dominant gene for brown eyes and b is the recessive gene for blue eyes*

Genotype: The genes of an organism (Bb)

Phenotype: The physical appearance of an organism (Brown eyes)

Parents Parents Bb Bb x bb Bb x Bb

Human Genetics

Multiple alleles are three or more alleles that exist for a single gene o For example, A, B, and O are the multiple alleles for blood type o The possible blood types are A, B, AB, and O

You can be A+ or A-, B+ or B-, AB+ or AB-, O+ or O- depending on whether your blood cells have a special Rh protein

Codominance occurs when 2 dominant genes are expressed and both genes are seen in the organism o AB blood is co-dominant, a cat with black and white spots is co-dominant

Incomplete dominance occurs when 2 dominant genes are expressed and blended together in the organism o If the red flower color gene (R) is mixed with the white flower color gene (W) then the offspring will be pink

(RW)

A polygenic trait is a trait that is controlled by more than one pair of genes, like skin color

A sex-linked trait is a trait that is found on the X chromosome, such as colorblindness o Females are XX so have 2 copies of sex-linked traits

o Males are XY so have 1 copy of sex-linked traits

B

b

b

b B

b

b

b

B

b

b

b

Offspring

genotype

50% Bb

50% bb

Offspring

phenotype

50% Brown

eyes

50% blue eyes

B

B

B

b B

b

b

b

B

b

B

b

Offspring

genotype

25% BB

50% Bb

25% bb

Offspring

phenotype

75% Brown

eyes

25% blue eyes

16 Genetic Engineering

Hybridization is crossing dissimilar individuals to bring together the best of both organisms

Inbreeding is the continued breeding of individuals with similar characteristics

Because we have a universal genetic code organisms can be constructed that are transgenic, containing genes from other species

o Transgenic organisms can be produced by the insertion of recombinant DNA into the genome of a host organism.

The technique of cloning uses a single cell from an adult organism to grow a new individual that is genetically identical to the organism from which the cell was taken

Genetic engineering is used to improve the products we get from plants and animals o Plants- Resistance to pests, higher yields of crops, resistance to herbicides o Animals- Increase milk production in cows, Pigs produce leaner meat

Gene therapy is the process of changing a gene to treat a medical disease or disorder

17 Bio.B.3 Theory of Evolution

BIO.B.3.1.1 Explain how natural selection can impact allele frequencies of a population. BIO.B.3.1.2 Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms,

genetic drift, founder effect, migration). BIO.B.3.1.3 Explain how genetic mutations may result in genotypic and phenotypic variations within a population. BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological,

embryological, biochemical, and universal genetic code). BIO.B.3.3.1 Distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact, and

observation.

Evolution

Evolution is a change in a species over time

The theory of evolution was stated by Charles Darwin and is based on natural selection

Natural selection states that organisms with traits well suited to an environment are more likely to survive and produce more offspring than organisms without these favorable traits

Biodiversity: Organisms become very different from each other as they evolve and become better suited to their environments

The theory of evolution is supported by evidence that includes o Adaptations: structures and behaviors that organisms have evolved in order to survive better in their

environments o The fossil record which is information about all known fossils o Comparative anatomy which is when the bodies of different organisms are compared to see if they are

related Homologous structures are body structures on different organisms that are similar Vestigial structures are body structures that may have served a purpose in ancient ancestors but no

longer are functional in current organisms o The fact that all vertebrate embryos look very similar as they develop before birth o The fact that the DNA of closely related organisms looks very similar

Natural Selection

Directional selection occurs when individuals at one end of the curve have higher fitness than individuals in the middle or at the other end.

Stabilizing selection occurs when individuals near the center of the curve have higher fitness than individuals at either end.

Disruptive selection occurs when individuals at the upper and lower ends of the curve have higher fitness than individuals near the middle.

Genetic Drift

The bottleneck effect is a change in allele frequency following a dramatic reduction in the size of a population.

The founder effect occurs when allele frequencies change as a result of the migration of a small subgroup of a population.

Isolation Mechanisms

Behavioral isolation occurs when two populations that are capable of interbreeding develop differences in courtship rituals or other behaviors.

Geographic isolation occurs when two populations are separated by geographic barriers such as rivers, mountains, or bodies of water.

Temporal isolation happens when two or more species reproduce at different times.

18 Bio.B.4 Ecology

BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and biosphere).

BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems. BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids). BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis). BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and

nitrogen cycle). BIO.B.4.2.4 Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes,

introduction of nonnative species, pollution, fires). BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics and potential species extinction.

Ecology

Ecology is the study of how organisms fit into their environment

A community is the organisms that live in a particular environment

A habitat is the physical location of a community

An ecosystem is a collection of organisms and their physical environment

The diversity of an ecosystem is a measure of the number of species living there

There are different feeding groups of organisms o Autotrophs: Organisms that make their own food, like plants and some bacteria o Heterotrophs: Organisms that cannot make their own food, like

Herbivores: Eat plants Carnivores: Eat meat Omnivores: Eat plants and meat

There are different factors is an ecosystem o Abiotic factors are nonliving things o Biotic factors are living things, such as

Producers: Organisms that take in energy from their surroundings to make their own food Consumers: Organisms that eat other organisms for energy Decomposers: Special type of consumer that eats waste products and dead organisms for energy

There are different trophic levels in a food chain o A trophic level is a feeding level in an ecosystem o A food chain is a lineup of organisms that

shows who eats who o 1st trophic level is usually a producer o 2nd trophic level is a primary consumer o 3rd trophic level is a secondary consumer o 4th trophic level is a tertiary consumer o and so on o Last trophic level is a decomposer

Every time an organism eats, it obtains energy from its food o So energy is transferred from the 1st to the 2nd to

the 3rd trophic level and so on (but some of this energy does get lost along the way)

o Energy pyramid: Picture showing how much energy is transferred to the different trophic levels in a food chain

A food web is a network of connected food chains

19 Cycles of Matter

Water, nitrogen, carbon, and oxygen are recycled in the environment through cycles

The nitrogen cycle o Nitrogen in the atmosphere is taken in by bacteria that live in plant roots o The nitrogen is passed onto the plants and any animals that eat the plants o Once the plant or animal has died, decomposers (bacteria) again take up the nitrogen in the dead material

and send it back to the atmosphere

The water cycle o Precipitation, such as rain and snow, fall to the earth o The water either

seeps into the ground for plants to use and the plants give off excess water back to the atmosphere through transpiration

or runs off the land to lower-lying bodies of water where it evaporates back into the atmosphere

Interaction in an environment

Each organism has a niche, or role, to play in its environment

Competition is a struggle between organisms for resources, such as food, water, shelter

Predators are organisms that catch, kill, and eat other organisms called prey

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Symbiosis is a close relationship between 2 organisms in which one organism lives near, on, or even inside another organisms and in which at least one organism benefits o There are three types of symbiosis o 1. Commensalism is when one of the 2 organisms benefits from the symbiosis o 2. Mutualism is when both organisms benefit from the symbiosis o 3. Parasitism is when one organism benefits (parasite) and the other organism is harmed (host) from the

symbiosis The parasite feeds on the host while it is still alive, weakening but not killing it

An adaptation is a change in the behavior or physical characteristics of a species that make it better suited to its environment

Populations of organisms increase and decrease due to overpopulation of a competitor or predator, disease, lack of food or water or shelter, and extreme weather

Ecosystems are constantly changing due to changing populations of organisms, changing weather, natural disasters, and human activity

Every time a change occurs, the balance of the ecosystem has to be readjusted

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Biology Keystone Test Information

The test is broken down into 2 Modules o Module A - Cells and Cell Processes o Module B - Continuity and Unity of Life

There are Multiple Choice and Constructed Response Questions o Both Modules have approximately 32 Multiple Choice Questions

Each Multiple Choice is 1 point and has 4 choices o Both Modules have approximately 4 Constructed Response Questions

Each Constructed Response is 0-3 points GENERAL DESCRIPTION OF 3-POINT SCORING GUIDELINES FOR BIOLOGY CONSTRUCTED RESPONSE 3 POINTS • The response demonstrates a thorough understanding of the scientific content, concepts, and/or procedures required by the task(s). • The response provides a clear, complete, and correct response as required by the task(s). The response may contain a minor blemish or omission in work or explanation that does not detract from demonstrating a thorough understanding.

2 POINTS • The response demonstrates a partial understanding of the scientific content, concepts, and/or procedures required by the task(s). • The response is somewhat correct with partial understanding of the required scientific content, concepts, and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear.

1 POINT • The response demonstrates a minimal understanding of the scientific content, concepts, and/or procedures required by the task(s). • The response is somewhat correct with minimal understanding of the required scientific content, concepts, and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear.

0 POINTS • The response provides insufficient evidence to demonstrate any understanding of the scientific content, concepts, and/or procedures required by the task(s). • The response may show only information copied or rephrased from the question or insufficient correct information to receive a score of 1.

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Biology Keystone Practice Test #1 Module A - Cells and Cell Processes Bio.A.1 Basic Biological Processes BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms. BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells. BIO.A.1.2.2 Describe and interpret relationships between structure and function at various levels of biological organization

(i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).

1. Which statement best describes a difference between prokaryotic cells and eukaryotic cells?

A. The presence of both DNA and ribosomes in prokaryotic cells indicates that they are more complex than eukaryotic cells.

B. The larger size of prokaryotic cells indicates that they are more complex than eukaryotic cells. C. The presence of membrane-bound organelles in eukaryotic cells indicates that they are more complex than

prokaryotic cells. D. The larger size of eukaryotic cells indicates that they are more complex than prokaryotic cells.

2. Living organisms can be classified as prokaryotes or eukaryotes. Which two structures are common to both

prokaryotic and eukaryotic cells? A. Cell wall and nucleus B. Cell wall and chloroplast C. Plasma membrane and nucleus D. Plasma membrane and cytoplasm

3. Alveoli are microscopic air sacs in the lungs of mammals. Which statement best describes how the structure of the

alveoli allows the lungs to function properly? A. They increase the amount of energy transferred from the lungs to the blood. B. They increase the flexibility of the lungs as they expand during inhalation. C. They increase the volume of the lungs, allowing more oxygen to be inhaled. D. They increase the surface area of the lungs, allowing efficient gas exchange.

4. A cell from which organism would most likely be smallest?

A. A sugar maple tree B. A five spotted ladybug C. A Saccharomyces yeast D. A Lactobacillus bacterium

5. Which sequence is arranged from simplest to most complex?

A. Squamous cell → epithelial tissue → skin → integumentary system →human B. Squamous cell → skin → integumentary system → epithelial tissue → human C. Human → integumentary system → squamous cell → skin → epithelial tissue D. Human → squamous cell → skin → epithelial tissue → integumentary system

23 CONSTRUCTED RESPONSE Prokaryotic cells are generally much smaller than eukaryotic cells. Part A: Identify a structural difference between prokaryotic cells and eukaryotic cells that is directly related to their difference in size. ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Based on the structural difference, explain why prokaryotic cells can be much smaller than eukaryotic cells. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: Describe one similarity between prokaryotic cells and eukaryotic cells that is independent of size. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

24 Bio.A.2 Chemical Basis for Life BIO.A.2.1.1 Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high

specific heat, cohesion). BIO.A.2.2.1 Explain how carbon is uniquely suited to form biological macromolecules. BIO.A.2.2.2 Describe how biological macromolecules form from monomers. BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms. BIO.A.2.3.1 Describe the role of an enzyme as a catalyst in regulating a specific biochemical reaction. BIO.A.2.3.2 Explain how factors such as pH, temperature, and concentration levels can affect enzyme function.

1. Which statement best describes an effect of the low density of frozen water in a lake?

A. When water freezes, it contracts, decreasing the water level in a lake. B. Water in a lake freezes from the bottom up, killing most aquatic organisms. C. When water in a lake freezes, it floats, providing insulation for organisms below. D. Water removes thermal energy from the land around a lake, causing the lake to freeze.

2. Carbohydrates and proteins are two types of macromolecules. Which functional characteristic of proteins

distinguishes them from carbohydrates? A. Large amount of stored information B. Ability to catalyze biochemical reactions C. Efficient storage of usable chemical energy D. Tendency to make cell membranes hydrophobic

3. Substance A is converted to substance B in a metabolic reaction. Which statement best describes the role of an

enzyme during this reaction? A. It adjusts the pH of the reaction medium. B. It provides energy to carry out the reaction. C. It dissolves substance A in the reaction medium. D. It speeds up the reaction without being consumed.

4. A scientist observes that, when the pH of the environment surrounding an enzyme is changed, the rate the enzyme

catalyzes a reaction greatly decreases. Which statement best describes how a change in pH can affect an enzyme? A. A pH change can cause the enzyme to change its shape. B. A pH change can remove energy necessary to activate an enzyme. C. A pH change can add new molecules to the structure of the enzyme. D. A pH change can cause an enzyme to react with a different substrate.

Use the diagram below to answer question 5.

5. The diagram models how a poison bonds to the active site of an enzyme. Which function is the enzyme most likely

unable to perform because of the attachment of the poison molecule? A. The release of stored chemical energy B. The donation of electrons to the substrate C. The supply of activation energy for a reaction D. The catalysis of the reaction with the substrate

25 CONSTRUCTED RESPONSE Proteins are a major part of every living cell and have many different functions within each cell. Carbohydrates also perform numerous roles in living things. Part A: Describe the general composition of a protein molecule. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Describe how the structures of proteins differ from the structures of carbohydrates. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: Describe how the functions of proteins differ from the functions of carbohydrates. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

26 Bio.A.3 Bioenergetics BIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations. BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration. BIO.A.3.2.2 Describe the role of ATP in biochemical reactions.

1. Using a microscope, a student observes a small, green organelle in a plant cell. Which energy transformation most likely occurs first within the observed organelle?

A. ATP to light B. Light to chemical C. Heat to electrical D. Chemical to chemical

2. A protein in a cell membrane changed its shape to move sodium and potassium ions against their concentration

gradients. Which molecule was most likely used by the protein as an energy source? A. ATP B. ADP C. Catalase D. Amylase

3. Which statement best compares the energy transformations of photosynthesis and cellular respiration?

A. Only photosynthesis uses oxygen to create energy. B. Only photosynthesis causes an increase in kinetic energy. C. Photosynthesis and cellular respiration both store energy in chemical bonds. D. Photosynthesis and cellular respiration both require chemical energy to make food.


4. The equation above shows a biological process that occurs in both plants and animals. Which row in the chart

identifies the lettered substance in this process properly? A. Row #1 B. Row #2 C. Row #3 D. Row #4

27 5. Which comparison between ATP and ADP is correct?

A. ATP stores less chemical energy than ADP and phosphate B. ATP stores more chemical energy than ADP and phosphate C. Less energy is used to form ATP than is released from ATP hydrolysis D. More energy is used to form ATP than is released from ATP hydrolysis

CONSTRUCTED RESPONSE Use the diagrams below to answer the question.

Part A: Complete the chart below by describing energy transformations involved in each process.

Process Energy Transformations

Photosynthesis

Cellular Respiration

Part B: Describe how energy transformations involved in photosynthesis are related to energy transformations involved in cellular respiration. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Energ

y in

Energ

y in

Photosynthesis

Energ

y out

Energ

y out Cellular respiration

28 Bio.A.4 Homeostasis and Transport BIO.A.4.1.1 Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or

protective barrier for a cell. BIO.A.4.1.2 Compare the mechanisms that transport materials across the plasma membrane (i.e., passive transport—diffusion,

osmosis, facilitated diffusion; and active transport—pumps, endocytosis, exocytosis). BIO.A.4.1.3 Describe how membrane-bound cellular organelles (e.g., endoplasmic reticulum, Golgi apparatus) facilitate the

transport of materials within a cell. BIO.A.4.2.1 Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).

1. Carbon dioxide and oxygen are molecules that can move freely across a plasma membrane. What determines the

direction that carbon dioxide and oxygen molecules move? A. Orientation of cholesterol in the plasma membrane B. Concentration gradient across the plasma membrane C. Configuration of phospholipids in the plasma membrane D. Location of receptors on the surface of the plasma membrane

2. A sodium-potassium pump within a cell membrane requires energy to move sodium and potassium ions into or out

of a cell. The movement of glucose into or out of a cell does not require energy. Which statement best describes the movement of these materials across a cell membrane?

A. Sodium and potassium ions move by active transport, and glucose moves by osmosis. B. Sodium and potassium ions move by active transport, and glucose moves by facilitated diffusion. C. Sodium and potassium ions move by facilitated diffusion, and glucose moves by osmosis. D. Sodium and potassium ions move by facilitated diffusion, and glucose moves by active transport.


3. The diagram shows the movement of ions against a concentration gradient to an area of higher

concentration. Which molecule provides the energy needed for this movement to occur in a cell?

A. ATP B. mRNA

C. Protein

D. Lipid 4. The calcium ion passes easily through the membrane of one cell but cannot cross the membrane of a second cell.

Which part of the plasma membrane allows this substance to cross? A. Carbohydrate groups on the membrane allow the ions to cross. B. The fatty acid tails of the phospholipid allow the ions to cross. C. Protein channels in the plasma membrane allow the ions to cross. D. Phosphate groups of the phospholipid bilayer allow the ions to cross.

5. Which is not an example of an organism maintaining homeostasis?

A. A jogger stops to drink at a water fountain. B. A turtle spends hours sitting on a sunny rock. C. A deer seeks out salty foods to add to its diet. D. A rabbit hides among grasses to avoid a hawk.

29 CONSTRUCTED RESPONSE Some animals can produce a potassium ion concentration inside their cells that is twenty times greater than that of their environment. This ion concentration gradient is maintained by the plasma membrane. Part A: Identify the process in the cell membrane that produces this difference in concentration. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Explain the process that occurs as the cell produces the ion concentration gradient. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: Compare the process of potassium ion transport to another mechanism that moves material across the plasma membrane. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

30 Module B – Continuity and Unity of Life Bio.B.1 Cell Growth and Reproduction BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis),

cytokinesis. BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions. BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or conservation of genetic

information. BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and chromosomes and their roles in inheritance.


1. Which statement best describes the phase of the cell cycle shown?

A. The cell is in prophase of mitosis because the number of chromosomes has doubled. B. The cell is in prophase I of meiosis because the number of chromosomes has doubled. C. The cell is in telophase of mitosis because the cell is separating and contains two copies of each

chromosome. D. The cell is in telophase of meiosis because the cell is separating and contains two copies of each

chromosome. 2. Mitosis and meiosis are processes by which animal and plant cells divide. Which statement best describes a

difference between mitosis and meiosis? A. Meiosis is a multi-step process. B. Mitosis occurs only in eukaryotic cells. C. Meiosis is used in the repair of an organism. D. Mitosis produces genetically identical daughter cells.

3. Which process helps to preserve the genetic information stored in DNA during DNA replication?

A. The replacement of nitrogen base thymine with uracil B. Enzymes quickly linking nitrogen bases with hydrogen bonds C. The synthesis of unique sugar and phosphate molecules for each nucleotide D. Nucleotides lining up along the template strand according to base pairing rules

4. In a flowering plant species, red flower color is dominant over white flower color. What is the genotype of any red-

flowering plant resulting from this species? A. Red and white alleles present on one chromosome B. Red and white alleles present on two chromosomes C. A red allele present on both homologous chromosomes D. A red allele present on at least one of two homologous chromosomes

5. Which sentence lists events in the cell cycle in correct order, from earlier to later?

A. The chromosomes replicate; the nuclear membrane dissolves. B. The sister chromatids are separated; the chromosomes condense. C. The nuclear membrane reforms; the chromosomes align in the middle of the cell. D. The chromosomes unwind; spindle fibers attach to the centromere.

31 CONSTRUCTED RESPONSE Patau syndrome can be a lethal genetic disorder in mammals, resulting from chromosomes failing to separate during meiosis. Part A: Identify the step during the process of meiosis when chromosomes would most likely fail to separate. ___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Describe how chromosome separation in meiosis is different from chromosome separation in mitosis. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: Compare the effects of a disorder caused by chromosomes failing to separate during meiosis, such as Patau syndrome, to the effects of chromosomes failing to separate during mitosis. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

32 Bio.B.2 Genetics BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete

dominance, sex-linked, polygenic, and multiple alleles). BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes

(i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion). BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms. BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of

specific types of proteins. BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent,

nonsense, frame-shift). BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective

breeding, gene splicing, cloning, genetically modified organisms, gene therapy).

1. Which statement describes a cell process that is common to both eukaryotic and prokaryotic cells? A. Both cell types carry out transcription in the nucleus. B. Both cell types use ribosomes to carry out translation. C. Both cell types assemble amino acids to carry out transcription. D. Both cell types carry out translation in the endoplasmic reticulum.

2. A scientist observes that a certain trait is determined by a single allele. An organism inherited one version of the trait

from one parent and another version from the other parent. Both versions of the trait are expressed in the phenotype of the offspring. Which pattern of inheritance best classifies the observed trait?

A. Dominance B. Sex-linked C. Co-dominance D. Incomplete dominance

3. Genetic engineering has led to genetically modified plants that resist insect pests and bacterial and fungal infections.

Which outcome would most likely be a reason why some scientists recommend caution in planting genetically modified plants?

A. Unplanned ecosystem interactions B. Reduced pesticide and herbicide use C. Improved agricultural yield and profit D. Increased genetic variation and diversity


4. Which type of change in chromosome composition is illustrated in the diagram?

A. Deletion B. Insertion C. Inversion D. Translocation

33 5. A gene specifies a protein that is to be secreted by the cell. Which sequence traces the path of the protein

through the cell? A. Golgi apparatus → vesicle → rough ER → vesicle B. Rough ER → vesicle → Golgi apparatus → vesicle C. Smooth ER → rough ER → vesicle → Golgi apparatus D. Unbound ribosome → rough ER → vesicle → Golgi apparatus

CONSTRUCTED RESPONSE A cattle farmer genetically crosses a female cow with a white coat with a male bull with a red coat. The resulting calf is roan, which means there are red and white hairs intermixed in the coat of the calf. The genes for coat color in cattle are co-dominant. Part A: Although a farm has cattle in all three colors, the farmer prefers roan cattle over white or red cattle. Use the Punnett square to show a cross that would produce only roan offspring.

Part B: Explain how a roan calf results from one white- and one red-coated parent. In your explanation, use letters to represent genes. Be sure to indicate what colors the letters represent. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: Predict the possible genotypes and phenotypes of the offspring produced from two roan cattle. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

34 Bio.B.3 Theory of Evolution BIO.B.3.1.1 Explain how natural selection can impact allele frequencies of a population. BIO.B.3.1.2 Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms, genetic

drift, founder effect, migration). BIO.B.3.1.3 Explain how genetic mutations may result in genotypic and phenotypic variations within a population. BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological, embryological,

biochemical, and universal genetic code). BIO.B.3.3.1 Distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact, and observation.

1. The frequency of an allele in a fly population changes from 89% to 20% after three generations. Which other events

most likely occurred during the same time period? A. An environmental change and a fly population increase B. An environmental change and a fly population decrease C. Interbreeding of flies with an invasive species and fly population speciation D. Interbreeding of flies with an established local species and fly population speciation


2. Tail length in mice varies within a population. Scientists observed change in the distribution of tail lengths in a

mouse population over time. At the genetic level, what has most likely happened to the allele for the shortest tail lengths?

A. The allele changed from being dominant to being recessive. B. The allele changed from being autosomal to being sex-linked. C. The allele became less frequent than the alleles for longer tail lengths. D. The allele began to code for long tail lengths instead of the shortest ones.

3. In North America, the eastern spotted skunk mates in late winter, and the western spotted skunk mates in late

summer. Even though their geographic ranges overlap, the species do not mate with each other. What most likely prevents these two species from interbreeding?

A. Habitat isolation B. Gamete isolation C. Geographic isolation D. Reproductive isolation

4. A mutation occurs in the genes that code for coat color in deer. Which change will most likely result from this

mutation? A. A change in the selection pressures acting on coat color B. A change in the coat color gene of deer predator species C. An increase in coat color diversity in the population D. An increase in the number of genes for coat color in the population

35 Use the diagram below to answer question 5.

Student's Observations of a Pond Ecosystem

Quantitative Qualitative

37 fish and 3 frogs Leaves lie on the bottom of the pond.

2 types of aquatic grass Water insects move along the water's surface.

12 small rocks and 1 medium rock All 3 frogs are sitting on a pond bank.

5. A group of students measured a ten-square-meter section of a pond ecosystem and recorded observations. Which

statement is a testable hypothesis? A. The frogs living in the pond represent a population. B. Water is an abiotic component in the pond ecosystem. C. If the fish are given more food, then they will be happier. D. If the frogs are startled, then they will jump into the water.

CONSTRUCTED RESPONSE Use the table below to answer the question.

Sequence Differences between COII Genes in Some Animals

Animal Number of Base Differences from a Rat

Mouse 101

Cow 136

The gene COII is in the genome of many organisms. A comparison of the number of base differences between the COII gene in a rat and that of two other animals is shown. Part A: Based on the data, describe a possible evolutionary relationship between rats, mice, and cows. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Describe how different organisms having a common gene such as COII supports the theory of evolution. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

36 Part C: The COII gene of a monkey has 203 base differences from the same gene in a rat and 210 base differences from the same gene in a mouse. Compare the evolutionary relationships between the monkey, the rat, and the mouse. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

37 Bio.B.4 Ecology BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and

biosphere). BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems. BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids). BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis). BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen

cycle). BIO.B.4.2.4 Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes,


1. A researcher observing an ecosystem describes the amount of sunlight, precipitation, and type of soil present. Which factors is the researcher most likely describing?

A. Biotic factors in a forest B. Biotic factors in a tundra C. Abiotic factors in a prairie D. Abiotic factors in an ocean

2. A species of snapping turtles has a tongue that resembles a worm. The tongue is used to attract small fish. Which

best describes the interaction between the fish and the snapping turtle? A. Predation B. Symbiosis C. Parasitism D. Competition


3. Which sequence correctly describes the flow of energy between organisms in the marine food web?

A. From seals to penguins to krill B. From whales to krill to small fish C. From sea birds to seals to penguins D. From small fish to penguins to seals

4. Agricultural runoff can carry fertilizers into lakes and streams. This runoff can cause algae populations to greatly

increase. Which effect does this change in the algae population sizes most likely have on affected lakes and streams?

A. An increase in water level B. An increase in water clarity C. A reduction in dissolved oxygen needed by fish and shellfish D. A reduction in temperature variations near the water’s surface

38 5. A farmer observed that an increase in a field’s soil nitrogen content was followed by an increase in producer

productivity. What does this observation most likely indicate about the relationship between nitrogen and the producers in the field?

A. Nitrogen was a biotic factor. B. Nitrogen was a limiting factor. C. Nitrogen became a surplus resource. D. Nitrogen became a selection pressure.

CONSTRUCTED RESPONSE Use the graph below to answer the question.

Isle Royale is located in Lake Superior. Isle Royale is home to populations of wolves and moose. The interactions between the wolves and moose, as well as the individual population sizes, have been studied since 1958. The graph shows the population sizes over time for both wolves and moose. Part A: Describe one limiting factor for the moose population. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Explain one likely reason why the wolf population rapidly increased between 1975 and 1980. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

39 Part C: Predict what will happen to the moose population’s size after 1994 by describing the shape of the curve. In your answer, be sure to explain the reasoning behind ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

40

Biology Keystone Practice Test # 2 Module A - Cells and Cell Processes Bio.A.1 Basic Biological Processes

BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms. BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells. BIO.A.1.2.2 Describe and interpret relationships between structure and function at various levels of biological

organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).

1. Which characteristic is shared by all prokaryotes and eukaryotes?

A. The ability to store genetic information B. The use of organelles to control cell processes C. The use of cellular respiration for energy release D. The ability to move in response to environmental stimuli

2. A mitochondrion produces ATP for energy. A plant’s leaves turn toward the direction of sunlight. A bacteria cell

secretes a waste product through its plasma membrane. Which characteristic of life do ALL of these examples describe?

A. Growing and reproducing B. Obtaining and using energy C. Response to external stimuli D. Maintenance of homeostasis

3. Which statement correctly pairs the organelle with its function?

A. The vacuole stores genetic information B. The chloroplast synthesizes proteins from amino acids C. The nucleus absorbs the sun’s energy for photosynthesis D. The plasma membrane controls the flow of materials into the cell

4. Many trees in temperate environments have broad, flat leaves. How does this leaf structure support the function of

obtaining energy? A. A flatter surface allows more oxygen to enter the leaf. B. A flatter surface allows more water to be retained by the leaf. C. The larger surface area allows more light to reach the mesophyll. D. The larger surface area allows more room for photosynthetic cells.

5. Which do the cells of an E. coli bacterium and an elephant have in common?

A. Ribosomes to assemble proteins B. Mitochondria to produce energy C. Chloroplast found the vacuole D. Chromosomes located in the cytoplasm

41 CONSTRUCTED RESPONSE Prokaryotic cells are generally much smaller than eukaryotic cells. The diagram below shows a eukaryotic cell.

Part A: Is this cell a plant or animal cell. Explain your answer. ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Identify the structure labeled E and describe its function. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: Identify the structure labeled F and describe its function. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________


BIO.A.2.1.1 Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specific heat, cohesion).

BIO.A.2.2.1 Explain how carbon is uniquely suited to form biological macromolecules. BIO.A.2.2.2 Describe how biological macromolecules form from monomers. BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms. BIO.A.2.3.1 Describe the role of an enzyme as a catalyst in regulating a specific biochemical reaction. BIO.A.2.3.2 Explain how factors such as pH, temperature, and concentration levels can affect enzyme function.

1. Which statement correctly describes how carbon’s ability to form four bonds makes it uniquely suited to form macromolecules?

A. It forms short, simple carbon chains B. It forms large, complex, diverse molecules C. It forms covalent bonds with other carbon atoms D. It forms covalent bonds that can exist in a single plane


2. The diagram shows a reaction that forms a polymer from two monomers. What is this type of reaction called?

A. Glycolysis B. Hydrolysis C. Photosynthesis D. Dehydration synthesis

3. There are many different enzymes located in the cytoplasm of a single cell. How is a specific enzyme able to catalyze

a specific reaction? A. Different enzymes are synthesized in specific areas of the cytoplasm B. Most enzymes can catalyze many different reactions C. An enzyme binds to a specific substrate (reactant) to catalyze the reaction D. Enzymes are transported

4. Which does not describe the function of proteins?

A. They encode genetic information. B. They allow muscle cells to contract. C. They help to carry out chemical reactions. D. They make up structures that support the cell.

5. Which property of water molecules explains the other properties listed below?

A. Adhesion B. Cohesion C. Hydrogen bonds D. Polar covalent bonds

http://faculty.quinnipiac.edu/health/biology/buckley/bi_101/org_mol/sld008.htm

43 CONSTRUCTED RESPONSE The graph shows the rate of enzyme activity in relation to pH for two enzymes – pepsin and pancreatic trypsin. Both enzymes break down proteins in food. Pepsin works within the stomach. Trypsin works in the small intestine.

Part A: What does the graph indicate about the pH of the stomach and small intestine? ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: The contents of the stomach are released into the small intestine. How does this affect the function of pepsin that is included with the stomach contents? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: What is the advantage of having two different protein-digesting enzymes, rather than just one? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________


BIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.

BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration. BIO.A.3.2.2 Describe the role of ATP in biochemical reactions.

1. Photosynthesis and cellular respiration are two major processes of carbon cycling in living organisms. Which statement correctly describes one similarity between photosynthesis and cellular respiration?

A. Both occur in animal and plant cells B. Both include reactions that transform energy C. Both convert light energy into chemical energy D. Both synthesize organic molecules as end products

2. Which molecule in plant cells first captures the radiant energy from sunlight?

A. Glucose B. Carbon dioxide C. Chlorophyll D. Adenosine triphosphate

3. Which statement describes what occurs in the stroma of a chloroplast?

A. Oxygen is released. B. Carbon dioxide reacts. C. Water molecules are split. D. Chlorophyll absorbs energy.

4. How would the environment change if there were fewer plants to carry out photosynthesis?

A. It would have more oxygen. B. It would have more glucose. C. It would have more ATP energy. D. It would have more carbon dioxide.

5. Which does not take place in the mitochondria of the cell?

A. Carbon dioxide is produced. B. Hydrogen ions cross a membrane. C. Glucose is broken down into organic compounds. D. The ATP synthase enzyme combines ADP and phosphate to make ATP.

45 CONSTRUCTED RESPONSE Use the diagram below to answer the constructed response questions.

Part A: Describe the organelle in the diagram and the process that this organelle performs. ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Identify two raw materials that are needed for this process to occur. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: Identify one molecule produced by this organelle and explain why it’s important to the organism. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________


BIO.A.4.1.1 Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.

BIO.A.4.1.2 Compare the mechanisms that transport materials across the plasma membrane (i.e., passive transport—diffusion, osmosis, facilitated diffusion; and active transport—pumps, endocytosis, exocytosis).

BIO.A.4.1.3 Describe how membrane-bound cellular organelles (e.g., endoplasmic reticulum, Golgi apparatus) facilitate the transport of materials within a cell.

BIO.A.4.2.1 Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).

1. The cell membrane of the red blood cell will allow water, oxygen, carbon dioxide, and glucose to pass through.

Because other substances are blocked from entering, this membrane is called A. Perforated B. Semi – permeable C. Non – conductive D. Permeable

Use the diagram below to answer questions 2 and 3.

2. After two hours the color of the liquid in the beaker did not change. This shows that

A. Glucose moved from the artificial cell into the beaker B. Starch did not pass out of the artificial cell C. Starch was digested to glucose in the cell D. Glucose molecules combined to produce starch in the cell

3. The laboratory setup would most likely be used to demonstrate

A. Carbohydrate synthesis B. Active transport C. Osmosis and diffusion D. Dehydration

4. Which component of the cell membrane contains a hydrophobic region and acts as the primary barrier to most foreign substances?

A. Protein B. Cholesterol C. Carbohydrate chain D. Phospholipid bilayer

5. A process that would result in the movement of molecules out of the cell from an area of low concentration to an

area of high concentration would require the use of A. DNA B. ATP C. Antigens D. RNA

Water containing starch

indicator

Artificial cell containing glucose and

starch solution

47 CONSTRUCTED RESPONSE Inside the lungs are a large number of tiny sacs called alveoli, as shown in the diagram below. A network of capillaries, or tiny blood vessels, surrounds each alveolus.

Part A: Identify the function of alveoli and describe how their structure helps them to carry out this function. ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Explain the process that occurs in cells, and the organelles responsible for it, that requires the function of alveoli. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: At certain times, the blood builds up high levels of carbon dioxide and has low levels of oxygen. Explain how one or more of the body’s organ systems can affect the alveoli to maintain homeostasis. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

48 ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Module B – Continuity and Unity of Life Bio.B.1 Cell Growth and Reproduction

BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis.

BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions. BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or conservation of genetic

information. BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and chromosomes and their roles in

inheritance.


Which statement concerning the reproductive cells in the diagram above is correct?

A. The cells are produced by mitosis and contain all of the genetic information of the father B. If one of these cells fertilizes an egg the offspring will be identical to the father C. Each of these cells contains only half of the genetic information necessary for the formation of an offspring D. An egg fertilized by one of these cells will develop into a female with the same characteristics as the mother


2. The diagram above shows a process that affects chromosomes during meiosis. This process can be used to explain

A. Why some offspring are genetically identical to their parents B. The process of differentiation in offspring C. Why some offspring physically resemble their parents D. The origin of new combinations of traits in offspring

3. Which of the following best describes meiosis?

A. It is carried out in all tissues that require cell replacement B. It occurs only in cells in reproductive structures of an organism C. It happens in all tissues except the brain and spinal cord D. It is the first stage of mitosis

4. Some of the cells of an animal undergo both mitosis and meiosis. Which statement describes a different between

49 mitosis and meiosis?

A. Mitosis involves DNA replication but meiosis does not. B. Crossing over occurs during mitosis, but not during meiosis. C. Sister chromatids separate during mitosis, but not during meiosis. D. Mitosis produces cells with normal chromosome numbers, but meiosis does not.

5. Which of the following represents the phases of mitosis in their proper sequence? A. Prophase, metaphase, anaphase, telophase B. Interphase, prophase, metaphase, anaphase, telophase C. Interphase, prophase, metaphase, telophase D. Prophase, metaphase, anaphase, telophase, cytokinesis

CONSTRUCTED RESPONSE Mitosis is the main process by which the body grows and repairs itself. A second type of cell division, called meiosis, also occurs in organisms that reproduce sexually. Part A: Describe two processes that occur in both meiosis and mitosis. ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Describe two processes that occur in meiosis, but do not occur in mitosis. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: Identify two differences between the daughter cells produced by meiosis and those resulting from mitosis. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

50 ___________________________________________________________________________________________ Bio.B.2 Genetics

BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).

BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).

BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms. BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the

production of specific types of proteins. BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g.,

silent, nonsense, frame-shift). BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g.,

selective breeding, gene splicing, cloning, genetically modified organisms, gene therapy).

1. A genetic mutation resulted in a change in the sequence of amino acids of a protein but the function of the protein was not changed. Which statement best describes the genetic mutation?

A. It was a silent mutation that caused a change in the DNA of the organism B. It was silent mutation that caused a change in the phenotype of the organism C. It was a nonsense mutation that caused a change in the DNA of the organism D. It was a translocation mutation that caused a change in the phenotype of the organism

2. In a breed of dogs deafness is due to a recessive allele (d) of a particular gene, and normal hearing is due to its

dominant allele (D). What percentage of offspring of a normal heterozygous dog and a deaf dog would be expected to have normal hearing?

A. 0% B. 25% C. 50% D. 100%

3. Suppose all of the ribosomes in a cell were destroyed. How would this most likely affect the process of gene

expression? A. The DNA double strand would be unable to separate. B. The cell would be unable to form mRNA strands. C. The amino acids could not join to form a protein. D. The tRNA molecules would bind to the wrong amino acids.

4. Which of the following is not an example of genetic engineering?

A. An agricultural scientist creates a hybrid strain of rice by crossing two rice varieties. B. A biology student inserts plant DNA into bacteria to determine its role in the cell cycle. C. A vaccine manufacturer inserts a plasmid containing a gene from a virus into yeast cells. D. A medical researcher isolates a functional copy of a muscular dystrophy gene for gene therapy.

51 Use the diagram below to answer question 5.

5. What is shown in the diagram above?

A. DNA fingerprints B. Microarrays C. Engineered viruses D. Recombinant plasmids

CONSTRUCTED RESPONSE The process by which genetic information is used to make a protein is called gene expression. The two steps of gene expression are transcription and translation. Part A: Describe the function, location and process of transcription. ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Describe the function, location and process of translation. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

52 ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part C: If a mutation causes six nucleotides to be inserted at one location into the DNA that encodes for a protein. Explain how the resulting protein may be affected? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________


BIO.B.3.1.1 Explain how natural selection can impact allele frequencies of a population. BIO.B.3.1.2 Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms,

genetic drift, founder effect, migration). BIO.B.3.1.3 Explain how genetic mutations may result in genotypic and phenotypic variations within a population. BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological,

embryological, biochemical, and universal genetic code). BIO.B.3.3.1 Distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact, and

observation.

1. Scientists found that over a period of 200 years, a mountain pond was transformed into a meadow. During that time, several communities of organisms were replaced by different communities. Which of these best explains why new communities were able to replace the older ones?

A. The original species became extinct B. Species in the older community died from old age C. The abiotic characteristics of the habitat changed D. Disease that killed the older organisms disappeared

2. A population of termites initially consists of darkly colored and brightly colored members. After several generations

the termite population consists almost entirely of darkly colored membered because the brightly colored termites were easier for a predatory species to locate. This situation is an example of

A. The evolution of a new species B. Natural selection C. Artificial selection D. Adaptive radiation

3. A particular gene has two alleles, G and g. Each allele has a frequency of 50% in a population. Which is most likely to

preserve these allele frequencies? A. A population doubles in size over several generations. B. A number of individuals with one allele migrate from the population. C. One allele results in a phenotype that better enables organisms to reproduce. D. A population bottleneck temporarily reduces the population size by one-tenth.

4. Which is one way that natural selection differs from genetic drift?

A. Natural selection causes the frequencies of alleles in a population to change. B. Natural selection affects smaller populations more often than larger populations. C. Natural selection results from some individual producing more offspring than others. D. Natural selection depends on some traits helping individuals survive in their environment.

5. Imagine that DNA replication and cell division were completely error free and that cell DNA were completely

protected from substances that cause mutation. How would natural selection be affected? A. It would become more efficient, since it removes mutations from the populations. B. It would become ineffective, since it depends on variations within populations. C. It would become unnecessary, since organisms would be better adapted to their environments. D. It would become more obvious, since it would improve on organisms with better cell processes.

54 CONSTRUCTED RESPONSE Oldfield mice are small rodents that nest in burrows dug into the ground. Different population of oldfield mice inhabit the southeastern United States. Mainland populations live in forested areas with dark soils. These mice have brown and gray coats. Populations that live on sandy beaches have light tan and yellow coats. Coat color in oldfield mice is influenced by the MC1R gene, which controls pigment production. The graphs describe the frequencies of two alleles of this gene in beach and mainland populations.

MC1R Allele Frequencies in Two Oldfield Mouse Populations

Beach

Dark Pigmented Allele Light Pigmented Allele

Part A: Explain why the allele frequencies for the beach subpopulation differ from those of the mainland subpopulation. ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Describe two factors that would allow the mainland and beach oldfield mouse populations to eventually become separate species. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

55 Part C: Mainland oldfield mouse populations existed before beach populations. Explain how the MC1R allele more commonly found in beach populations originated. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

56 Bio.B.4 Ecology

BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and biosphere).

BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems. BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids). BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis). BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and

nitrogen cycle). BIO.B.4.2.4 Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes,


1. Beak structures differ between individuals of one species of bird. These differences most likely indicate A. The presence of a variety of food sources B. A reduced rate of reproduction C. A large supply of one kind of food D. An abundance of predators


Organism X Organism Y

Interaction 1 Predator Prey

Interaction 2 Parasite Host

2. Two interactions between organisms are shows in the table above. X and Y do not represent the same organisms in

the two interactions. Which statement beset describes the relationship between organism X and organism Y in each interaction?

A. Organism X is positively affected by the relationship and organism Y is negatively affected B. Organism X is negatively affected by the relationship and organism Y is positively affected C. Both are positively affected by the relationship D. Both are negatively affected by the relationship

3. The human population has increased exponentially over the last four hundred years. What trend would be most

accurate? A. A decreased demand for deforestation B. An increase in availability of freshwater C. A decrease in air pollution D. An increased demand for land use

4. Which of the following is a biotic-biotic interaction?

A. A snake warming itself on a sunny rock B. A rainstorm washing away nutrients from the soil C. A human shivering because of cold weather D. A squirrel gathering acorns from an oak tree

5. Small birds eat insects from the backs of rhinoceroses. The birds obtain food, and the rhinoceroses eliminate biting

insects from their skins. Which ecological relationship is not represented by this situation?

57 A. Commensalism B. Mutualism C. Parasitism D. Predation

CONSTRUCTED RESPONSE American chestnut trees once dominated forests of Pennsylvania and the eastern United States. These tall trees shaded the forests, the nuts they produced were a food source for many species, and their wide trunks provided timber. In about 1900, the chestnut blight fungus spread from imported chestnut trees to American chestnut trees. Although the fungus did not affect the imported chestnut trees, it harmed the other tree species have replaced the American chestnut in many forests. These species do not grow as tall as the healthy American chestnut, which could reach heights up to about 30 meters. American chestnut populations also produced similarly high quantities of nuts each year. In contrast, oak populations produce abundant acorn crops one year, and smaller crops the next. Partial Food Web of Eastern US Forest

Part A: Consider forest ecosystems where American chestnut trees dominated, before the introduction of the chestnut blight fungus. Describe one factor that limited the populations of oak trees in these forests. ___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Compare the white footed mouse population in a forest dominated by American chestnut and in a forest dominated by oak in terms of changes from year to year. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Tree nuts &

leaves

White footed

mouse

Gypsy moth

larva

58 Part C: Gypsy moth larvae eat leaves of oak and chestnut trees. An outbreak of gypsy moth larvae, which occurs when their population grows too large, can destroy trees. Explain how restoring the American chestnut to eastern US forests would affect the likelihood of a gypsy moth outbreak. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

59

Biology Keystone Practice Test #1 Answers Module A - Cells and Cell Processes Bio.A.1 Basic Biological Processes

1. C 2. D 3. D 4. D 5. A

CONSTRUCTED RESPONSE Prokaryotic cells are generally much smaller than eukaryotic cells. Part A: Identify a structural difference between prokaryotic cells and eukaryotic cells that is directly related to their difference in size. Prokaryotes do not have a nucleus or membrane bound organelles so they can be smaller. Eukaryotes have a nucleus

and many different organelles. Therefore they need to be larger in order to maintain all the complex structures that are

contained within them.

Part B: Based on the structural difference, explain why prokaryotic cells can be much smaller than eukaryotic cells. Prokaryotes have no membrane bound organelles or a nucleus. Therefore can be smaller than eukaryotic cells, which

have many membrane bound organelles and a nucleus so they need more room and are much bigger.

Part C: Describe one similarity between prokaryotic cells and eukaryotic cells that is independent of size. Students could explain the cell membrane, ribosomes, or cytoplasm. Answers will vary.


1. C 2. B 3. D 4. A 5. D

CONSTRUCTED RESPONSE Proteins are a major part of every living cell and have many different functions within each cell. Carbohydrates also perform numerous roles in living things. Part A: Describe the general composition of a protein molecule. Proteins are made of carbon, hydrogen, nitrogen, oxygen and sulfur. These elements form amino acids. Amino acids are

linked together by peptide bonds and form proteins.

Part B: Describe how the structures of proteins differ from the structures of carbohydrates. Carbohydrates are composed of carbon, hydrogen, and oxygen. Monosaccharides are the building block of

carbohydrates. Many monosaccharides are bonded together to make long chains called polysaccharides, such as starch,

cellulose, or glycogen. Proteins are made of amino acids that contain amino and carboxyl groups. Proteins can be in

sheets or in folded shapes which is necessary for the protein to function correctly.

Part C: Describe how the functions of proteins differ from the functions of carbohydrates. Proteins function as enzymes that speed up chemical reactions in living things. They also make anti-bodies.

Carbohydrates function in energy storage (starch, glycogen) and provide structural in plants (cellulose).


1. B 2. A 3. C 4. B 5. B

CONSTRUCTED RESPONSE Use the diagrams below to answer the question.

Part A: Complete the chart below by describing energy transformations involved in each process.

Process Energy Transformations

Photosynthesis: During the process of photosynthesis, CO2 and H2O are converted into glucose (C6H12O6) and oxygen with energy from the sun that is captured by the chlorophyll contained in the chloroplasts. Cellular Respiration: During the process of cellular respiration, the stored energy in glucose (C6H12O6) is used to create energy that the cell can use in the form of ATP. Oxygen is required for this process and CO2 and H2O are products. This process takes place in the mitochondria.

Part B: Describe how energy transformations involved in photosynthesis are related to energy transformations involved in cellular respiration. The energy from the sun was used to create glucose by transforming CO2 and H2O. The stored energy in glucose is

consumed by heterotrophs and transformed into ATP so the cells can use the energy to carry out all life functions.

Energ

y in

Energ

y in

Photosynthesis

Energ

y out

Energ

y out Cellular respiration


1. B 2. B 3. A 4. C 5. D

CONSTRUCTED RESPONSE Some animals can produce a potassium ion concentration inside their cells that is twenty times greater than that of their environment. This ion concentration gradient is maintained by the plasma membrane. Part A: Identify the process in the cell membrane that produces this difference in concentration. The process is the sodium potassium pump which is an example of active transport. Part B: Explain the process that occurs as the cell produces the ion concentration gradient. Protein transports sodium and potassium ions across cell membranes against their concentration gradients. Sodium is

normally moved from the inside of the cell, where its concentration is low, to the extracellular fluid, where its

concentration is much higher. Potassium is moved in the opposite direction. Energy for the pump is obtained from ATP.

Part C: Compare the process of potassium ion transport to another mechanism that moves material across the plasma membrane. The potassium ion transport system needs energy because it is moving potassium against the concentration gradient

and it needs a protein to help potassium get through the membrane to the inside of the cell. Facilitated diffusion also

needs a protein to move substances across the membrane but it moves them with the concentration gradient so it does

not need energy. Could have also used osmosis, endocytosis, and exocytosis.

63 Module B – Continuity and Unity of Life Bio.B.1 Cell Growth and Reproduction

1. C 2. D 3. D 4. D 5. A

CONSTRUCTED RESPONSE Patau syndrome can be a lethal genetic disorder in mammals, resulting from chromosomes failing to separate during meiosis. Part A: Identify the step during the process of meiosis when chromosomes would most likely fail to separate. The chromosomes would most likely fail to separate during Anaphase 1 of Meiosis 1. The homologous pairs line up

during Metaphase 1 and are pulled apart by the spindle fibers during Anaphase 1.

Part B: Describe how chromosome separation in meiosis is different from chromosome separation in mitosis. During Meiosis 1, homologous pairs of chromosomes go through the process of crossing over and are pulled apart into

individual chromosomes. During Meiosis 2, the individual chromosomes are pulled apart into chromatids. Four haploid

cells are created that are not identical to the original diploid parent cell.During mitosis, there is no crossing over and the

chromosomes do not line up in homologous pairs. The chromosomes are pulled apart into chromatids during Anaphase

and two diploid cells are created that are identical to the parent cell.

Part C: Compare the effects of a disorder caused by chromosomes failing to separate during meiosis, such as Patau syndrome, to the effects of chromosomes failing to separate during mitosis. The process of meiosis produces the sex cells (gametes like eggs, and sperm). If the homologous chromosomes fail to

separate properly (nondisjunction), then the eggs or sperm that are produced will have the incorrect number of

chromosomes. Some may have too many chromosomes (trisomy) or too few (monosomy). When the gametes unite to

form a zygote, every cell in that individual will be affected. These genetic disorders often have physical and mental

impairments that are easily recognizable. Mitosis occurs in somatic cells; this means that it takes place in all types of

cells that are not involved in the production of gametes. Prior to each mitotic division, a copy of every chromosome is

64 created; thus, following division, a complete set of chromosomes is found in the nucleus of each new cell. Apart from

random mutations, each successive duplicate cell will have the same genetic composition as its parent, due to the

inheritance of the same chromosome set and similar biological environment.

Bio.B.2 Genetics

1. B 2. C 3. A 4. D 5. B

CONSTRUCTED RESPONSE A cattle farmer genetically crosses a female cow with a white coat with a male bull with a red coat. The resulting calf is roan, which means there are red and white hairs intermixed in the coat of the calf. The genes for coat color in cattle are co-dominant. Part A: Although a farm has cattle in all three colors, the farmer prefers roan cattle over white or red cattle. Use the Punnett square to show a cross that would produce only roan offspring. R R

r Rr Rr

r Rr Rr

Part B: Explain how a roan calf results from one white- and one red-coated parent. In your explanation, use letters to represent genes. Be sure to indicate what colors the letters represent. The trait is co-dominant so the heterozygous cows show both red and white hairs intermixed together.

When a red cow (RR) and a white cow (rr) mate their offspring are roan (Rr).

Part C: Predict the possible genotypes and phenotypes of the offspring produced from two roan cattle. You would need to complete another Punnett square to show the cross between two heterozygous parents (Rr). This

would give you a genotypic ratio of 1RR: 2 Rr: 1 rr and a phenotypic ratio of 1 red: 2 roan: 1 white.


1. B 2. C 3. D 4. D 5. C

CONSTRUCTED RESPONSE Use the table below to answer the question.

Sequence Differences between COII Genes in Some Animals

Animal Number of Base Differences from a Rat

Mouse 101

Cow 136

The gene COII is in the genome of many organisms. A comparison of the number of base differences between the COII gene in a rat and that of two other animals is shown. Part A: Based on the data, describe a possible evolutionary relationship between rats, mice, and cows. The rat is more closely related to the mouse than the cow because there are a fewer number of base differences. The

mouse and the rat have 101 base differences and the cow and the rat have 126 differences.

Part B: Describe how different organisms having a common gene such as COII supports the theory of evolution. Different organisms that have a common gene support the theory of evolution. Having a common gene is one piece of

evidence that supports evolution. Therefore if they share a common gene they must share a common ancestor.

Part C: The COII gene of a monkey has 203 base differences from the same gene in a rat and 210 base differences from the same gene in a mouse. Compare the evolutionary relationships between the monkey, the rat, and the mouse. Monkeys have 203 base differences from rats and 210 base differences from mice. The monkey is more closely related

to the rat than the mouse because there are fewer base differences in the makeup of this gene. Based on this

information, the mouse must have evolved first, then the rat, followed by the mouse.

66 Bio.B.4 Ecology

1. C 2. A 3. D 4. C 5. B

CONSTRUCTED RESPONSE Use the graph below to answer the question.

Isle Royale is located in Lake Superior. Isle Royale is home to populations of wolves and moose. The interactions between the wolves and moose, as well as the individual population sizes, have been studied since 1958. The graph shows the population sizes over time for both wolves and moose. Part A: Describe one limiting factor for the moose population. One limiting factor for the moose population is predation. The moose population will decrease as wolves prey upon

moose. Predation would decrease the population. Another example could be habitat destruction. Since the moose are

on an island, if their habitat is destroyed or affected, their population could decrease. Other limiting factors could

include shelter, natural disturbances, fresh water supply, food supply, and disease.

Part B: Explain one likely reason why the wolf population rapidly increased between 1975 and 1980. The wolf population rapidly increased between 1975 and 1980 because there was an ample food supply. From about

1970–1975, the moose population was at a high level. Because wolves prey upon moose, there was an ample food

supply to support a larger population of wolves.

67 Part C: Predict what will happen to the moose population’s size after 1994 by describing the shape of the curve. In your answer, be sure to explain the reasoning behind The moose population curve after 1994 would drop and then level off between 1,400 and 1,200 moose. Because the

moose live on an island, there is a limited amount of resources available and the population would stabilize around its

carrying capacity. OR. The moose population curve after 1994 would drop below 1,000 moose if the wolf population

increases. The increase of the wolf population would be due to the increased availability of moose, which would result in

a decline in the moose population.

68

Biology Keystone Practice Test #2 Answers Module A - Cells and Cell Processes Bio.A.1 Basic Biological Processes

1. A

2. D

3. D

4. C

5. A

CONSTRUCTED RESPONSE Prokaryotic cells are generally much smaller than eukaryotic cells. The diagram below shows a eukaryotic cell.

Part A: Is this cell a plant or animal cell. Explain your answer. This is an animal cell because it does not have a cell wall or photosynthetic chloroplasts. The shape also indicates that

it’s an animal cell because it is circular.

Part B: Identify the structure labeled E and describe its function. The structure labeled E is the nucleus. The nucleus stores the genetic information or DNA. Part C: Identify the structure labeled F and describe its function.

The structure labeled F is the mitochondria. The mitochondria functions in cellular respiration. This is where

glucose is broken down into usable energy for the cell (ATP).


1. C 2. D 3. C 4. A 5. D

CONSTRUCTED RESPONSE The graph shows the rate of enzyme activity in relation to pH for two enzymes – pepsin and pancreatic trypsin. Both enzymes break down proteins in food. Pepsin works within the stomach. Trypsin works in the small intestine.

Part A: What does the graph indicate about the pH of the stomach and small intestine? The graph shows that pepsin functions best in a low pH environment (acidic), suggesting that the stomach has a pH

between 2 and 3. Trypsin functions best at a pH of about 6 or 7, suggesting that the pH of the small intestine is about

neutral.

Part B: The contents of the stomach are released into the small intestine. How does this affect the function of pepsin that is included with the stomach contents? When it travels to the small intestine, pepsin will be denatured by the high pH level. It will no longer catalyze the

breakdown of protein.

Part C: What is the advantage of having two different protein-digesting enzymes, rather than just one? The advantage of having two enzymes is that each enzyme can function in the specific environments of the stomach and

small intestine. At least one enzyme functions in each part of the digestive tract. This ensures the complete digestion of

70 the protein in food.

Bio.A.3 Bioenergetics

1. B 2. C 3. B 4. D 5. C

CONSTRUCTED RESPONSE Use the diagram below to answer the constructed response questions.

Part A: Describe the organelle in the diagram and the process that this organelle performs. The organelle above is a mitochondrion. Cellular respiration is carried out in the mitochondria of all eukaryotic

organisms.

Part B: Identify two raw materials that are needed for this process to occur. Cellular respiration uses glucose and oxygen gas. Part C: Identify one molecule produced by this organelle and explain why it’s important to the organism. The process produces ATP, which is used as energy to complete all cell functions.


1. B 2. B 3. C 4. D 5. B

CONSTRUCTED RESPONSE Inside the lungs are a large number of tiny sacs called alveoli, as shown in the diagram below. A network of capillaries, or tiny blood vessels, surrounds each alveolus.

72 Part A: Identify the function of alveoli and describe how their structure helps them to carry out this function. The function of alveoli is to exchange oxygen and carbon dioxide with the external environment. Their structure allows

the alveoli to fill with air, and the fine capillaries surrounding the alveoli aids in the exchange of gases between air and

blood.

Part B: Identify the process that occurs in cells, and the organelles responsible for it, that requires the function of alveoli. Explain your response. The process of cellular respiration occurs in the mitochondria of cells, and it consumes oxygen and produces carbon

dioxide as a by-product. These are gases that are exchanged by the alveoli.

Part C: At certain times, the blood builds up high levels of carbon dioxide and has low levels of oxygen. Explain how one or more of the body’s organ systems can affect the alveoli to maintain homeostasis. When carbon dioxide levels increase and oxygen levels decrease, the body can compensate to increase the rate of gas

exchange. The heart pumps faster and harder, moving more blood through the lungs. The respiratory system also works

faster and produces deeper breaths, pulling more air into the alveoli.

Module B – Continuity and Unity of Life Bio.B.1 Cell Growth and Reproduction

1. C 2. D 3. B 4. D 5. A

CONSTRUCTED RESPONSE Mitosis is the main process by which the body grows and repairs itself. A second type of cell division, called meiosis, also occurs in organisms that reproduce sexually. Part A: Describe two processes that occur in both meiosis and mitosis. The same phases are involved in meiosis and mitosis: prophase (nuclear membrane dissolves and chromosomes become

visible), metaphase (the chromosomes or pairs align at the center of the cell), anaphase (chromatids or homologous

chromosomes separate and are pulled to opposite sides), and telophase (the nuclear membrane reforms around two

separated sets of chromosomes). Both processes form daughter cells via cytokinesis.

Part B: Describe two processes that occur in meiosis, but do not occur in mitosis.

73 In meiosis, homologous chromosomes pair and crossing over occurs between them. Homologous chromosomes

separate, producing haploid daughter cells. All the stage of mitosis occur twice in meiosis.

Part C: Identify two differences between the daughter cells produced by meiosis and those resulting from mitosis. Daughter cells resulting from meiosis have half the normal chromosome number (they are haploid) and can function as

gametes. The daughter cells all differ in the genetic information (alleles) they contain, while mitosis produces identical

daughter cells.

Bio.B.2 Genetics

1. A 2. C 3. C 4. A 5. A

CONSTRUCTED RESPONSE The process by which genetic information is used to make a protein is called gene expression. The two steps of gene expression are transcription and translation. Part A: Describe the function, location and process of transcription. Because DNA is located inside the nucleus of cells and proteins are assembled in the cytoplasm outside the nucleus

transcription copies the information from DNA into a messenger RNA strand. The mRNA strand is formed in the nucleus

using the DNA as a template during transcription. The mRNA strand can then leave the nucleus for the cytoplasm to

make a protein.

Part B: Describe the function, location and process of translation. Translation take the messenger RNA strand and uses it as a blue print to synthesize proteins. This happens in the

74 cytoplasm on a ribosome. The goal of translation to make a protein, which can be used by the cell to complete cellular

functions.

Part C: If a mutation causes six nucleotides to be inserted at one location into the DNA that encodes for a protein. Explain how the resulting protein may be affected? Because six nucleotides were inserted into the DNA the mRNA code (which makes proteins) will change. Two amino

acids will be added to the protein. If one of the amino acids has a corresponding codon of STOP the protein may be

shortened. It will also have a different sequence with the addition of the two nucleotides, which may affect its function.

Bio.B.3 Theory of Evolution

1. C 2. B 3. A 4. D 5. B

CONSTRUCTED RESPONSE Oldfield mice are small rodents that nest in burrows dug into the ground. Different population of oldfield mice inhabit the southeastern United States. Mainland populations live in forested areas with dark soils. These mice have brown and gray coats. Populations that live on sandy beaches have light tan and yellow coats. Coat color in oldfield mice is influenced by the MC1R gene, which controls pigment production. The graphs describe the frequencies of two alleles of this gene in beach and mainland populations.

MC1R Allele Frequencies in Two Oldfield Mouse Populations

Beach

Dark Pigmented Allele Light Pigmented Allele

75 Part A: Explain why the allele frequencies for the beach subpopulation differ from those of the mainland subpopulation. Natural selection favors the coat color phenotype that best helps mice survive in each environment. The mainland mice

with alleles conferring dark coats, and the beach mice with alleles conferring light coats, leave more offspring, and pass

more of these alleles to the next generation, causing allele frequencies to differ between populations.

Part B: Describe two factors that would allow the mainland and beach oldfield mouse populations to eventually become separate species. A reduction of migration between populations; mechanisms that reduce the number of matings between differently-

colored mice; mechanisms that prevent fertilized eggs from such matings from implanting or the embryo/fetus being

carried to term, surviving to adulthood, or reproducing.

Part C: Mainland oldfield mouse populations existed before beach populations. Explain how the MC1R allele more commonly found in beach populations originated. This allele originated due to a mutation occurring to the original allele. The mutation must have occurred in a cell that

formed a gamete and must have been passed on to at least one offspring.

Bio.B.4 Ecology

1. A 2. A 3. D 4. D 5. A

CONSTRUCTED RESPONSE American chestnut trees once dominated forests of Pennsylvania and the eastern United States. These tall trees shaded the forests, the nuts they produced were a food source for many species, and their wide trunks provided timber. In about 1900, the chestnut blight fungus spread from imported chestnut trees to American chestnut trees. Although the fungus did not affect the imported chestnut trees, it harmed the other tree species have replaced the American chestnut in many forests. These species do not grow as tall as the healthy American chestnut, which could reach heights up to about 30 meters. American chestnut populations also produced similarly high quantities of nuts each year. In contrast, oak populations produce abundant acorn crops one year, and smaller crops the next. Partial Food Web of Eastern US Forest

Tree nuts &

leaves

White footed

mouse

Gypsy moth

larva

76 Part A: Consider forest ecosystems where American chestnut trees dominated, before the introduction of the chestnut blight fungus. Describe one factor that limited the populations of oak trees in these forests. Light was a factor that limited the oak populations. American chestnut trees grew tall and shaded the forest beneath

them, limiting the light available to other species. Or space limited the oak populations. American chestnut trees had

wide trunks limiting the available space on the forest floor. Or nutrients limited the oak populations. The American

chestnut trees used up nutrients in the soil, limiting their availability to oak trees.

Part B: Compare the white footed mouse population in a forest dominated by American chestnut and in a forest dominated by oak in terms of changes from year to year. The size of the white footed mouse population depends on the availability of nuts, such as chestnuts or acorns. Because

the American chestnut crops are stable from year to year, mouse populations in these forests will also remain stable.

Because oak crops vary from year to year, mouse populations in these forests will vary in the same way.

Part C: Gypsy moth larvae eat leaves of oak and chestnut trees. An outbreak of gypsy moth larvae, which occurs when their population grows too large, can destroy trees. Explain how restoring the American chestnut to eastern US forests would affect the likelihood of a gypsy moth outbreak. Restoration of the American chestnut would reduce the likelihood of a gypsy moth outbreak. Because white footed mice

feed on the larvae, a stable supply of nuts from the American chestnut would keep the white footed mouse population

high. The mice, in turn, would feed on the gypsy moth larvae in the tree leaves, reducing their population and

decreasing the chance of an outbreak.

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