Ohio s State Tests ITEM RELEASE SPRING 2017 BIOLOGY

Transcription

1 Ohio s State Tests ITEM RELEASE SPRING 2017 BIOLOGY

2 Table of Contents Questions 1 16: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines... 1 Question 1: Sample Responses... 5 Question 2: Question and Scoring Guidelines Question 2: Sample Response Question 3: Question and Scoring Guidelines Question 3: Sample Response Question 4: Question and Scoring Guidelines Question 4: Sample Response Question 5: Question and Scoring Guidelines Question 5: Sample Response Question 6: Question and Scoring Guidelines Question 6: Sample Responses Question 7: Question and Scoring Guidelines Question 7: Sample Responses Question 8: Question and Scoring Guidelines Question 8: Sample Responses Question 9: Question and Scoring Guidelines Question 9: Sample Response Question 10: Question and Scoring Guidelines Question 10: Sample Responses Question 11: Question and Scoring Guidelines Question 11: Sample Responses Question 12: Question and Scoring Guidelines Question 12: Sample Responses Question 13: Question and Scoring Guidelines Question 13: Sample Responses i

3 Question 14: Question and Scoring Guidelines Question 14: Sample Response Question 15: Question and Scoring Guidelines Question 15: Sample Response Question 16: Question and Scoring Guidelines Question 16: Sample Responses ii

4 Biology Spring 2017 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Content Statement Answer Key Points 1 Graphic Response Diversity and Interdependence of Life Classification systems are frameworks created by scientists for describing the vast diversity of organisms, indicating the degree of relatedness between organisms points 2 3 Multiple Choice Multiple Choice Cells Cell Structure and Function A 1 point Evolution Mechanisms B 1 point 4 Multiple Choice Heredity Structure and function of DNA in cells A 1 point 5 6 Multiple Choice Graphic Response Heredity Cellular Genetics A 1 point Evolution Diversity of Life points 7 Graphic Response Diversity and Interdependence of Life Ecosystems points 8 Graphic Response Diversity and Interdependence of Life Ecosystems point 9 Multiple Choice Diversity and Interdependence of Life Classification systems are frameworks created by scientists for describing the vast diversity of organisms, indicating the degree of relatedness between organisms. A 1 point iii

5 Biology Spring 2017 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Content Statement Answer Key Points 10 Evidence- Based Selected Response Cells Cell Structure and Function B; D 2 points 11 Short Response Heredity Modern Genetics points 12 Graphic Response Cells Cellular Processes point Graphic Response Multiple Choice Heredity Mutations points Cells Cell Structure and Function C 1 point 15 Multiple Choice Evolution Mechanisms D 1 point 16 Graphic Response Evolution Diversity of Life point iv

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7 Biology Spring 2017 Item Release Question 1 Question and Scoring Guidelines 1

8 Question Points Possible: 2 See Alignment for more detail. 2

9 Scoring Guidelines For this item, a full-credit (2 point) response includes: Only the segmented organism with no antenna in the first box; AND Only the segmented organism with antenna in the second box AND only the segmented organism with antenna and wings in the third box; OR Only the segmented organism with antenna and wings in the second box AND only the segmented organism with antenna in the third box; AND Traits arranged as shown below (or wings at the top second from the right blue dot or in the top right box as long as it is below or in the box that contains the organism with antenna and wings). For this item, a partial-credit (1 point) response includes: Only the segmented organism with no antenna in the first box regardless of labels in the box; AND Only the segmented organism with antenna in the second box regardless of labels in the box AND the segmented organism with antenna and wings in the third box regardless of labels in the box; OR Only the segmented organism with antenna and wings in the second box regardless of labels in the box AND the segmented organism with antenna in the third box regardless of labels in the box. 3

10 Alignment Content Strand Diversity and Interdependence of Life Content Statement Classification systems are frameworks created by scientists for describing the vast diversity of organisms, indicating the degree of relatedness between organisms. Content Elaboration Classification systems are frameworks developed by scientists for describing the diversity of organisms, indicating the degree of relatedness among organisms. Recent molecular-sequence data generally support earlier hypotheses regarding lineages of organisms based upon morphological comparisons. Both morphological comparisons and molecular evidence must be used to describe biodiversity (cladograms can be used to address this). Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to distinguish the differences in features of different organisms, completing a cladogram for these organisms, and labeling the development of certain traits on the cladogram. The student must rationalize the evolutionary development and correctly place the different organisms in the correct sequence. The organism given has four legs and a single body segment. The next logical step would be the segmentation of body parts, and the segments label placed on the bottom blue dot. This is followed by either the segmented organism with antennae, or the winged, segmented organism with antennae. The label antennae is placed on the blue dot to the right and above the segments label. Lastly, either the remaining segmented organism with antennae, or the winged, segmented organism with antennae is placed in the far-right box. The label wings is placed on the blue dot under the winged organism. The unsegmented organism with six legs does not fit the evolutionary development pattern and is not used. 4

11 Biology Spring 2017 Item Release Question 1 Sample Responses 5

12 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly completes the cladogram illustrating the relatedness among the organisms. 6

13 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly places an organism in each blank box illustrating the relatedness among the organisms. However, it incorrectly responds to Part B by labeling the blue dot below the second organism rather than placing the segments label on the blue dot below antennae. 7

14 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because of the incorrect sequence of organisms and the addition of the unsegmented, six-legged organism that does not fit the evolutionary development pattern. 8

15 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because of the incorrect sequence of organisms. The response enters the organisms in the reverse order and incorrectly labels the blue dots, swapping wings and antennae. 9

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17 Biology Spring 2017 Item Release Question 2 Question and Scoring Guidelines 11

18 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key Lipids have high energy bonds and are used to build the plasma membrane and insulate the body. Rationale for Option B: This is incorrect. While proteins perform a number of functions in the body, they do not provide thermal insulation. Rationale for Option C: This is incorrect. Nucleic acids contain genetic information that codes for protein synthesis. They do not provide thermal insulation or store energy. Rationale for Option D: This is incorrect. Carbohydrates do store energy but are not used to insulate the body. 12

19 Alignment Content Strand Cells Content Statement Cell Structure and Function Content Elaboration A living cell is composed of a small number of elements, mainly carbon, hydrogen, nitrogen, oxygen, phosphorous and sulfur. Carbon, because of its small size and four available bonding electrons, can join to other carbon atoms in chains and rings to form large and complex molecules. The essential functions of cells involve chemical reactions that involve water and carbohydrates, proteins, lipids and nucleic acids. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify the essential functions of macromolecules found within the cell. Lipids play a role in long-term storage of energy and provide thermal insulation for the body. Proteins are responsible for most of the work that occurs in the cell. Nucleic acids, DNA and RNA, store information that is used to make proteins. Carbohydrates provide an immediate source of energy. 13

20 Sample Response: 1 point 14

21 Biology Spring 2017 Item Release Question 3 Question and Scoring Guidelines 15

22 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Speciation between two populations means that the lineage splits, resulting in the divergence of a new (or second) species from the ancestral species, not the extinction of the ancestral species. Rationale for Option B: Key Reproductive isolation restricts the gene flow between populations which results in speciation. Rationale for Option C: This is incorrect. Reproductive isolation over time results in speciation, which changes the type of competition from intra-species to interspecies, not the amount of competition between individuals or populations. Rationale for Option D: This is incorrect. Whether a mutation is favorable or unfavorable determines whether it results in greater fitness, not the mutation rate. 16

23 Alignment Content Strand Evolution Content Statement Mechanisms Content Elaboration The basic concept of biological evolution is that Earth s present-day species descended from earlier, common ancestral species. At the high-school level, the term natural selection is used to describe the process by which traits become more or less common in a population due to consistent environmental effects upon the survival or reproduction of the individual with the trait. Mathematical reasoning must be applied to solve problems (e.g., use the Hardy-Weinberg law to explain gene frequency patterns in a population). Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to explain the significance of reproductive isolation developing between two populations within a species. Reproductive isolation restricts the gene flow between populations, which results in speciation. Reproductive isolation does not increase competition between individuals or populations, but it changes the type of competition from intra-species to interspecies. Speciation results in the divergence of a new (or second) species from the ancestral species, not the extinction of the ancestral species. Mutations occur in all species regardless of population size. Whether a mutation is favorable or unfavorable determines whether the trait caused by the mutation results in greater fitness, not the mutation rate. 17

24 Sample Response: 1 point 18

25 Biology Spring 2017 Item Release Question 4 Question and Scoring Guidelines 19

26 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key The cells are from the same animal, so they would have the same DNA sequences. The cells look different due to the process of differentiation. Rationale for Option B: This is incorrect. The cells are from the same animal, so they would have the same DNA sequences. The cells look different due to the process of differentiation. Different genes are active in the different types of cells. Rationale for Option C: This is incorrect. The cells are from the same animal, so they would have the same DNA sequences. The cells look different due to the process of differentiation. Rationale for Option D: This is incorrect. Although the cells from the same organism have the same genetic information, different genes are active in the different types of cells. 20

27 Alignment Content Strand Heredity Content Statement Structure and function of DNA in cells Content Elaboration The many body cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. Different genes are active in different types of cells, influenced by the cell s environment and past history. (AAAS) Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to recall that different cells from the same organism have the same DNA. The cells look different due to the process of differentiation. Different genes are active in the different types of cells. The cells look different due to the process of differentiation. Although the cells from the same organism have the same genetic information, different genes are active in the different types of cells. 21

28 Sample Response: 1 point 22

29 Biology Spring 2017 Item Release Question 5 Question and Scoring Guidelines 23

30 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key Crossing over during meiosis represented in the diagram leads to the formation of four unique chromatids thus increasing variation of traits. Rationale for Option B: This is incorrect. Chromosomes do not overlap during protein synthesis. Crossing over during meiosis represented in the diagram leads to the formation of four unique chromatids, thus increasing variation of traits. Rationale for Option C: This is incorrect. The variation in the gametes from crossing over is from the exchange of genetic material, not from genetic mutations. Rationale for Option D: This is incorrect. Crossing over during meiosis represented in the diagram leads to the formation of four unique chromatids. This exchange of genetic material during meiosis would not result in four identical gametes. 24

31 Alignment Content Strand Heredity Content Statement Cellular Genetics Content Elaboration In high school biology, Mendel s laws of inheritance (introduced in grade 8) are interwoven with current knowledge of DNA and chromosome structure and function to build toward basic knowledge of modern genetics. The sorting and recombination of genes in sexual reproduction and meiosis specifically result in a variance in traits of the offspring of any two parents and explicitly connect the knowledge to evolution. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to recall that crossing over during meiosis as represented in the diagram increases genetic variation resulting in four unique chromatids. The variation in the gametes produced is from the exchange of genetic material, not from genetic mutations. 25

32 Sample Response: 1 point 26

33 Biology Spring 2017 Item Release Question 6 Question and Scoring Guidelines 27

34 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit (2 point) response includes: Mating is random. AND No lizards migrate in or out of the population. AND Natural selection is not occurring in the population. AND no other statements are selected in part A (1 point); AND ONLY in a population in the first box AND remain constant in the second box of part B (1 point). 28

35 Alignment Content Strand Evolution Content Statement Diversity of Life Content Elaboration The basic concept of biological evolution is that Earth s present-day species descended from earlier, common ancestral species. At the high-school level, the term natural selection is used to describe the process by which traits become more or less common in a population due to consistent environmental effects upon the survival or reproduction of the individual with the trait. Mathematical reasoning must be applied to solve problems (e.g., use the Hardy-Weinberg law to explain gene frequency patterns in a population). Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to determine that a population is not evolving by identifying what conditions illustrate the population is in Hardy-Weinberg equilibrium and what happens to allele frequencies when those conditions are met. The Hardy-Weinberg equilibrium, also known as the Hardy-Weinberg principle, model, theory or law, states that the allele and genotype frequencies will remain constant from generation to generation in the absence of other evolutionary influences. It is used to measure how observed genotype frequencies differ from frequencies predicted by the equation. Therefore, the first, third and fifth options, Mating is random., No lizards migrate in or out of the population., and Natural selection is not occurring in the population., respectively, are selected in Part A. To be in Hardy-Weinberg equilibrium, the population to be studied must be large; therefore, the second option, The lizard population is small. is invalid. Also, the fourth option, A new mutation occurs within the population. is invalid since evolutionary influences like mutations cannot occur in a population that is in equilibrium. In Part B, the Hardy-Weinberg equilibrium only applies to populations and not individuals. 29

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37 Biology Spring 2017 Item Release Question 6 Sample Responses 31

38 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies the conditions that would cause the population to be in Hardy-Weinberg equilibrium and describes what occurs when those conditions are met. 32

39 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies the conditions that must be met to be in Hardy- Weinberg equilibrium, but incorrectly responds in Part B. Hardy-Weinberg is only valid for populations. Also, since Hardy-Weinberg establishes an equilibrium, the allele frequency remains constant. 33

40 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it incorrectly identifies the conditions that must be met to be in Hardy-Weinberg equilibrium, but correctly responds in Part B by describing what occurs when those conditions are met. 34

41 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the conditions that must be met to be in Hardy- Weinberg equilibrium, and incorrectly reports what happens with allele frequencies. In Part A, the response, The lizard population is small. is not a condition in the Hardy-Weinberg equilibrium. 35

42 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the conditions that must be met to be in Hardy- Weinberg equilibrium, and incorrectly reports what happens with allele frequencies. 36

43 Biology Spring 2017 Item Release Question 7 Question and Scoring Guidelines 37

44 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit (2 point) response includes: For the Key: dashed red line placed next to Lake Trout AND solid blue line placed next to Sea Lamprey (1 point); AND For the graph: red triangle placed at or above 50 AND blue square placed at or below 25 (1 point). 38

45 Alignment Content Strand Diversity and Interdependence of Life Content Statement Ecosystems Content Elaboration Like many complex systems, ecosystems tend to have cyclic fluctuations around a state of rough equilibrium. In the long run, however, ecosystems always change as geological or biological conditions vary. Misconceptions about population growth capacity, interspecies and intra-species competition for resources, and what occurs when a species immigrates to or emigrates from ecosystems are included in this topic. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to evaluate a graph to determine the potential outcome of an invasive species (Sea Lamprey) on a native species (Lake Trout) in the Great Lakes. The red dashed line represents the lake trout. At year 50, the number of lake trout should be increasing (above 50) because the population is recovering with the decline of the sea lamprey. The solid blue line represents the sea lamprey, and with a successful chemical control program, this population would decrease (below 50) at year

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47 Biology Spring 2017 Item Release Question 7 Sample Responses 41

48 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly places the dashed red line and the solid blue line in the key, and correctly places the red triangle and blue square at the appropriate points on the graph. 42

49 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly places the red triangle and blue square at the appropriate points on the graph, but incorrectly places the dashed red line and the solid blue line in the key. 43

50 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly places the dashed red line and the solid blue line in the key, but incorrectly places the red triangle and blue square on the graph. 44

51 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the response incorrectly places the dashed red line and the solid blue line in the key, and incorrectly places the red triangle and blue square on the graph. 45

52 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the response incorrectly places the dashed red line and the solid blue line in the key, and incorrectly places the red triangle and blue square on the graph. 46

53 Biology Spring 2017 Item Release Question 8 Question and Scoring Guidelines 47

54 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: 2 placed in the top box; AND 4 placed in the middle box; AND 3 placed in the bottom box (1 point). 48

55 Alignment Content Strand Diversity and Interdependence of Life Content Statement Ecosystems Content Elaboration Mathematical graphing and algebraic knowledge (at the high-school level) must be used to explain concepts of carrying capacity and homeostasis within biomes. Use real-time data to investigate population changes that occur locally or regionally. Mathematical models can include the exponential growth model and the logistic growth model. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to analyze a population vs. time graph. The student must apply the concepts relating to population growth and carrying capacity. Position 1 is a horizontal line depicting a stable population at equilibrium. The upward/positive slope of the line at Position 2 depicts exponential growth as the population responds to some favorable change in the ecosystem. As the carrying capacity of the ecosystem is reached at Position 3, the slope of the line decreases and begins to fluctuate as a new equilibrium is established. The ecosystem experiences a negative influence at Position 4, as the slope decreases and another new equilibrium is established, denoted by the line fluctuations to the right of Position 4. 49

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57 Biology Spring 2017 Item Release Question 8 Sample Responses 51

58 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for correctly describing the population change at the numbered points on the graph over 40 years. 52

59 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly labels the second option, The environment s carrying capacity declines. To depict a declining carrying capacity, the line must have a downward/negative slope. The location selected (1) is a horizontal line indicating stable growth. 53

60 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly labels the first and third options. To depict a population is growing at its fastest rate, the line must have an upward/positive slope. This slope must be steeper than any other positive slope on the graph to be the fastest rate. The location selected (1) is a horizontal line indicating stable growth. To depict the population first reaching its carrying capacity, the number chosen would have to be the first time the line begins to fluctuate (3), not (2). 54

61 Biology Spring 2017 Item Release Question 9 Question and Scoring Guidelines 55

62 Question /19501 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key This is the only cladogram that shows hippopotamuses and dolphins with a common ancestor not shared by other groups. Rationale for Option B: This is incorrect. This diagram shows that camels are the closest living relatives of dolphins. In this cladogram, hippopotamuses and dolphins do not share an exclusive common ancestor. Rationale for Option C: This is incorrect. This diagram shows that deer are the closest living relatives of dolphins. In this cladogram, hippopotamuses and dolphins do not share an exclusive common ancestor. Rationale for Option D: This is incorrect. This diagram shows that camels and hippopotamuses are both equally closely related to dolphins. In this cladogram, hippopotamuses and dolphins do not share an exclusive common ancestor. 56

63 Alignment Content Strand Diversity and Interdependence of Life Content Statement Classification systems are frameworks created by scientists for describing the vast diversity of organisms, indicating the degree of relatedness between organisms. Content Elaboration Classification systems are frameworks developed by scientists for describing the diversity of organisms, indicating the degree of relatedness between organisms. Recent molecular-sequence data generally support earlier hypotheses regarding lineages of organisms based upon morphological comparisons. Both morphological comparisons and molecular evidence must be used to describe biodiversity (cladograms can be used to address this). Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to identify the cladogram that correctly models the evolutionary relationship that hippopotamuses are the closest living relatives of dolphins. For the hippopotamus and dolphin to be closely related, they would have to share a common ancestor. Therefore, the correct response is the cladogram that models the hippopotamus and the dolphin having the most recent common ancestor. 57

64 Sample Response: 1 point 58

65 Biology Spring 2017 Item Release Question 10 Question and Scoring Guidelines 59

66 Question /22086 Points Possible: 2 See Alignment for more detail. 60

67 Scoring Guidelines Part A Rationale for Option A: This is incorrect. While changes in temperature can affect the shape of the enzyme, the data collected do not provide information about how the shape of this enzyme may have changed at different temperatures. Rationale for Option B: Key Based on the data to be collected, scientists want to measure the enzyme activity at different temperatures. Rationale for Option C: This is incorrect. Substrate concentration is not changing in this experimental design. Rationale for Option D: This is incorrect. The data table does not include information about the appearance of the active site at different temperatures. Part B Rationale for Option A: This is incorrect. The data and the experimental design do not investigate activation energy, which will likely be lowest at the ideal temperature range of this enzyme. Rationale for Option B: This is incorrect. Enzymes do not adapt. Rationale for Option C: This is incorrect. This may be true, but this experiment is comparing how the enzyme operates at different temperatures. Rationale for Option D: Key The bacterium lives in hot springs and, therefore, the enzymes it produces will likely operate best within that temperature range. 61

68 Alignment Content Strand Cells Content Statement Cell Structure and Function Content Elaboration Cell functions are regulated. Complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division. Most cells function within a narrow range of temperature and ph. At very low temperatures, reaction rates are slow. High temperatures and/or extremes of ph can irreversibly change the structure of most protein molecules. Even small changes in ph can alter how molecules interact. Cognitive Demand Demonstrating Science Knowledge (D) Requires students to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather and organize data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. (Slightly altered from National Science Education Standards) Note: Procedural knowledge (knowing how) is included in Recalling Accurate Science. Explanation of the Item This item requires the student to analyze a table developed by scientists to collect experimental data. The student then selects a question that could be answered based upon the data being collected. Finally, the student selects a reasonable hypothesis for the study by comparing the environmental data and the data that is being collected by the scientists. The scientists are studying an enzyme that was extracted from a bacterium that lives in a hot springs environment ranging from degrees Celsius. The scientists develop a table to collect data using six different cultures at six different temperatures. The table then has spaces to record the reaction rates at four different time intervals. Therefore, the scientists are studying in part A how temperature affects the reaction rates of the enzyme. Since the bacteria have evolved to survive in a hot springs environment where the temperature ranges from degrees Celsius, the reasonable hypothesis in part B would be that the optimum reaction rate of this enzyme would be found in the cultures grown within this range, i.e., tubes 4 or 5. Since these two parts are linked, the student can only get partial credit, 1 point, for correctly answering part A. One point cannot be awarded for a correct answer in part B only, since part B is linked to part A. 62

69 Biology Spring 2017 Item Release Question 10 Sample Responses 63

70 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly identifies option B in part A and option D in part B. 64

71 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies option B for part A, but incorrectly identifies option C for part B. Option C is incorrect as there is insufficient data to determine the enzyme s reaction rate. 65

72 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies option A in part A and option A in part B. 66

73 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies option D in part A and option B in part B. 67

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75 Biology Spring 2017 Item Release Question 11 Question and Scoring Guidelines 69

76 Question /21824 Points Possible: 2 See Alignment for more detail. 70

77 Scoring Guidelines Score Point Description 2 points The response includes: a correct identification of a young plant and a correct explanation of results supporting the young plant identification; AND 1 point The response includes: a correct description of how the electrophoresis gel results from the parent and young plants demonstrate the movement of chromosomes during meiosis. a correct identification of a young plant and a correct explanation of results supporting the young plant identification; OR a correct description of how the electrophoresis gel results from the parent and young plants demonstrate the movement of chromosomes during meiosis. 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be totally irrelevant to the item, or possibly, no other information is shown. The student may have written on a different topic or written, I don t know. 71

78 Alignment Content Strand Heredity Content Statement Modern Genetics Content Elaboration It is imperative that the technological developments that lead to the current knowledge of heredity be included in the study of heredity. For example, the development of the model for DNA structure was the result of the use of technology and the studies and ideas of many scientists. Cognitive Demand Demonstrating Science Knowledge (D) Requires students to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather and organize data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. (Slightly altered from National Science Education Standards) Note: Procedural knowledge (knowing how) is included in Recalling Accurate Science. Explanation of the Item This item requires the student to analyze an electrophoresis gel of a set of parent plants and six young plants to determine which of the young plants are from the parents by comparing the DNA banding. In meiosis, each parent contributes 50% of their genetic material to create gametes. The student is looking for offspring with components from both parents. Y1, Y3, Y4 and Y6 receive one band from P1 and one band from P2, providing evidence that they are offspring of P1 and P2. A total of four young plants (Y1, Y3, Y4 and Y6) are possible offspring of the given parent plants, and each of these young plants shows differing genotypes. Since all four young plants have at least one band from each parent but display differing genotypes, segregation occurred during meiosis. 72

79 Biology Spring 2017 Item Release Question 11 Sample Responses 73

80 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it identifies the correct offspring of P1 and P2 and explains how the results support the choice. The response also correctly describes how the results of the electrophoresis gel demonstrate the movement of chromosomes during the process of meiosis. 74

81 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it identifies the correct offspring of P1 and P2 and explains how the results support the choice. The response also correctly describes how the results of the electrophoresis gel demonstrate the movement of chromosomes during the process of meiosis. 75

82 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it identifies the correct offspring of P1 and P2 and explains how the results support the choice. The response also correctly describes how the results of the electrophoresis gel demonstrate the movement of chromosomes during the process of meiosis. 76

83 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it identifies the correct offspring of P1 and P2 and explains how the results support the choice. However, the response does not describe how the results of the electrophoresis gel demonstrate the movement of chromosomes during the process of meiosis. 77

84 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it identifies the correct offspring of P1 and P2 and explains how the results support the choice. However, the response incorrectly describes how the results of the electrophoresis gel demonstrate the movement of chromosomes during the process of meiosis. 78

85 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly describes how the results of the electrophoresis gel demonstrate the movement of chromosomes during the process of meiosis. However, the response incorrectly identifies the offspring of P1 and P2 as Y2. 79

86 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the offspring of P1 and P2 and fails to describe how the results of the electrophoresis gel demonstrate the movement of chromosomes during the process of meiosis. 80

87 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the offspring of P1 and P2 and fails to describe how the results of the electrophoresis gel demonstrate the movement of chromosomes during the process of meiosis. 81

88 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies the offspring of P1 and P2 and incorrectly describes how the results of the electrophoresis gel demonstrate the movement of chromosomes during the process of meiosis. 82

89 Biology Spring 2017 Item Release Question 12 Question and Scoring Guidelines 83

90 Question /22073 Points Possible: 1 See Alignment for more detail. 84

91 Scoring Guidelines Exemplar Response For this item, a full-credit response includes: A number greater than 3 in the top box; AND A number less than 3 in the bottom box (1 point). 85

92 Alignment Content Strand Cells Content Statement Cellular Processes Content Elaboration Every cell is covered by a membrane that controls what can enter and leave the cell. In all but quite primitive cells, a complex network of proteins provides organization and shape. Within the cell are specialized parts for the transport of materials, energy transformation, protein building, waste disposal, information feedback and movement. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to infer and communicate the behavior of water in an onion cell in different salt solution concentrations based on observations. The image of the cell in a 3% salt solution is in an isotonic state (iso = equal), which means that the salt concentration is the same inside and outside the cell and that the water concentration is the same. The upper cell is in a hypertonic (hyper = above) state. The concentration of salt is lower within the cell, which equates to the water concentration being higher within the cell. Since the water concentration is higher inside the cell than outside the cell, water molecules diffuse from within the cell to the outside, causing the cell to shrink within the cell wall. The lower cell is in a hypotonic (hypo = under) state. The concentration of salt is higher within the cell, which equates to the water concentration being lower within the cell. Since the water concentration is lower inside the cell than outside the cell, water molecules diffuse from outside the cell to the inside, causing the cell to expand against the cell wall. 86

93 Biology Spring 2017 Item Release Question 12 Sample Responses 87

94 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly enters a percentage greater than 3 in the top cell and a percentage less than 3 in the bottom cell. 88

95 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it correctly enters a percentage greater than 3 in the top cell and a percentage less than 3 in the bottom cell. 89

96 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly enters a percentage less than 3, not greater than 3, in the top cell. 90

97 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly enters a percentage greater than 3, not less than 3, in the bottom cell. 91

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99 Biology Spring 2017 Item Release Question 13 Question and Scoring Guidelines 93

100 Question /21822 Points Possible: 2 See Alignment for more detail. 94

101 Scoring Guidelines Exemplar Response For this item, a full-credit (2 point) response includes: ACGTAACC in the DNA box; AND UGCAUUGG in the mrna box; OR ACGTATCC in the DNA box; AND UGCAUAGG in the mrna box; OR ACGTACCC in the DNA box; AND UGCAUGGG in the mrna box. For this item, a partial credit (1 point) response includes: ACGTAACC in the DNA box; OR ACGTATCC in the DNA box; OR ACGTACCC in the DNA box. Scorer note: Full credit (2 points) is still given if the correct paired sequences are entered in both cells with all letters in lower case. Partial credit (1 point) is still given if the correct sequence is entered into the DNA cell with all letters in lower case. 95

102 Alignment Content Strand Heredity Content Statement Mutations Content Elaboration At the high school level, the explanation of genes is expanded to include the following concepts: Life is specified by genomes. Each organism has a genome that contains all of the biological information needed to build and maintain a living example of that organism. The biological information contained in a genome is encoded in its deoxyribonucleic acid (DNA) and is divided into discrete units called genes. Genes are segments of DNA molecules. The sequence of DNA bases in a chromosome determines the sequence of amino acids in a protein. Inserting, deleting or substituting segments of DNA molecules can alter genes. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify the resulting nucleotide in a strand of mrna that results from a substitution mutation on the DNA strand at the sixth position. A substitution mutation means that the existing single nucleotide is substituted by another. Since this is a DNA strand, the existing guanine (G) could be substituted with either cytosine (C), thymine (T) or adenine (A). The resulting mrna sequence would be constructed by entering the complementary nucleotide. In mrna, thymine (T) becomes uracil (U). Therefore, the mrna nucleotides guanine (G), cytosine (C), uracil (U) or adenine (A) pair with the DNA nucleotides. For example: DNA strand after the substitution Resulting mrna strand ACGTAACC UGCAUUGG 96

103 Biology Spring 2017 Item Release Question 13 Sample Responses 97

104 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because correct DNA and mrna sequences are entered. 98

105 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because correct DNA and mrna sequences are entered. 99

106 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because a correct DNA sequence is entered. However, an incorrect mrna sequence is entered. Thymine (T) should pair with adenine (A). 100

107 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because a correct DNA sequence is entered. However, an incorrect mrna sequence is entered. Adenine (A) should pair with uracil (U). 101

108 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because incorrect DNA and mrna sequences are entered. 102

109 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because incorrect DNA and mrna sequences are entered. 103

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111 Biology Spring 2017 Item Release Question 14 Question and Scoring Guidelines 105

112 Question /22201 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Small gas molecules do not require a protein or channel to pass through the cell membrane. Rationale for Option B: This is incorrect. Small molecules do not require cholesterol molecules to pass through the cell membrane. Rationale for Option C: Key The phospholipid bilayer architecture allows for the passage of small molecules like oxygen, carbon dioxide and water in and out of the cell interior. Rationale for Option D: This is incorrect. The cytoskeleton does not contribute to the passage of particles across the cell membrane. 106

113 Alignment Content Strand Cells Content Statement Cell Structure and Function Content Elaboration Every cell is covered by a membrane that controls what can enter and leave the cell. In all but quite primitive cells, a complex network of proteins provides organization and shape. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify the structural feature that provides the cell membrane the ability to allow small molecules to diffuse across it. The phospholipid bilayer is the universal component of all cell membranes. This membrane functions as the barrier between the cell s cytoplasm and the cell s outside environment. This phospholipid bilayer allows only some substances to pass through, such as water, oxygen and carbon dioxide, while keeping other substances out. This property is called selective permeability or semipermeability. Sample Response: 1 point 107

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115 Biology Spring 2017 Item Release Question 15 Question and Scoring Guidelines 109

116 Question /17407 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Natural selection does not affect populations by creating variation in individuals. Rationale for Option B: This is incorrect. Natural selection does not affect populations by increasing the rate of beneficial mutations in individuals. Rationale for Option C: This is incorrect. Natural selection does not affect populations by reducing variation in individuals in a population and thereby making the population more homogenous and likely to survive. Rationale for Option D: Key Natural selection affects populations by allowing individuals with certain variations of traits to have a selective advantage over individuals with different variations of those traits. 110

117 Alignment Content Strand Evolution Content Statement Mechanisms Content Elaboration The basic concept of biological evolution is that Earth s present-day species descended from earlier, common ancestral species. At the high school level, the term natural selection is used to describe the process by which traits become more or less common in a population due to consistent environmental effects upon the survival or reproduction of the individual with the trait. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify how the process of natural selection affects populations. Natural selection is the natural process by which only the organisms that are best adapted to their environment survive and transmit their genetic characteristics through sexual or asexual reproduction to succeeding generations, increasing the frequency of those characteristics within the population. Sample Response: 1 point 111

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119 Biology Spring 2017 Item Release Question 16 Question and Scoring Guidelines 113

120 Question /20511 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit (1 point) response includes: The species are ordered from left to right 5, 2, 3, 4, 1. OR The species are ordered from left to right 1, 4, 3, 2,

121 Alignment Content Strand Evolution Content Statement Diversity of Life Content Elaboration Modern ideas about evolution provide a natural explanation for the diversity of life on Earth as represented in the fossil record, in the similarities of existing species and in modern molecular evidence. From a long-term perspective, evolution is the descent with modification of different lineages from common ancestors. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using gradeappropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to interpret the sequence percentages of a gene shared by five different species and to then use this sequence to document the evolutionary relationships among the species. The more similar the gene sequences, the more closely related the species. Therefore, these similarities can be used to determine the order of the evolutionary relationships. Species 1, which has the highest similarities (4 100%), will be entered in the first box either on the right side or left side of the cladogram. Second, depending on the starting point, Species 4, which has the next highest similarities (4 99%), will be entered in the second box. Third, Species 3, which has the third highest similarities (3 99% and 1 98%), will be placed in the third box. Fourth, Species 2, which has the fourth highest similarities (1 98%, 2 97% and 1 93%), will be entered into the fourth box. Finally, Species 5, which has the lowest similarities (93%, 90%, 87% and 81%), will be entered in the last box. 115

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123 Biology Spring 2017 Item Release Question 16 Sample Responses 117

124 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the order of the species in the cladogram demonstrates the correct evolutionary relationships among the species. 118

125 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the order of the species in the cladogram demonstrates the correct evolutionary relationships among the species. 119

126 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the order of the species in the cladogram is incorrect and does not demonstrate an accurate evolutionary relationship among the species. 120

127 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the order of the species in the cladogram is incorrect and does not demonstrate an accurate evolutionary relationship among the species. 121