2024 Keystone Biology Item Sampler PDF

Pennsylvania Keystone Exams Biology Item and Scoring Sampler 2024–2025 Pennsylvania Department of Education Bureau of Curriculum, Assessment and In...

Pennsylvania Keystone Exams Biology Item and Scoring Sampler 2024–2025 Pennsylvania Department of Education Bureau of Curriculum, Assessment and Instruction—August 2024  Biology TABLE OF CONTENTS INFORMATION ABOUT BIOLOGY 3 Introduction 3 General Introduction 3 Pennsylvania STEELS Standards 3 About the Keystone Exams 3 Alignment 4 Depth of Knowledge 4 Exam Format 4 Item and Scoring Sampler Format 5 Biology Exam Directions 6 General Description of Scoring Guidelines for Biology 7 BIOLOGY MODULE 1 8 Multiple-Choice Items 8 Constructed-Response Item 28 Item-Specific Scoring Guideline 30 Constructed-Response Item 40 Item-Specific Scoring Guideline 42 Biology Module 1—Summary Data 54 BIOLOGY MODULE 2 56 Multiple-Choice Items 56 Constructed-Response Item 76 Item-Specific Scoring Guideline 78 Constructed-Response Item 90 Item-Specific Scoring Guideline 92 Biology Module 2—Summary Data 102 Keystone Biology Item and Scoring Sampler—August 2024 2  Biology INFORMATION ABOUT BIOLOGY Introduction General Introduction The Pennsylvania Department of Education (P D E) provides districts and schools with tools to assist in delivering focused instructional programs aligned with the Pennsylvania Standards. These tools include STEELS Standards, STEELS Foundation Boxes, Keystone Exams Test Definition, Classroom Diagnostic Tool, Standards Aligned System, and content-based Item and Scoring Samplers. This 2024 Biology Item and Scoring Sampler is a useful tool for Pennsylvania educators in preparing students for the Keystone Exams by providing samples of test item types and scored student responses. This Item and Scoring Sampler is not designed to be used as a pretest, a curriculum, or any other benchmark for operational testing. The items in this Item and Scoring Sampler may be used1 as samples of item types that students will encounter in operational testing. Classroom teachers may find it beneficial to have students respond to the constructed-response items in this Item and Scoring Sampler. Educators may then use this Item and Scoring Sampler as a guide to score the responses either independently or together with colleagues within a school or district. This Item and Scoring Sampler is available in Braille format. For more information regarding Braille, call (717)-901-2238. Pennsylvania STEELS Standards This Item and Scoring Sampler contains examples of test questions designed to assess the STEELS standards. The sample test questions model the types of items that may appear on an operational Keystone Exam. These items will not appear on any future Keystone Exams. Released items provide an idea of the types of items that have appeared on previous exams and that will appear on future operational Keystone Exams. Each sample test question has been through a rigorous review process to ensure alignment with the STEELS standards prior to being on a Keystone exam. Answer keys, scoring guidelines, and any related stimulus material are also included. Additionally, example responses are provided with each constructed-response item to demonstrate the range of responses to these items. About the Keystone Exams The Keystone Exams are end-of-course assessments currently designed to assess proficiencies in Algebra I, Biology, and Literature. For detailed information about how the Keystone Exams are being integrated into the Pennsylvania graduation requirements, please contact the Pennsylvania Department of Education or visit the P D E website at http://www.education.pa.gov. 1 The permission to copy and/or use these materials does not extend to commercial purposes. Keystone Biology Item and Scoring Sampler—August 2024 3  Biology Alignment The Biology Keystone Exam consists of questions grouped into two modules: Module 1: Molecules to Organisms—Structures, Functions, and Natural Cycles and Module 2: Continuity and Unity of Life—Biodiversity, Genetics, and Changes over Time. Each module corresponds to specific STEELS standards in the life science domain. The Biology content included in the Keystone Biology multiple- choice items and constructed-response items will align with the course-specific STEELS standards. The process skills, directive, and action statements will also specifically align with the course-specific STEELS standards. Depth of Knowledge Webb’s Depth of Knowledge (D O K) was created by Dr. Norman Webb of the Wisconsin Center for Education Research. Webb’s definition of D O K is the cognitive expectation demanded by standards, curricular activities, and assessment tasks. Webb’s D O K includes four levels, from the lowest (recall) level to the highest (extended thinking) level. Level 1—Recall Level 2—Basic Application of Skill/Concept Level 3—Strategic Thinking Level 4—Extended Thinking Each Keystone item has been through a rigorous review process and is assigned a D O K level. For additional information about D O K, please visit the P D E website at http://static.pdesas.org/content/ documents/Keystone_Exams_Understanding_Depth_of_Knowledge_and_Cognitive_Complexity.pdf. Exam Format The Keystone Exams are delivered in a paper-and-pencil format as well as in a computer-based online format. The multiple-choice items require students to select the best answer from four possible answer options and record their answers in the spaces provided. The correct answer for each multiple-choice item is worth one point. The constructed-response items require students to develop and write (or construct) their responses. Constructed-response items in Biology are scored using item-specific scoring guidelines based on a 0–3-point scale. Each multiple-choice item is designed to take about one to one and a half minutes to complete. Each constructed-response item is designed to take about eight minutes to complete. The estimated time to respond to a test question is the same for both test formats. During an official exam administration, students are given additional time as necessary to complete the exam. Keystone Biology Item and Scoring Sampler—August 2024 4  Biology Item and Scoring Sampler Format This Item and Scoring Sampler includes the test directions and scoring guidelines that appear in the Keystone Exams. Each sample multiple-choice item is followed by a table that includes the alignment, the answer key, the D O K, the percentage of students who chose each answer option, and a brief answer option analysis or rationale. Each constructed-response item is followed by a table that includes the item alignment, the D O K, and the mean student score. Additionally, each of the included item-specific scoring guidelines is combined with sample responses representing each score point to form a practical item-specific scoring guide. The General Description of Scoring Guidelines for Biology used to develop the item-specific scoring guidelines should be used if any additional item- specific scoring guidelines are created for use within local instructional programs. The responses in this Item and Scoring Sampler are example responses. Example Multiple-Choice Item Information Table Category Item-Specific Information Alignment Assigned A A E C Answer Key Correct Answer Depth of Knowledge Assigned D O K p-value2 A Percentage of students who selected option A p-value2 B Percentage of students who selected option B p-value2 C Percentage of students who selected option C p-value2 D Percentage of students who selected option D Option Annotations Brief answer option analysis or rationale Example Constructed-Response Item Information Table Category Item-Specific Information Alignment Assigned A A E C Depth of Knowledge Correct D O K Mean Score3 Average Score 2 The p-values are not included for the M C items in this 2024 Item and Scoring Sampler. 3 The mean student scores are not included for the C R items in this 2024 Item and Scoring Sampler. Keystone Biology Item and Scoring Sampler—August 2024 5  Biology Biology Exam Directions Directions: Below are the exam directions available to students. These directions may be used to help students navigate through the exam. There are two types of questions in this module. Multiple-Choice Questions These questions will ask you to select an answer from among four choices. Read each question, and choose the correct answer. Only one of the answers provided is correct. Record your answer in the Biology answer booklet. Constructed-Response Questions These questions will require you to write your response. Be sure to read the directions carefully. You cannot receive the highest score for a constructed-response question without following all directions. If the question asks you to do multiple tasks, be sure to complete all tasks. If the question asks you to explain, be sure to explain. If the question asks you to analyze, describe, or compare, be sure to analyze, describe, or compare. All responses must be written in the appropriate location within the response box in the Biology answer booklet. If you use scratch paper to write your draft, be sure to transfer your final response to the Biology answer booklet. In addition, a module may also include scenarios. A scenario contains text, graphics, charts, and/ or tables describing a biological concept, an experiment, or other scientific research. You can use the information contained in a scenario to answer certain exam questions. Before responding to any scenario questions, be sure to study the entire scenario and follow the directions for the scenario. You may refer back to the scenario at any time when answering the scenario questions. If you finish early, you may check your work in Module 1 [or Module 2] only. Do not look ahead at the questions in Module 2 [or back at the questions in Module 1] of your exam materials. After you have checked your work, close your exam materials. You may refer to this page at any time during this portion of the exam. Keystone Biology Item and Scoring Sampler—August 2024 6  Biology General Description of Scoring Guidelines for Biology 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 as 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. Keystone Biology Item and Scoring Sampler—August 2024 7  Biology 1 Biology MODULE 1 BIOLOGY MODULE 1 Multiple-Choice Items 1. Use the model below to answer the question. A student develops a model to show how DNA and proteins are related. Which sequence correctly completes the model to show the protein synthesis process? A.amino acid sequence tRNA sequence mRNA sequence B.tRNA sequence mRNA sequence amino acid sequence C.mRNA sequence tRNA sequence amino acid sequence D.mRNA sequence amino acid sequence tRNA sequence 1139564 Category Item-Specific Information Alignment 3.1.9-12.A Answer Key C Depth of Knowledge 1 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. The amino acid sequence is formed following transcription of mRNA and then translation of tRNA. B. Transcription of the DNA sequence to RNA results in the immediate production of messenger RNA (mRNA), which then is decoded in the ribosomes to produce tRNA. C. Key: First, mRNA carries information from DNA to a ribosome, and then tRNA carries amino acids to the ribosome during translation to build the amino acid sequence that forms a protein. D. Translation of tRNA results in the assembly of the amino acid sequence that forms a protein. Keystone Biology Item and Scoring Sampler—August 2024 8  Biology 1 Biology MODULE 1 2. Use the information below to answer the question. Fight-or-Flight Response in a Rabbit 1. A rabbit hears a noise perceived as dangerous. 2. Neurons signal the brain that danger may be near. 3. Signals from the brain cause chemical signals to be released through blood vessels. 4. Cells in the heart receive the chemical signals. 5. The rabbit’s heart rate increases. Which model correctly identifies the organization of an organ system and explains how organ systems interact when a rabbit perceives danger? A.nervous system brain nerve tissue neurons The nervous system and circulatory system work together in response to danger. B.circulatory system heart cardiac tissue myocardial cells The nervous system and circulatory system respond independently to danger. C.nervous system neurons nerve tissue brain The nervous system and circulatory system respond independently to danger. D.circulatory system myocardial cells cardiac tissue heart The nervous system and circulatory system work together in response to danger. 1137533 Category Item-Specific Information Alignment 3.1.9-12.B Answer Key A Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Key: Sensory information received by the nervous system is processed in the brain, which directs neurons to communicate with the circulatory system in a coordinated response to danger. B. Sensory information is received by the nervous system, which works with the circulatory system to respond to danger. C. Sensory information received by the nervous system is processed in the brain. The nervous system and the circulatory system work together, not independently, to respond to danger. D. Sensory information is received by the nervous system, which processes information to direct a response from the circulatory system. Keystone Biology Item and Scoring Sampler—August 2024 9  Biology 1 Biology MODULE 1 3. Use the graph below to answer the question. Heart Rate of a Black Bear 80 Daytime Heart Rate 60 (beats/min) 40 20 0 Oct. Nov. Dec. Jan. Feb. Mar. Apr. Month The graph shows data collected from studying a black bear. Which investigation would provide the best evidence that changes in a bear’s heart rate are a response to temperature changes and are a mechanism that helps the bear maintain homeostasis? A.measuring the heart rate of a grizzly bear in the same seven-month period B.measuring the heart rate of another black bear and the average temperatures during the day for a one-month period C.measuring the average temperatures in a polar bear’s ecosystem in the same seven-month period D.measuring the heart rates of a larger sample size of black bears and the average temperatures during the same seven-month period 1138658 Keystone Biology Item and Scoring Sampler—August 2024 10  Biology 1 Biology MODULE 1 Category Item-Specific Information Alignment 3.1.9-12.C Answer Key D Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. This measurement allows for a comparison of heart rates between two bear species but does not provide information about temperature change. B. Average temperature data should be collected for the same seven-month period. C. This measurement provides data for a different bear species that lives in a different ecosystem. D. Key: Temperature data over the same seven-month period and heart rates from a larger sample size of the same bear species are needed to collect relevant data. Keystone Biology Item and Scoring Sampler—August 2024 11  Biology 1 Biology MODULE 1 4. Use the information below to answer the question. Photosynthesis Model output 1 input 1 output 2 input 2 Labels for Student Photosynthesis Models Site of Student Input 1 Input 2 Output 1 Output 2 Process 1 mitochondrion oxygen water carbon dioxide water 2 chloroplast carbon dioxide water oxygen glucose 3 mitochondrion oxygen water carbon dioxide glucose 4 chloroplast carbon dioxide glucose oxygen water Students labeled a photosynthesis model. Which student labeled the model correctly? A.student 1 B.student 2 C.student 3 D.student 4 1149693 Keystone Biology Item and Scoring Sampler—August 2024 12  Biology 1 Biology MODULE 1 Category Item-Specific Information Alignment 3.1.9-12.E Answer Key B Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Photosynthesis occurs in the chloroplast. Oxygen is an output, and carbon dioxide is an input. B. Key: Carbon dioxide and water enter the chloroplast as inputs for photosynthesis. Oxygen and glucose are outputs. C. Photosynthesis occurs in the chloroplast. Oxygen is an output, and carbon dioxide is an input. D. Glucose is an output and water is an input of photosynthesis. Keystone Biology Item and Scoring Sampler—August 2024 13  Biology 1 Biology MODULE 1 5. A student claims that sugar molecules can be converted directly to proteins by the cell since proteins contain the same elements as sugar. Which statement best evaluates this claim? A.The claim is incorrect because proteins contain nitrogen. Cells can use the elements in sugar but will need to combine them with other elements to form proteins. B.The claim is incorrect because all proteins are enzymes, which are used to make sugar molecules. C.The claim is correct because proteins help form DNA, and DNA synthesis uses energy from sugar molecules. D.The claim is correct because proteins are made from only carbon, hydrogen, and oxygen, which are all parts of a sugar molecule. 1147967 Category Item-Specific Information Alignment 3.1.9-12.F Answer Key A Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Key: The claim is incorrect because sugar molecules are composed of carbon, hydrogen, and oxygen atoms and lack the nitrogen needed to form proteins. B. The claim is incorrect, but not all proteins are enzymes. C. The claim is incorrect because sugar molecules lack nitrogen atoms. D. The claim is incorrect because proteins contain nitrogen, which is not present in sugar molecules. Keystone Biology Item and Scoring Sampler—August 2024 14  Biology 1 Biology MODULE 1 6. Use the table below to answer the question. Effects of Exercise on Carbon Dioxide and Oxygen Levels Carbon Dioxide Oxygen Exercise Intensity Production Consumption (L/min) (mL/kg/min) Low (e.g., washing dishes) 0.3 40 Moderate (e.g., walking) 0.7 60 High (e.g., dancing) 1.3 80 Which statement correctly identifies the relationship between cellular respiration and energy requirements? A.More intense exercise causes cellular respiration to decrease, resulting in a reduced output of oxygen. B.The intensity of exercise does not change the rate of cellular respiration, so the carbon dioxide input remains unchanged. C.As exercise intensity increases, the rate of cellular respiration increases. This requires more oxygen and produces more carbon dioxide. D.As exercise intensity decreases, the rate of cellular respiration decreases. This requires less carbon dioxide and produces less oxygen. 1137538 Category Item-Specific Information Alignment 3.1.9-12.G Answer Key C Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. More intense exercise increases the rate of cellular respiration. B. The rate of cellular respiration increases as the intensity of exercise increases. C. Key: The increased rate of cellular respiration that occurs with increased exercise intensity demands a greater input of oxygen and results in a greater output of carbon dioxide. D. Oxygen is an input for cellular respiration, and carbon dioxide is an output. Keystone Biology Item and Scoring Sampler—August 2024 15  Biology 1 Biology MODULE 1 7. Energy pyramids represent the flow of energy through organisms at different trophic levels in the same ecosystem. If the producers in a desert ecosystem receive 90,000 kilocalories (kcal) of energy from the Sun, about how much energy would be available to secondary consumers in this ecosystem? A.90 kcal B.900 kcal C.9,000 kcal D.900,000 kcal 1151551 Category Item-Specific Information Alignment 3.1.9-12.H Answer Key B Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Tertiary consumers would have about 90 kcal of available energy. B. Key: Since about 10% of energy originally from the Sun is passed from one trophic level to the next, secondary consumers would have 900 kcal of available energy. C. Primary consumers would have about 9,000 kcal of available energy. D. No organisms in the desert ecosystem would receive more energy than the producers receive. Keystone Biology Item and Scoring Sampler—August 2024 16  Biology 1 MODULE 1 THIS PAGE IS INTENTIONALLY BLANK. Keystone Biology Item and Scoring Sampler—August 2024 17  Biology 1 Biology MODULE 1 8. Use the diagram and list below to answer the question. Investigation Setup cork plastic tubing oil layer yeast in glucose solution limewater The oil layer allows gas to bubble upward through the oil. The oil layer does not allow gas to move downward through the oil. Yeast consume glucose as a food source. Limewater turns from clear to cloudy when carbon dioxide is added to it. Students constructed the setup shown in the diagram and noticed that the limewater changed from clear to cloudy. Which phrase best describes the student investigation? A.evidence of aerobic respiration B.evidence of anaerobic respiration C.evidence of photosynthetic oxygen release D.evidence of photosynthetic carbon dioxide release 1138707 Keystone Biology Item and Scoring Sampler—August 2024 18  Biology 1 Biology MODULE 1 Category Item-Specific Information Alignment 3.1.9-12.J Answer Key B Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Aerobic respiration occurs in the presence of oxygen. The oil layer prevents oxygen from mixing with the glucose solution. B. Key: The oil layer prevents oxygen from mixing with the glucose solution. Yeast perform anaerobic respiration in the absence of oxygen, and the product of this process is carbon dioxide. C. Yeast are not photosynthetic organisms, and cloudy limewater provides evidence for the release of carbon dioxide. D. Yeast are not photosynthetic organisms. Keystone Biology Item and Scoring Sampler—August 2024 19  Biology 1 Biology MODULE 1 9. Use the model below to answer the question. Cycling of Matter ? photosynthesis by producers plant respiration animal respiration The model shows some ways that matter moves between the biosphere and the atmosphere as a result of different processes. Which label correctly identifies the question mark in the model? A.carbon dioxide gas B.hydrogen gas C.nitrogen gas D.oxygen gas 1138688 Keystone Biology Item and Scoring Sampler—August 2024 20  Biology 1 Biology MODULE 1 Category Item-Specific Information Alignment 3.1.9-12.K Answer Key A Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Key: Carbon dioxide gas is an input for photosynthesis and a product of respiration. B. Hydrogen gas is neither an input of photosynthesis nor an output of respiration. C. Nitrogen gas from the atmosphere is fixed by bacteria in the soil. D. Oxygen gas is an input for respiration and a product of photosynthesis. Keystone Biology Item and Scoring Sampler—August 2024 21  Biology 1 Biology MODULE 1 10. Use the diagram below to answer the question. Student’s Model box 1 Sun CO2 for photosynthesis ocean surface box 2 phytoplankton A student draws a model of the carbon cycle in an ecosystem that includes phytoplankton. The model is missing the final labels for box 1 and box 2. Which set of labels should the student use to complete the model? A.box 1: geosphere box 2: biosphere B.box 1: hydrosphere box 2: geosphere C.box 1: biosphere box 2: atmosphere D.box 1: atmosphere box 2: hydrosphere 1148967 Keystone Biology Item and Scoring Sampler—August 2024 22  Biology 1 Biology MODULE 1 Category Item-Specific Information Alignment 3.1.9-12.K Answer Key D Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. The geosphere is not represented in the model, and the biosphere is represented by the phytoplankton. B. The hydrosphere is represented by the ocean, and the geosphere is not represented in the model. C. The biosphere is represented by the phytoplankton, and the ocean is part of the hydrosphere. D. Key: Carbon dioxide from the atmosphere is used for photosynthesis, and phytoplankton live in the hydrosphere. Keystone Biology Item and Scoring Sampler—August 2024 23  Biology 1 Biology MODULE 1 11. Fragments are areas of a habitat that are separated from other areas of the same habitat. Corridors connect two or more fragments and allow individuals of a population to move between different fragments. Which statement best describes the relationship between a fragment and a population? A.A larger fragment with few corridors supports fewer individuals, increasing its population. B.A smaller fragment with few corridors supports more individuals, increasing its population. C.A larger fragment with many corridors supports more individuals, increasing its population. D.A smaller fragment with many corridors supports fewer individuals, increasing its population. 1150167 Category Item-Specific Information Alignment 3.1.9-12.L Answer Key C Depth of Knowledge 3 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. A fragment with few corridors limits the size of a population. B. A smaller fragment with few corridors supports few individuals and reduces a population’s size. C. Key: A large fragment that is connected to other fragments supports population growth by providing more space and access to resources than a small, confined fragment. D. A smaller fragment supports fewer individuals and reduces a population’s size. Keystone Biology Item and Scoring Sampler—August 2024 24  Biology 1 Biology MODULE 1 Directions: Use the information presented on page 25 to answer questions 12 and 13. The Fer-de-Lance The fer-de-lance pit viper is responsible for most snakebites that occur in southern Mexico, Central America, and northern South America. These snakes can survive in a variety of habitats, including areas that have been cleared for agriculture, which puts them in contact with humans. Scientists are studying the venom of different populations to make more effective antivenom treatments. In Costa Rica, scientists studied two fer-de-lance populations living on either side of a mountain range. The mountain range creates a geographic barrier between the populations. Populations of Fer-de-Lance Pit Vipers in Costa Rica Caribbean Caribbean population Sea Pacific population Pacific Ocean Key mountain range Snake venom is a mixture of various proteins, peptides, and nucleotides that help break down muscle tissue in prey. A snake uses its venom to immobilize prey and to defend itself. Venom is secreted by glands in the snake’s head, similar to how saliva is produced. In Costa Rica, studies of the two populations show that the similarity of the proteins in their venom is only about 52%. When scientists investigated one particular protein, they found a single amino acid difference between the Caribbean and Pacific populations. Keystone Biology Item and Scoring Sampler—August 2024 25  Biology 1 Biology MODULE 1 12. Which factor most directly caused the difference in the venom of the Caribbean and Pacific fer-de-lance populations? A.the different types of prey that the juveniles and adults consume B.the different types of producers and consumers in the populations’ environments C.the different weather conditions the populations experience in their environments D.the different DNA sequences that provide the templates for the production of protein molecules 1145919 Category Item-Specific Information Alignment 3.1.9-12.A Answer Key D Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. The differences in proteins present in venom are determined by an organism’s DNA and not by its diet. B. The differences in proteins present in venom are determined by an organism’s DNA. C. The differences in proteins present in venom are determined by an organism’s DNA and not by weather. D. Key: DNA provides a template for the sequence of amino acids that form specific proteins present in snake venom. Keystone Biology Item and Scoring Sampler—August 2024 26  Biology 1 Biology MODULE 1 13. Which sequence represents the process by which snake venoms are most likely formed? A.Protein molecules from prey are broken down and used to form sugars. Sugars form amino acids in the venom. B.Sugar molecules from prey are broken down and used to form proteins. Proteins form amino acids in the venom. C.Sugar molecules from prey are broken down and used to form amino acids. Amino acids form proteins in the venom. D.Protein molecules from prey are broken down and used to form amino acids. Amino acids form sugars in the venom. 1145921 Category Item-Specific Information Alignment 3.1.9-12.F Answer Key C Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Sugar molecules from prey are broken down and used to form amino acids. B. Sugar molecules from prey are broken down and used to form amino acids that combine to form proteins. C. Key: The oxygen, hydrogen, and carbon molecules in the hydrocarbon backbones of sugar molecules are used to produce the amino acids that combine to form proteins. D. Sugar molecules from prey are broken down and used to form amino acids that combine to form proteins. Keystone Biology Item and Scoring Sampler—August 2024 27  Biology 1 Biology MODULE 1 Constructed-Response Item 14. A researcher investigated how stomata in plant leaves open and close in response to temperature changes. Four of the same plants were each given 120 milliliters (m L) of water and placed in separate rooms with different temperatures. Each room had a similar light source. The diagram shows the investigation setup, and the table shows the results of the investigation. Investigation Setup clear plastic bag plant water droplet inside bag Investigation Results Room Amount of Water Temperature Collected after (°C) 24 Hours (m L) 16 5.5 21 7.3 27 9.9 37 3.8 Part A: Describe the purpose of the plastic bags that were placed over the plants. Keystone Biology Item and Scoring Sampler—August 2024 28  Biology 1 Biology MODULE 1 14. Continued. Please refer to the previous page for task explanation. Part B: Describe the relationship between the temperature of the room and the amount of water collected. Part C: Using the data, describe how stomata most likely help plants maintain homeostasis. Keystone Biology Item and Scoring Sampler—August 2024 29  Biology 1 Biology MODULE 1 Item-Specific Scoring Guideline #14 Item Information Category Item-Specific Information Alignment 3.1.9-12.C Depth of Knowledge 2 Mean Score N/A Item-Specific Scoring Guideline Score Description The response demonstrates a thorough understanding of planning and conducting an investigation to provide evidence that feedback mechanisms maintain homeostasis by describing the purpose of the plastic bags that were placed over the plants AND 3 describing the relationship between the temperature of the room and the amount of water collected AND describing, with evidence, how stomata most likely help plants maintain homeostasis. The response is clear, complete, and correct. The response demonstrates a partial understanding of planning and conducting an investigation to provide evidence that feedback mechanisms maintain homeostasis by 2 fulfilling two of the bullets listed under the 3-point response. The response may contain some work that is incomplete or unclear. The response demonstrates a minimal understanding of planning and conducting an investigation to provide evidence that feedback mechanisms maintain homeostasis by 1 fulfilling one of the bullets listed under the 3-point response. The response may contain some work that is incomplete or unclear. The response provides insufficient evidence to demonstrate any understanding of the 0 concept being tested. Note: No deductions should be taken for misspelled words or grammatical errors. Keystone Biology Item and Scoring Sampler—August 2024 30  Biology 1 Biology MODULE 1 Responses that will receive credit: Part A (1 point): The purpose of each plastic bag was to make a closed system that the researcher could control and measure the water collected as temperature changed. The plastic bag allowed for the collection of gases/water vapor. The plastic bags prevented the evaporation of water so that the temperature was the only factor being changed and water could be collected/measured from the plant. Part B (1 point): The amount of water collected increased with temperature up to a point (37°C), where the amount of water collected then decreased. When the temperature increased, the amount of water collected (released by the plant) increased until the temperature became too warm (beyond 27°C). Cooler and warmer temperatures resulted in less water collected. There is likely an optimal temperature for a plant to release water at, since cold and hot temperatures resulted in less water being collected. Part C (1 point): Stomata are openings (pores) in the leaves that open and close to help regulate the amount of water that the plant releases. To help the plant not lose too much water in warmer (or colder) temperatures, the stomata close to reduce water loss. The stomata allow water to leave the plant and close to conserve water in hotter temperatures (or cooler temperatures). Stomata open to release water when conditions are good and close when conditions are poor (temperature too high or too low). Stomata regulate transpiration in plants, where water is released by the leaves. When water is released by the leaves, more water is drawn up by the stem or roots of the plants. If the temperature is too high (or too low), transpiration decreases to conserve water. The plant in the highest temperature released the least amount of water because it was trying to conserve water. Plants need more water in hotter conditions. By closing the stomata, the plant can maintain homeostasis (stable internal conditions). The stomata are open for CO2 to enter and water and oxygen to leave until it gets too hot. At 37°C, the openings of the stomata are likely smaller/closed and do not allow water to leave (or CO2 to enter). This will decrease the rate of photosynthesis and the internal water requirements for photosynthetic reactions to occur. Keystone Biology Item and Scoring Sampler—August 2024 31  Biology 1 Biology MODULE 1 STUDENT RESPONSE Response Score: 3 points 14. A researcher investigated how stomata in plant leaves open and close in response to temperature changes. Four of the same plants were each given 120 milliliters (m L) of water and placed in separate rooms with different temperatures. Each room had a similar light source. The diagram shows the investigation setup, and the table shows the results of the investigation. Investigation Setup clear plastic bag plant water droplet inside bag Investigation Results Room Amount of Water Temperature Collected after (°C) 24 Hours (m L) 16 5.5 21 7.3 27 9.9 37 3.8 Part A: Describe the purpose of the plastic bags that were placed over the plants. The bag is there to prevent water from evaporating and to allow for more accurate measurements of the results. Keystone Biology Item and Scoring Sampler—August 2024 32  Biology 1 Biology MODULE 1 14. Continued. Please refer to the previous page for task explanation. Part B: Describe the relationship between the temperature of the room and the amount of water collected. As temperature increases the amount of water collected increases up until 27 degrees Celsius. Part C: Using the data, describe how stomata most likely help plants maintain homeostasis. The stomata help maintain homeostasis by opening when temperatures are optimal and closing when they are not to adjust the release of water from the plant. The response demonstrates a thorough understanding of planning and conducting an investigation to provide evidence that feedback mechanisms maintain homeostasis. In Part A, the response correctly describes the purpose of the plastic bags that were placed over the plants (to prevent water from evaporating and to allow for more accurate measurements of the results). In Part B, the response correctly describes the relationship between the temperature of the room and the amount of water collected (As temperature increases the amount of water collected increases up until 27 degrees Celsius). In Part C, the response correctly describes, with evidence, how stomata most likely help plants maintain homeostasis (by opening when temperatures are optimal and closing when they are not to adjust the release of water from the plant). The response is clear, complete, and correct. Keystone Biology Item and Scoring Sampler—August 2024 33  Biology 1 Biology MODULE 1 STUDENT RESPONSE  Computer Response Score: 2 points PARTS A and B Question 14 Page 1 of 2 Keystone Biology Item and Scoring Sampler—August 2024 34  Biology 1 Biology MODULE 1 PART C Question 14 Page 2 of 2 The response demonstrates a partial understanding of planning and conducting an investigation to provide evidence that feedback mechanisms maintain homeostasis. In Part A, the response correctly describes the purpose of the plastic bags that were placed over the plants (to create an enclosed environment so that temperature is the only variable being tested). In Part B, the response correctly describes the relationship between the temperature of the room and the amount of water collected (Less water was collected when the temperatures were extreme. When the temperatures were more in the middle, more water was collected). In Part C, the response (by controlling the amount of water that can enter and leave the plant) incorrectly describes how stomata most likely help plants maintain homeostasis and does not receive any credit. Keystone Biology Item and Scoring Sampler—August 2024 35  Biology 1 Biology MODULE 1 STUDENT RESPONSE Response Score: 1 point 14. A researcher investigated how stomata in plant leaves open and close in response to temperature changes. Four of the same plants were each given 120 milliliters (m L) of water and placed in separate rooms with different temperatures. Each room had a similar light source. The diagram shows the investigation setup, and the table shows the results of the investigation. Investigation Setup clear plastic bag plant water droplet inside bag Investigation Results Room Amount of Water Temperature Collected after (°C) 24 Hours (m L) 16 5.5 21 7.3 27 9.9 37 3.8 Part A: Describe the purpose of the plastic bags that were placed over the plants. It protects them from the environment Keystone Biology Item and Scoring Sampler—August 2024 36  Biology 1 Biology MODULE 1 14. Continued. Please refer to the previous page for task explanation. Part B: Describe the relationship between the temperature of the room and the amount of water collected. Higher temps mean more water is collected until 27 degrees Part C: Using the data, describe how stomata most likely help plants maintain homeostasis. Homeostasis is maintained by keeping balance inside an organism which is what the stomata does for these plants. The response demonstrates a minimal understanding of planning and conducting an investigation to provide evidence that feedback mechanisms maintain homeostasis. In Part A, the response (It protects them from the environment) incorrectly describes the purpose of the plastic bags that were placed over the plants and does not receive any credit. In Part B, the response correctly describes the relationship between the temperature of the room and the amount of water collected (Higher temps mean more water is collected until 27 degrees). In Part C, the response (by keeping balance inside an organism which is what the stomata does for these plants) incorrectly describes how stomata most likely help plants maintain homeostasis and does not receive any credit. Keystone Biology Item and Scoring Sampler—August 2024 37  Biology 1 Biology MODULE 1 STUDENT RESPONSE Response Score: 0 points 14. A researcher investigated how stomata in plant leaves open and close in response to temperature changes. Four of the same plants were each given 120 milliliters (m L) of water and placed in separate rooms with different temperatures. Each room had a similar light source. The diagram shows the investigation setup, and the table shows the results of the investigation. Investigation Setup clear plastic bag plant water droplet inside bag Investigation Results Room Amount of Water Temperature Collected after (°C) 24 Hours (m L) 16 5.5 21 7.3 27 9.9 37 3.8 Part A: Describe the purpose of the plastic bags that were placed over the plants. It covers the plants Keystone Biology Item and Scoring Sampler—August 2024 38  Biology 1 Biology MODULE 1 14. Continued. Please refer to the previous page for task explanation. Part B: Describe the relationship between the temperature of the room and the amount of water collected. The room temperature can affect the amount of water collected in unexpected ways. Part C: Using the data, describe how stomata most likely help plants maintain homeostasis. They just do The response demonstrates insufficient evidence of any understanding of planning and conducting an investigation to provide evidence that feedback mechanisms maintain homeostasis. In Part A, the response (It covers the plants) incorrectly describes the purpose of the plastic bags that were placed over the plants and does not receive any credit. In Part B, the response (The room temperature can affect the amount of water collected in unexpected ways) incorrectly describes the relationship between the temperature of the room and the amount of water collected and does not receive any credit. In Part C, the response (They just do) incorrectly describes how stomata most likely help plants maintain homeostasis and does not receive any credit. Keystone Biology Item and Scoring Sampler—August 2024 39  Biology 1 Biology MODULE 1 Constructed-Response Item 15. A researcher observed that water resources in an area had become limited. The researcher investigated how the role of pollinators, organisms that fertilize flowering plants, is affected by reduced water availability. The graph summarizes the data collected during the investigation. Seed Production 80 Number of Seeds Produced 60 per Test Area 40 20 0 optimal reduced Amount of Available Water Part A: Identify the abiotic limiting factor the researcher studied. Keystone Biology Item and Scoring Sampler—August 2024 40  Biology 1 Biology MODULE 1 15. Continued. Please refer to the previous page for task explanation. Part B: Predict how the number of seeds produced by flowering plants would most likely be affected by access to unlimited resources. Part C: Describe the effect of water availability on the abundance of species in the area. Keystone Biology Item and Scoring Sampler—August 2024 41  Biology 1 Biology MODULE 1 Item-Specific Scoring Guideline #15 Item Information Category Item-Specific Information Alignment 3.1.9-12.L Depth of Knowledge 2 Mean Score N/A Item-Specific Scoring Guideline Score Description The response demonstrates a thorough understanding of using mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales by identifying the abiotic limiting factor the researcher studied AND 3 predicting how the number of seeds produced by flowering plants would most likely be affected by access to unlimited resources AND describing the effect of water availability on the abundance of species in the area. The response is clear, complete, and correct. The response demonstrates a partial understanding of using mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales by fulfilling two 2 of the bullets listed under the 3-point response. The response may contain some work that is incomplete or unclear. The response demonstrates a minimal understanding of using mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales by fulfilling one 1 of the bullets listed under the 3-point response. The response may contain some work that is incomplete or unclear. The response provides insufficient evidence to demonstrate any understanding of the 0 concept being tested. Note: No deductions should be taken for misspelled words or grammatical errors. Keystone Biology Item and Scoring Sampler—August 2024 42  Biology 1 Biology MODULE 1 Responses that will receive credit: Part A (1 point): The amount of available water is the abiotic limiting factor. Part B (1 point): If plants had unlimited access to available water, they would increase their number of seeds produced in the test area. Part C (1 point): The less water available, the fewer seeds produced. A decrease in available water would result in a decrease in the number (populations) of species living in the area. A decrease in available water would result in a decrease in the biodiversity (number of species) living in the area. Keystone Biology Item and Scoring Sampler—August 2024 43  Biology 1 Biology MODULE 1 STUDENT RESPONSE Response Score: 3 points 15. A researcher observed that water resources in an area had become limited. The researcher investigated how the role of pollinators, organisms that fertilize flowering plants, is affected by reduced water availability. The graph summarizes the data collected during the investigation. Seed Production 80 Number of Seeds Produced 60 per Test Area 40 20 0 optimal reduced Amount of Available Water Part A: Identify the abiotic limiting factor the researcher studied. The abiotic limiting factor is the amount of water that’s available. Keystone Biology Item and Scoring Sampler—August 2024 44  Biology 1 Biology MODULE 1 15. Continued. Please refer to the previous page for task explanation. Part B: Predict how the number of seeds produced by flowering plants would most likely be affected by access to unlimited resources. Plants having access to an unlimited water supply would cause more and more seeds to be produced. Part C: Describe the effect of water availability on the abundance of species in the area. If there isn’t much water available then there wouldn’t be as many seeds which means there wouldn’t be as many plants or animals. The response demonstrates a thorough understanding of using mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. In Part A, the response correctly identifies the abiotic limiting factor the researcher studied (the amount of water that’s available). In Part B, the response correctly predicts how the number of seeds produced by flowering plants would most likely be affected by access to unlimited resources (would cause more and more seeds to be produced). In Part C, the response correctly describes the effect of water availability on the abundance of species in the area (there wouldn’t be as many seeds which means there wouldn’t be as many plants or animals). The response is clear, complete, and correct. Keystone Biology Item and Scoring Sampler—August 2024 45  Biology 1 Biology MODULE 1 STUDENT RESPONSE  Computer Response Score: 2 points PART A Question 15 Page 1 of 3 Keystone Biology Item and Scoring Sampler—August 2024 46  Biology 1 Biology MODULE 1 PART B Question 15 Page 2 of 3 Keystone Biology Item and Scoring Sampler—August 2024 47  Biology 1 Biology MODULE 1 PART C Question 15 Page 3 of 3 The response demonstrates a partial understanding of using mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. In Part A, the response correctly identifies the abiotic limiting factor the researcher studied (the water that is around). In Part B, the response (With unlimited water the area could possibly flood and kill everything) incorrectly predicts how the number of seeds produced by flowering plants would most likely be affected by access to unlimited resources and does not receive any credit. In Part C, the response correctly describes the effect of water availability on the abundance of species in the area (Without enough water then it would be way more difficut for species to survive). Keystone Biology Item and Scoring Sampler—August 2024 48  Biology 1 MODULE 1 THIS PAGE IS INTENTIONALLY BLANK. Keystone Biology Item and Scoring Sampler—August 2024 49  Biology 1 Biology MODULE 1 STUDENT RESPONSE Response Score: 1 point 15. A researcher observed that water resources in an area had become limited. The researcher investigated how the role of pollinators, organisms that fertilize flowering plants, is affected by reduced water availability. The graph summarizes the data collected during the investigation. Seed Production 80 Number of Seeds Produced 60 per Test Area 40 20 0 optimal reduced Amount of Available Water Part A: Identify the abiotic limiting factor the researcher studied. The abiotic resource could be the land or maybe the animals Keystone Biology Item and Scoring Sampler—August 2024 50  Biology 1 Biology MODULE 1 15. Continued. Please refer to the previous page for task explanation. Part B: Predict how the number of seeds produced by flowering plants would most likely be affected by access to unlimited resources. They would be able to grow more and more Part C: Describe the effect of water availability on the abundance of species in the area. They will evolve to fit the environment and still be able to grow The response demonstrates a minimal understanding of using mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. In Part A, the response (the land or maybe the animals) incorrectly identifies the abiotic limiting factor the researcher studied and does not receive any credit. In Part B, the response correctly predicts how the number of seeds produced by flowering plants would most likely be affected by access to unlimited resources (They would be able to grow more and more). In Part C, the response (They will evolve to fit the environment and still be able to grow) incorrectly describes the effect of water availability on the abundance of species in the area and does not receive any credit. Keystone Biology Item and Scoring Sampler—August 2024 51  Biology 1 Biology MODULE 1 STUDENT RESPONSE Response Score: 0 points 15. A researcher observed that water resources in an area had become limited. The researcher investigated how the role of pollinators, organisms that fertilize flowering plants, is affected by reduced water availability. The graph summarizes the data collected during the investigation. Seed Production 80 Number of Seeds Produced 60 per Test Area 40 20 0 optimal reduced Amount of Available Water Part A: Identify the abiotic limiting factor the researcher studied. Sun Keystone Biology Item and Scoring Sampler—August 2024 52  Biology 1 Biology MODULE 1 15. Continued. Please refer to the previous page for task explanation. Part B: Predict how the number of seeds produced by flowering plants would most likely be affected by access to unlimited resources. The number of seeds would go down Part C: Describe the effect of water availability on the abundance of species in the area. The number of animals would go up The response provides insufficient evidence to demonstrate any understanding of using mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. In Part A, the response (Sun) incorrectly identifies the abiotic limiting factor the researcher studied and does not receive any credit. In Part B, the response (The number of seeds would go down) incorrectly predicts how the number of seeds produced by flowering plants would most likely be affected by access to unlimited resources and does not receive any credit. In Part C, the response (The number of animals would go up) incorrectly describes the effect of water availability on the abundance of species in the area and does not receive any credit. Keystone Biology Item and Scoring Sampler—August 2024 53  Biology 1 Biology MODULE 1 Biology Module 1—Summary Data Multiple-Choice Sample Answer Depth of p-value p-value p-value p-value Alignment Number Key Knowledge A B C D 1 3.1.9-12.A C 1 N/A N/A N/A N/A 2 3.1.9-12.B A 2 N/A N/A N/A N/A 3 3.1.9-12.C D 2 N/A N/A N/A N/A 4 3.1.9-12.E B 2 N/A N/A N/A N/A 5 3.1.9-12.F A 2 N/A N/A N/A N/A 6 3.1.9-12.G C 2 N/A N/A N/A N/A 7 3.1.9-12.H B 2 N/A N/A N/A N/A 8 3.1.9-12.J B 2 N/A N/A N/A N/A 9 3.1.9-12.K A 2 N/A N/A N/A N/A 10 3.1.9-12.K D 2 N/A N/A N/A N/A 11 3.1.9-12.L C 3 N/A N/A N/A N/A 12 3.1.9-12.A D 2 N/A N/A N/A N/A 13 3.1.9-12.F C 2 N/A N/A N/A N/A Constructed-Response Sample Depth of Alignment Points Mean Score Number Knowledge 14 3.1.9-12.C 3 2 N/A 15 3.1.9-12.L 3 2 N/A Keystone Biology Item and Scoring Sampler—August 2024 54  Biology 1 MODULE 1 THIS PAGE IS INTENTIONALLY BLANK. Keystone Biology Item and Scoring Sampler—August 2024 55  Biology 2 Biology MODULE 2 BIOLOGY MODULE 2 Multiple-Choice Items 1. Use the model below to answer the question. Stem Cell Stages stem cell daughter cell or skin cell nerve cell The model represents processes a stem cell goes through to become different types of specialized cells within an organism. Which processes demonstrated by the model allow a single cell to produce skin cells and nerve cells that all contain the same DNA? A.mitosis and mutation B.mitosis and differentiation C.meiosis and mutation D.meiosis and differentiation 1149692 Keystone Biology Item and Scoring Sampler—August 2024 56  Biology 2 Biology MODULE 2 Category Item-Specific Information Alignment 3.1.9-12.D Answer Key B Depth of Knowledge 1 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. A daughter cell specializes its function because of gene expression. B. Key: Mitosis in stem cells produces identical daughter cells, and during the daughter cells’ development, certain patterns of genes are expressed to guide cell function and behavior. C. A stem cell produces a daughter cell through the process of mitosis and then the daughter cell specializes its function because of gene expression. D. A stem cell produces a daughter cell through the process of mitosis. Keystone Biology Item and Scoring Sampler—August 2024 57  Biology 2 Biology MODULE 2 2. Use the drawing below to answer the question. Kudzu Covering a Tree without kudzu with kudzu Kudzu was planted in the southeastern United States in the 1930s to reduce soil erosion. Since then, the fast-growing vine has covered plants and structures across the region. Two solutions have been suggested to control further kudzu growth. Solution 1: Cut existing kudzu vines that cover power lines and buildings. Solution 2: Plant other types of vines that will compete with kudzu. Which statement best evaluates the solutions? A.Solution 1 is limited to areas with human-made structures. Solution 2 could lead to a new type of invasive species. B.Solution 1 is a helpful plan with no expected problems. Solution 2 could lead to a new type of invasive species. C.Solution 1 could lead to a new type of invasive species. Solution 2 is a helpful plan with no expected problems. D.Both are good solutions because there are no expected problems. 1146608 Keystone Biology Item and Scoring Sampler—August 2024 58  Biology 2 Biology MODULE 2 Category Item-Specific Information Alignment 3.1.9-12.N Answer Key A Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Key: Both solutions have limits or present risk for additional problems. B. Solution 1 is limiting because it neglects kudzu growth over other plants. C. Unlike solution 2, solution 1 is unlikely to lead to a new type of invasive species. Solution 2 presents a risk for additional problems. D. Each solution has a limit or presents a risk for additional problems. Keystone Biology Item and Scoring Sampler—August 2024 59  Biology 2 Biology MODULE 2 3. Use the graph below to answer the question. Chimpanzee Hunting Success Rate Percentage of Successful Hunts 80 45 70 40 35 Number of Hunts 60 30 50 25 40 20 30 15 Key 20 10 hunting success 10 5 number of hunts 0 0 1 2 3 4 5 Number of Individuals Hunting Together Scientists studied hunting in a population of wild chimpanzees. The data they collected are shown. Which statement is supported by the data? A.An individual chimpanzee gains no advantage from hunting in a group. B.A group of three hunters is the ideal number of hunters for the greatest success. C.The larger the group of hunters, the greater the number of hunts needed to be successful. D.Larger groups of hunters have greater success in their hunts than an individual hunter does. 1150320 Keystone Biology Item and Scoring Sampler—August 2024 60  Biology 2 Biology MODULE 2 Category Item-Specific Information Alignment 3.1.9-12.O Answer Key D Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. An individual chimpanzee has low hunting success compared to a group of hunters. B. Groups of four or five hunters had greater hunting success than a group of three hunters. C. Larger groups of hunters needed far fewer hunts to be successful than smaller groups or individuals. D. Key: Chimpanzees that hunted in larger groups had more hunting success in fewer hunts than did an individual chimpanzee. Keystone Biology Item and Scoring Sampler—August 2024 61  Biology 2 Biology MODULE 2 4. Some cats have a striped fur pattern. Scientists discovered that striped patterns in cat fur correspond to areas of thick and thin skin on the developing embryo. Which question could a student use to best discover how DNA coding affects this pattern? A.Do cats with striped fur have smaller cells in areas of thin skin? B.Does a striped cat’s behavior have an effect on the thickness of its skin? C.Do cats with striped fur have an allele that is absent from cats with solid fur patterns? D.Does a striped cat have more genetic material in its cells than either of its parents do? 1139602 Category Item-Specific Information Alignment 3.1.9-12.P Answer Key C Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Cell thickness is studied with a microscope, which would not provide genetic information. B. Studying a striped cat’s behavior would not provide information about DNA coding. C. Key: Investigating the presence or absence of certain alleles is appropriate since alleles are versions of genes that contain the DNA code for specific traits. D. The presence or absence of specific alleles related to fur patterns determine a cat’s phenotype rather than the quantity of genetic material. Keystone Biology Item and Scoring Sampler—August 2024 62  Biology 2 Biology MODULE 2 5. In rabbits, the allele for brown fur is dominant and the allele for white fur is recessive. A rabbit that is homozygous dominant for brown fur mates with a rabbit that is heterozygous. What is the probability that any one offspring will have white fur? A.0 percent B.25 percent C.50 percent D.75 percent 1149028 Category Item-Specific Information Alignment 3.1.9-12.R Answer Key A Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Key: A rabbit must inherit two recessive alleles to have white fur, and that is not possible in this cross, because only one parent has a single allele for the recessive trait. B. A cross between a rabbit that is homozygous for brown fur with a rabbit that is heterozygous will result in 100% of the offspring inheriting a dominant allele for brown fur. C. Offspring need to inherit two recessive alleles to exhibit white fur, and this cross results in 50% of the offspring inheriting only a single allele for the recessive trait. D. A cross between a rabbit that is homozygous for brown fur with a rabbit that is heterozygous will result in 100% of the offspring inheriting a dominant allele for brown fur. Keystone Biology Item and Scoring Sampler—August 2024 63  Biology 2 Biology MODULE 2 6. Use the graph below to answer the question. Change in Phenotype in a Population over Time Trait Frequency Key current population original population Phenotype The graph represents a change in phenotype distribution for a population in an ecosystem over time. Which statement is supported by the graph? A.A larger population is more stable than a smaller population is. B.An increase in favorable conditions allows the population size to increase. C.The ecosystem favors extreme versions of the phenotype of the organism. D.Individuals with extreme phenotypes are less likely to survive and reproduce in the ecosystem. 1150148 Category Item-Specific Information Alignment 3.1.9-12.R Answer Key D Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. This graph provides data about the diversity of traits in a population, not the population size. B. This graph provides data about the diversity of traits in a population, not the population size. C. Over time, the population has evolved to favor the intermediate versions of the phenotype. D. Key: The graph supports the conclusion that individuals with intermediate versions of the phenotype are more likely to survive than those with extreme phenotypes. Keystone Biology Item and Scoring Sampler—August 2024 64  Biology 2 Biology MODULE 2 7. Rabbits, hares, and pikas are known to be related species, but their exact relatedness has been debated by scientists. Scientists have used molecular DNA evidence to propose two different cladograms that show the relationships between the species. Which additional characteristic should be compared so scientists can better understand the common ancestry of these species? A.their skull shapes B.their fur colors C.their habitats D.their diets 1150328 Category Item-Specific Information Alignment 3.1.9-12.S Answer Key A Depth of Knowledge 2 p-value A N/A p-value B N/A p-value C N/A p-value D N/A Option Annotations A. Key: Skull shape is determined by an organism’s DNA. B. Fur color is not an indicator of genetic relatedness between species. C. Information about where an organism lives will not necessarily provide information about the genetic relatedness between species. D. An organism’s diet is influenced by environmental and behavioral factors. Keystone Biology Item and Scoring Sampler—August 2024 65  Biology 2 Biology MODULE 2 8. Use the graph below