Download 2016 texas staar test – end of course – biology

2016 TEXAS STAAR TEST – END OF COURSE – BIOLOGY
Total Possible Score: 54
Needed Correct to Pass: For 2016 - 21 For 2017 - 23
Advanced Performance: 45
Time Limit: 4 Hours
This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring,
2016, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This
document is available to the public under Texas state law. This file was created from information released
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this information appears on the Texas Education Agency web site, but has been compiled here into one
package for each grade and subject, rather than having to download pieces from various web pages.
The number of correct answers required to "pass" this test is shown above. Because of where the "passing"
score is set, it may be possible to pass the test without learning some important areas of study. Because of
this, I believe that making the passing grade should not be considered "good enough." A student's goal
should be to master each of the objectives covered by the test. The "Advanced Performance" score is a good
goal for mastery of all the objectives.
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STAAR
®
State of Texas
Assessments of
Academic Readiness
Biology
Administered May 2016
RELEASED
Copyright © 2016, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express
written permission from the Texas Education Agency.
BIOLOGY
Biology
Page 3
DIRECTIONS
Read each question carefully. Determine the best answer to the question from
the four answer choices provided. Then fill in the answer on your answer
document.
1 The four butterflies in the illustrations represent the offspring in the F1 generation.
Which statement is best supported by the phenotypes of these offspring?
A
The F1 generation is composed only of males.
B
Two of the offspring in the F1 generation will not be able to reproduce.
C
The F1 generation is the result of a dihybrid cross.
D Two of the offspring in the F1 generation will experience a spontaneous mutation.
Biology
Page 4
2 The 1918 influenza epidemic killed between 50 million and 100 million people worldwide. This
epidemic happened near the end of World War I. More people died from the influenza
epidemic than were killed in the war. Which of the following explains why this virus was so
deadly worldwide?
F
Infected soldiers returning from the war spread the virus when they coughed.
G Food was scarce because of the war, so people were undernourished, and their immune
systems were weakened.
H Medical personnel often became ill as a result of exposure to airborne virus particles.
J
All of the above
3 The amount of energy the producers in this energy pyramid provide the primary consumers is
54,000 joules. From this amount, 540 joules are provided to the tertiary consumers.
Tertiary consumers
Secondary consumers
Primary consumers
Producers
Based on this model, how much of the energy was provided to secondary consumers?
A
53,460 J
B
5,400 J
C
540 J
D 54 J
Biology
Page 5
4 The survival of a species depends on its ability to adapt to changes in the environment. A
species must be capable of surviving and reproducing despite changes to food sources,
climate, or threats from predators. Which statement correctly describes a way that mutations
increase the likelihood that a species will survive in a changing environment?
F
Mutations are a source of variation in the species.
G Mutations are the cause of disease in the species.
H Mutations are not harmful when they occur in somatic cells of the species.
J
Mutations are always passed on to subsequent generations of the species.
5 The diagram represents one way an enzyme can be inhibited.
Substrate
Enzyme
inhibitor
Enzyme
Which statement explains the effect of an inhibitor on an enzyme?
A
A substrate will be able to bond with the enzyme.
B
The enzyme will likely be attacked by immune cells.
C
The enzyme will be unable to produce more enzymes.
D A substrate will be unable to attach to the enzyme.
Biology
Page 6
6 Four different nucleotides are used as building blocks of DNA. Which of the following can be
used to distinguish one nucleotide from another?
F
The nitrogenous base
G The shape of the deoxyribose sugar
H The length of the phosphate group
J
The type of fatty acid
7 The green frog (Lithobates clamitans clamitans) is found in many parts of the United States.
The table contains some information about this frog.
Reproduction Facts for L. clamitans clamitans
Breeding season
Late spring
Length of breeding season
1 to 3 months
Breeding habitats
Swamps, ponds, marshes, slow-moving streams
Number of eggs per clutch
1,000 to 5,000
When eggs hatch
3 to 7 days
Why does the ability to lay 1,000 to 5,000 eggs increase the fitness of the species
L. clamitans clamitans?
A
It increases opportunities for offspring to compete for limited resources.
B
It increases the probability that some offspring will survive long enough to reproduce.
C
It increases the probability that moving water will promote gene flow from one population
to another.
D It increases the chance of the recombination of alleles, leading to genetic drift in the
population.
Biology
Page 7
8 Food webs such as the one shown were first used in 1927 by the animal ecologist Charles
Elton. The food web below represents the feeding relationships among organisms in an
Alaskan ecosystem.
Alaskan Ecosystem
Foxes
Rats
Gulls
Kittiwakes
Puffins
Salmon
Auklets
Sand lances
Cephalopods
Zooplankton
Decomposers
Phytoplankton
An environmental change that removed which of these organisms from the ecosystem would
cause the most instability in the ecosystem?
F
Auklets
G Foxes
H Salmon
J
Zooplankton
9 During the final stages of human gestation, receptors for the hormone oxytocin increase on
the smooth muscle cells of the uterus. The release of oxytocin during labor stimulates the
smooth muscle tissue in the wall of the uterus. The vigorous contraction of the uterine smooth
muscle helps push the baby through the birth canal so that delivery can occur. This process
involves the interaction of which organ systems?
A
Endocrine and muscular only
B
Endocrine and reproductive only
C
Endocrine, muscular, and reproductive
D Endocrine, reproductive, and excretory
Biology
Page 8
10 In the early 1900s a scientist hypothesized a link between DNA and the production of proteins
in the cytoplasm. However, the fact that DNA could not be found outside the nucleus led
scientists to believe that another substance was also involved in the synthesis of protein in
the cytoplasm. In the 1940s scientists performed an experiment that ultimately identified the
site of protein synthesis. They also identified the molecule responsible for transporting
information from the nucleus to the site of protein synthesis. What was this newly identified
molecule?
F
A gene
G mRNA
H ATP
J
Thymine
11 During meiosis, homologous chromosomes exchange genetic material. This exchange of
genetic material —
A
increases the genetic variation
B
reduces the diploid number to the haploid number
C
increases the haploid number to the diploid number
D reduces the probability of mutations
Biology
Page 9
12 As a fertilized egg divides, the cells differentiate because they —
F
contain a lipid bilayer
G can clump together
H metabolize sugars rapidly
J
have specific genes activated
© Albertoloyo/Dreamstime.com
13 The photograph shows monarch butterflies landing on plants where there are thousands of
other monarch butterflies. These butterflies feed on milkweed plants as they travel south for
the winter, covering distances of 5,000 km or more each year. However, the population of
these butterflies has been steadily declining over the last 20 years.
What is the most likely reason the population of these butterflies has been declining?
A
The number of bird species evolving to prey on butterflies has increased.
B
The butterflies are evolving to tolerate cold weather in the northern United States and
southern Canada.
C
The increase in yearly temperatures has warmed the northern habitats.
D The number of milkweed plants along the butterflies’ migratory route has decreased.
Biology
Page 10
14 Bactrian camels, dromedaries, llamas, and alpacas are all members of the same taxonomic
family, Camelidae. Members of this family all have two toes, no hooves, true canine teeth,
and a split upper lip. The family Camelidae originated in North America. The physical features
of animals in this family and the family’s geographical origin provide evidence that all these
animals —
F
live in the same type of ecosystem
G have slowly evolved to become herbivores
H have a common ancestor
J
exchanged DNA at some point in the past
15 Which statement best describes the relationship between the products of photosynthesis and
the reactants in cellular respiration?
A
The products of photosynthesis serve as the reactants in cellular respiration to provide
chemical energy.
B
The products of photosynthesis combine with the reactants in cellular respiration to
remove ATP from cells.
C
The products of photosynthesis inhibit the reactants in cellular respiration in the presence
of light.
D The products of photosynthesis change the structure of the reactants in cellular respiration
in the presence of light.
Biology
Page 11
16 Health professionals sometimes recommend nutritional supplements that contain a variety of
species of bacteria to promote good digestive health. The product label for one of these
supplements is shown.
Supplement Facts
Serving Size: 1 packet (3.3g)
Servings per Container: 7
Amount Per Serving
Calories
Calories from fat
Total Carbohydrate
Dietary Fiber
Soluble Fiber
FOS (fructooligosaccharide)
% DV**
8
0
2g
<1%
2g
8%
2g
***
2,000mg
***
Proprietary Probiotic Blend
Bifidobacterium bifidum (Bd-02)
84.5 billion
***
Lactococcus lactis (Ll-23)
32.5 billion
***
** Percent Daily Values are based on a 2,000-calorie diet.
*** Daily Value not established
Why does this type of bacteria-filled supplement benefit human health instead of causing
illness?
F
Stomach acids and digestive enzymes kill the bacteria in this type of supplement,
protecting the person against future infections by live organisms.
G The human digestive system contains billions of beneficial bacteria that enhance digestion
and nutrient absorption, synthesize vitamins, and help limit the growth of harmful
bacteria.
H These species of bacteria remove all the other species of microorganisms living in the
human digestive system and ensure that no microorganisms survive to contaminate the
body.
J
Biology
These bacteria are able to deactivate viruses that may inhabit the human digestive system
and are used to protect against further viral infections.
Page 12
17 The initial steps in gene expression are modeled below. Double-stranded DNA first unwinds
into two strands.
Diagram 1
Diagram 2
Doublestranded DNA
Which process and product are represented in Diagram 2?
A
Process: transcription; product: mRNA
B
Process: translation; product: protein
C
Process: replication; product: tRNA
D Process: recombination; product: polymerase
18 While visiting a national park, a student encounters an unfamiliar organism in a damp area
near a body of water. The student notes that the organism is about 10 cm long, has four legs,
and has a tail. The organism is black with small white spots on its smooth, moist skin. It also
appears to have an internal skeletal system. To which class does the organism most likely
belong?
F
Reptilia
G Amphibia
H Mammalia
J
Biology
Insecta
Page 13
19 During ecological succession, how does the growth of young hardwoods affect the organisms
living in an ecosystem?
A
Grasses and low shrubs are unable to obtain the amount of light they need to survive, so
there are small numbers of them.
B
The trees provide shelter and food for a variety of mammals, insects, and birds.
C
In autumn, falling leaves provide a source of energy for decomposers such as fungi.
D All of the above
20 Human bone, muscle, and nerve cells all contain the same number of chromosomes with the
same complement of genes. What enables these cells to perform specialized activities?
F
The ability of some cells to remove unnecessary DNA sequences
G The regulation of gene expression within each cell type
H The mutation of genes within each cell type
J
Biology
The use of different methods of cell division
Page 14
21 Some relationships between different organisms are shown in the table.
Relationship
Description
1
A lion stalks, captures, and eats a Cape buffalo.
2
A tapeworm enters the digestive system of a
human and consumes the nutrients in the intestines
so that they are not available to the human.
3
A cattle egret follows cattle around and eats insects
disturbed by the movement of the cattle, but the
cattle are unaffected.
4
A green anole and a brown anole use the same
resources to survive in a vacant yard near a pond.
Which table correctly identifies each type of interaction described?
Relationship
A
1
Parasitism
2
Biology
Page 15
Relationship
Type of
Interaction
1
Predation
Predation
2
Parasitism
3
Commensalism
3
Competition
4
Competition
4
Commensalism
Relationship
Type of
Interaction
Relationship
B
Type of
Interaction
C
Type of
Interaction
1
Competition
1
Predation
2
Parasitism
2
Parasitism
3
Commensalism
3
Commensalism
4
Predation
4
Competition
D
22 Cytokinins are a class of plant hormones that help regulate growth by promoting cell division.
Cytokinins are produced mainly in meristematic tissue, where most plant growth occurs.
Which system carries cytokinins produced in the roots to the rest of the plant?
F
Vascular system
G Dermal system
H Reproductive system
J
None of these
23 A prey population consists of individuals with a variety of running speeds.
Variation of Running Speeds
Number of Prey Animals
Running speed
of predator
Prey animals better
able to survive
Fast
Slow
Running Speed
The adaptation that allows some of these animals to run fast would be an example of natural
selection if it helps them —
A
survive and undergo mutations in their DNA
B
lower the mortality rates of the population
C
produce offspring that run at average speeds
D reproduce and increase the frequency of their genes in the population
Biology
Page 16
24 The diagram shows cells in different phases of mitosis. A student is trying to find a cell in a
particular phase of mitosis. The student is looking for evidence that spindle fibers are
separating the chromosomes to ensure that each new nucleus has one copy of each
chromosome.
1
2
3
Which cell is in the phase of mitosis that the student is searching for?
F
Cell 1
G Cell 2
H Cell 3
J
Biology
Cell 4
Page 17
4
© iStock.com/brytta
25 The quiver tree grows in desert areas in southern Africa. In recent decades average
temperatures have been rising in southern Africa. Scientists predict that this warming trend
will continue. Quiver trees in the hottest parts of their range near the equator are dying, but
quiver trees at high elevations or in parts of the range that are farther from the equator are
growing and reproducing.
Which of these best explains what is happening to the quiver tree population in southern
Africa?
A
Individual quiver trees are unable to adjust to the rising temperatures, and only those in
cooler parts of the range will survive.
B
The quiver tree species is unable to survive rising temperatures throughout its range. The
species is likely to undergo rapid extinction.
C
Individual quiver trees can quickly adapt to rising temperatures. Individual trees will
change their method of seed dispersal in cooler parts of the range.
D The quiver tree species will survive by producing offspring suited for warmer
temperatures.
Biology
Page 18
26 Scientists studying illnesses caused by chemically contaminated food conduct research to
minimize the effects of these diseases on society. These chemicals harm the body through
interactions between the digestive system and the immune system. Scientists conducting this
research are likely to describe which of these interactions between the digestive and immune
systems?
F
Chemicals enter the immune system through a break in the skin. The chemical
contamination is then passed to the digestive system by the circulatory system.
G The immune system transforms the chemicals in the contaminated foods into harmless
chemicals. These harmless chemicals are then broken down by the digestive system.
H When contaminated foods are eaten, the immune system prevents the chemicals from
entering the digestive system.
J
Chemicals enter the digestive system through contaminated foods. Once in the body, the
chemical contaminants impair the body’s ability to fight off infectious diseases.
27 Nitrogenous bases are located on both strands of the DNA double helix. What is the
significance of the nitrogenous bases?
A
The number of adenines and cytosines determines the type of RNA that will be produced.
B
The order of nitrogenous bases determines the order of amino acids in the proteins
synthesized.
C
The amount of thymine and guanine in the DNA molecules determines the length of the
genes.
D The type of hydrogen bonding between the nitrogenous bases determines which amino
acid will be added to the peptide chain.
Biology
Page 19
28 This diagram shows cellular activity across a cell membrane.
Glucose in high concentrations
outside the cell
Cell membrane
Glucose in low concentrations
inside the cell
Which two processes does this diagram most directly model?
F
Energy conversions and synthesis of new molecules
G Synthesis of new molecules and homeostasis
H Transport of molecules and energy conversions
J
Homeostasis and transport of molecules
29 In the early 1980s scientists were able to produce two biomolecules by splicing a human gene
into the bacterium E. coli to make recombinant human insulin and growth hormone. Which
statement best explains why this experiment was successful?
A
Human cells are eukaryotic, and E. coli cells are prokaryotic.
B
All living organisms share the same genome.
C
The genes for all organisms are composed of the same building blocks.
D The human body contains many types of bacteria, including E. coli.
Biology
Page 20
30 Kidneys are part of the excretory system in a human body. They purify the impure blood and
send it back to the rest of the body. Which system is mainly responsible for the transport of
plasma to the kidneys?
F
Respiratory system
G Circulatory system
H Muscular system
J
Nervous system
31 Part of a hydrothermal vent food web is represented in the diagram.
Octopuses
Ratfish
Galatheid
crabs
Zoarcid
fish
Mussels
Amphipods
Tubeworms
Zooplankton
Chemosynthetic
bacteria
Symbiotic
bacteria
Which organisms are both secondary and tertiary consumers in this food web?
A
Chemosynthetic bacteria and amphipods
B
Zooplankton and mussels
C
Ratfish and octopuses
D Galatheid crabs and zoarcid fish
Biology
Page 21
32 Five general characteristics of organisms in kingdoms Plantae or Fungi are listed in the box.
General Characteristics
1. Alternation of generations possible
2. Are mostly nonmotile
3. Are eukaryotic
4. Are photosynthetic
5. Are vascular and have a wide variety of specialized tissues
Which table correctly lists the characteristics of the organisms in the two kingdoms?
Characteristic
F
Biology
Page 22
Kingdom
Fungi
1
Characteristic
H
2
3
4
5
5
1
2
Kingdom
Fungi
Characteristic
J
Kingdom
Fungi
Kingdom
Plantae
Kingdom
Fungi
2
4
Kingdom
Plantae
Kingdom
Plantae
1
3
Characteristic
G
Kingdom
Plantae
1
2
3
3
4
4
5
5
33 Several structures work together to allow flowering plants to reproduce. The diagram shows a
typical flower.
Anther
X
Filament
Stigma
Style
Ovary
}
}Y
Z
Sepal
Which table correctly identifies the function of each structure or group of structures in the
reproduction of the plant?
X Pollen production
A
Y Pollen transfer
Z Production of eggs
X Attraction of pollinators
B
Y Production of male sex cells
Z Egg production and embryo development
X Protection for embryo
C
Y Supply nourishment to embryo
Z Place of embryonic development
X Photosynthesis
D
Y Production of cells that protect internal organs
Z Production of egg and sperm
Biology
Page 23
34 Cells pass through a G2 checkpoint before entering mitosis. Ideally, if DNA damage is
detected, the cells do not enter mitosis until the damage is repaired. Why is DNA damage
repaired before cells enter mitosis?
F
So that another round of DNA synthesis does not have to take place
G So that the chromosomes can align at the metaphase plate during mitosis
H So that the cytoplasm can be divided equally between the two daughter cells
J
Biology
So that healthy daughter cells are produced, allowing the organism to continue growing
Page 24
35 The table shows a DNA sequence and three types of mutations that can change the DNA
sequence.
Original
Mutation
1
Mutation
2
Mutation
3
DNA codon
TTC
ATC
TTT
TCC
mRNA codon
AAG
UAG
AAA
AGG
mRNA Codon Chart
Second Position
U
C
A
G
code Amino Acid code Amino Acid code Amino Acid code Amino Acid
UUU
U
UUC
UUA
UUG
Phe
Leu
C
A
CUC
CUA
Leu
Ser
GUC
GUA
UGA
STOP
A
UGG
Trp
G
CCU
CAU
CCC
CCA
ACC
ACA
Val
GUG
Pro
Thr
Mutations 1 and 3 only
B
Mutation 1 only
C
Mutation 2 only
D Mutations 1, 2, and 3
Page 25
CAC
CAA
AAC
AAA
ACG
AAG
GCU
GAU
GCC
GCA
Ala
GCG
Which mutation will cause translation to stop?
A
C
STOP
AAU
Met
U
STOP
CAG
AUA
UGC
Cys
UAA
ACU
Ile
UGU
UAG
UCA
CCG
AUC
Tyr
UCG
AUU
GUU
Biology
UAC
CUG
AUG
G
UCC
UAU
GAC
GAA
GAG
His
Gln
Asn
Lys
Asp
Glu
U
CGU
CGC
CGA
Arg
AGC
AGA
AGG
Ser
Arg
GGA
GGG
U
C
A
G
U
GGU
GGC
A
G
CGG
AGU
C
Gly
C
A
G
Third Position
First Position
CUU
UCU
© Sebastian Kaulitzki/Dreamstime.com
36 The picture shows a 3-D model of a virus called a bacteriophage. Bacteriophages can infect
bacteria such as E. coli.
In what way are the bacteriophage and E. coli alike?
F
They contain antibodies.
G They reproduce by mitosis.
H They have identical genomes.
J
Biology
They lack membrane-bound organelles.
Page 26
37 This dichotomous key can be used to identify some conifers.
Step
Characteristic
Identification
1a
Leaves are needle-like
1b
Leaves are flattened and scale-like
2a
Leaves are in clusters
Go to 3
2b
Single leaves
Go to 9
3a
Two to five leaves in a cluster
Go to 4
3b
More than five leaves in a cluster
Go to 8
Go to 2
Go to 10
4a
Leaves mostly five in a cluster
4b
Leaves two or three in a cluster
Go to 5
5a
Leaves mostly three in a cluster
Go to 6
5b
Leaves mostly two in a cluster
Black pine
6a
Twisted leaves that are less than 13 cm long
Pitch pine
6b
Straight leaves that are more than 13 cm long
7a
Leaves 13 to 25 cm long; thorny cones
7b
Leaves mostly over 25 cm long; no thorns on cones
8a
Leaves in clusters of 20 to 40
8b
Leaves are stiff and four sided
9a
Needles are short and sharp
9b
Needles are longer than 12 mm
10a Soft and leathery cones
10b Woody cones
White pine
Go to 7
Loblolly pine
Longleaf pine
Larch
True cedar
Giant sequoia
Hemlock
Juniper
Cypress
Based on the key, which of these best describes the leaves and cones of the longleaf pine?
A
Needle-like straight leaves that are mostly over 25 cm long and found in clusters of three;
no thorns on cones
B
Flattened and scale-like leaves that are mostly over 25 cm long; soft and leathery cones
C
Needle-like straight leaves with a length of 25 cm that are mostly found in clusters of five;
thorny cones
D Leaves with a length of 25 cm that are found in clusters of more than five; no thorns on
cones
Biology
Page 27
38 People who have Alzheimer’s disease experience an increasing loss of brain function and
cognition over time. Alzheimer’s is characterized by a buildup of abnormal protein fragments
that damage brain cells. Recently scientists have discovered an enzyme, BACE2, that
decreases these abnormal protein fragments in the brain of a person with Alzheimer’s disease.
Which statement explains how BACE2 most likely works?
F
BACE2 breaks down into smaller pieces that react with the abnormal protein fragments,
forming more complex molecules.
G BACE2 speeds up the reaction that breaks down the abnormal protein fragments.
H BACE2 molecules link several abnormal protein fragments together, forming a complete
protein.
J
Biology
BACE2 is a reactant that combines with the abnormal protein fragments.
Page 28
39 The complex carbohydrates pictured below are made by linking molecules of glucose.
Starch
Cellulose
Glycogen
In all three complex carbohydrates, the subunits of glucose are bonded together differently.
Because they have different structures, they most likely —
A
contain different chemical elements
B
form different proteins
C
carry different nucleotides
D perform different functions
Biology
Page 29
40 In 2010, scientists excavated a skull fossil that provides evidence of a newly discovered
species of big cat. Based on the evidence, scientists hypothesize that big cats branched off
from smaller wild cats about 6 million years ago. Which of these resources did the scientists
most likely rely on to form their hypothesis?
F
A food web showing feeding relationships of organisms where the fossil skull was found
G Population and migration data for small wild cats living in the ecosystem where the skull
was found
H The fossil record and DNA comparisons of big cats and small cats
J
The historical record of interactions between different species of big cats
41 Which of the following is most likely to cause the greatest disruption to an ecosystem?
A
Emptying an aquarium containing non-native species into a local waterway
B
Cutting down a small cedar tree to make holiday decorations
C
Cleaning the windshield of a car with an alcohol-based glass cleaner
D Mowing the lawn in a city park
Biology
Page 30
42 The table lists and describes three types of cells from prepared slides that students observed
with a microscope.
Type of Cell
Cell Description
Squamous cell
Flat, plate-like cell that forms part of a single
layer of epithelial tissue
Erythrocyte
Disk-shaped cell containing hemoglobin and
lacking a nucleus
Gamete
Mobile cell containing very little cellular material
except for the nucleus
Which of these sets of slides could students have used for their observations?
F
Squamous cell: cheek cell
Erythrocyte: skin cell
Gamete: ovum
Squamous cell: red blood cell
G Erythrocyte: white blood cell
Gamete: sperm cell
Squamous cell: cheek cell
H Erythrocyte: red blood cell
Gamete: sperm cell
J
Squamous cell: ovum
Erythrocyte: white blood cell
Gamete: skin cell
43 Which statement best describes the differences in species diversity between an ecosystem
beginning the process of primary succession and one beginning the process of secondary
succession?
A
Species diversity is much greater in the ecosystem undergoing primary succession
because that ecosystem is experiencing a longer period with a lack of competition for
space.
B
No differences in species diversity exist because both ecosystems initially lack living
organisms.
C
Species diversity is much greater in the ecosystem undergoing primary succession
because the lack of soil provides a greater area for organisms to claim niches.
D Species diversity is greater in the ecosystem undergoing secondary succession because
the soil already contains seeds and spores of various species.
Biology
Page 31
© Anyaivanova/Dreamstime.com
44 The photograph shows a laboratory investigator examining samples of DNA in a procedure
called PCR, or polymerase chain reaction. Using PCR, the investigator can create thousands or
even millions of copies of a fragment of DNA for closer investigation.
In which of these situations would PCR be most useful?
F
When only a small amount of DNA is available, such as at a crime scene
G When the DNA of identical twins is being mapped
H When the genome of a population is being analyzed for preventable diseases
J
Biology
When the blood type of a DNA donor is known
Page 32
45 The graph models core body temperature during a rapid change in environmental conditions.
Sweating
Core Body Temperature (°C)
37.5
Vasodilation
37.0
Vasoconstriction
Shivering
36.5
Time
Which statement explains the pattern in the graph?
A
Body temperature varies in a predictable pattern during the day.
B
Body temperature is controlled by an internal feedback mechanism.
C
Vasodilation and vasoconstriction are dependent on the time of day.
D Vasodilation and vasoconstriction trigger an immediate increase in body temperature.
46 Chickens can have different types of feathers. Frizzled feathers curl toward a chicken’s head.
Assume that feather type is determined by a single gene and that the allele for frizzled
feathers is dominant over the allele for straight feathers. In a cross between two chickens
with straight feathers, what percentage of the offspring can be expected to have frizzled
feathers?
F
0%
G 25%
H 50%
J
Biology
100%
Page 33
47 The table shows some observations made by four students during a field trip to a nature area.
Nature Field Trip
Student
Observations
1
10 white-tailed deer
2
2 blue jays, 3 northern cardinals, and 1 house
sparrow eating seeds
3
1 snapping turtle on a rock; 2 snapping turtles
near the edge of a pond
4
6 bullfrogs in a pond; 30 bullfrog tadpoles
hatching from eggs
Which student made observations of a community of organisms?
A
Student 1
B
Student 2
C
Student 3
D Student 4
48 Atmospheric nitrogen has to be combined with other elements, or fixed, in order to be used
by plants. Lightning is one way that nitrogen is fixed. When lightning occurs, the extreme
heat breaks the bonds in nitrogen molecules, allowing nitrogen to combine with oxygen and
form nitrogen oxides. In what way is most of the nitrogen fixed by lightning made available
for use by plants?
F
It is moved by the wind toward dry areas.
G It is incorporated into the exoskeletons of flying insects that eat plants.
H It is inhaled and exhaled by birds roosting in trees during rainstorms.
J
Biology
It is carried by rain to the soil.
Page 34
© Dmitry Maslov/Dreamstime.com
49 Plants called sundews have rounded green leaves with many hair-like structures. The ends of
these structures contain enzymes in a sticky liquid that looks like nectar or moisture, as
shown in the picture. The hairs do not react to dust or nonliving material but will bend inward
when insects get caught in the sticky liquid. Sundews digest trapped insects over a period of a
few days.
Based on this information, what functions do the specialized leaves of sundews perform?
A
Provide water to the plant and perform photosynthesis
B
Respond to stimuli and anchor the plant
C
Provide nutrients to the plant and respond to stimuli
D Release pollen to insects and perform photosynthesis
50 Oncogenes are mutated forms of genes. Oncogenes can transform a cell into a tumor cell.
Some tumor cells are benign, while others are malignant. How does the presence of an
oncogene lead to the formation of a tumor?
F
ATP production is inhibited.
G Cell division is unregulated.
H Somatic cell growth is inhibited.
J
Biology
Antibody activity is unregulated.
Page 35
51 Scientists around the world use a standardized taxonomic system. Why would scientists want
to use a taxonomic system that is standardized?
A
In order to avoid confusion with the identification of organisms
B
Because Linnaeus established the system
C
So that Latin names can be applied for a practical purpose
D In order to place organisms in different groups
52 Each strand of a DNA molecule contains nitrogenous bases that pair with other nitrogenous
bases in very specific ways. A diagram of a section of DNA is shown.
DNA Strand
3’
T
G
T
A
G
C
T
G
C
G
C
Which DNA strand is complementary to the one shown above?
F
G
H
J
Biology
5’
5’
5’
5’
Page 36
A
G
U
G
C
U
G
C
G
C
G
U
A
T
G
T
A
G
C
T
G
C
G
C
G
T
A
C
A
T
C
G
A
C
G
C
G
C
A
T
C
G
C
G
C
A
G
C
T
A
C
A
3’
3’
3’
3’
G
T
5’
53 A student performed an investigation in which two ivy plants were planted in two separate
containers. One of the containers had earthworms mixed in with the soil, and the other
container had soil and no earthworms. The plants were given the same amount of water and
exposed to the same amount of sunlight. The student observed that after several weeks of
growth, the plant exposed to earthworms appeared to be healthier and exhibited more
growth. To conclude that the relationship between the plant and the earthworm is an example
of mutualism, the student must perform follow-up investigations that do which of the
following?
A
Determine whether the earthworms damage the soil in any way
B
Determine whether the earthworms benefit from being with the plant
C
Determine whether the water given to the plant is unpolluted
D Determine whether the other plant in the investigation suffers as a result of not being
exposed to earthworms
Biology
Page 37
54 Nudibranchs are marine gastropods that lack shells. Many of these gastropods retain the
foul-tasting poisons of their prey and secrete them when threatened. The bright coloration of
the nudibranchs warns predators to avoid them.
© gator/Fotolia
Nudibranch
Based on this information, how has adaptation allowed marine gastropods to be successful
without a shell?
F
They find enough food as they move through the marine environment.
G They blend in with their environment to hide from their predators.
H They are not attacked by most predators and are able to reproduce successfully.
J
Biology
They have bright colors that attract a mate.
Page 38
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS
ON THE ANSWER DOCUMENT.
STOP
STAAR
Biology
May 2016
STAAR Biology Assessment
Reporting Category 1:
Cell Structure and Function
The student will demonstrate an understanding of biomolecules as
building blocks of cells, and that cells are the basic unit of structure and
function of living things.
(B.4)
(B.5)
Science concepts. The student knows that cells are the basic structures
of all living things with specialized parts that perform specific functions
and that viruses are different from cells. The
student is expected to
(A)
compare and contrast prokaryotic and eukaryotic cells;
Supporting Standard
(B)
investigate and explain cellular processes, including homeostasis,
energy conversions, transport of molecules, and synthesis of new
molecules; and Readiness Standard
(C)
compare the structures of viruses to cells, describe viral
reproduction, and describe the role of viruses in causing diseases
such as human immunodeficiency virus (HIV) and influenza.
Readiness Standard
Science concepts. The student knows how an organism grows and the
importance of cell differentiation. The student is expected to
(A)
describe the stages of the cell cycle, including deoxyribonucleic
acid (DNA) replication and mitosis, and the importance of the cell
cycle to the growth of organisms; Readiness Standard
(B)
examine specialized cells, including roots, stems, and leaves of
plants; and animal cells such as blood, muscle, and epithelium;
Supporting Standard
(C)
describe the roles of DNA, ribonucleic acid (RNA), and
environmental factors in cell differentiation; and
Supporting Standard
(D)
recognize that disruptions of the cell cycle lead to diseases such
as cancer. Supporting Standard
STAAR Biology
Page 2 of 10
Texas Education Agency
Student Assessment Division
Fall 2010
(B.9)
Science concepts. The student knows the significance of various
molecules involved in metabolic processes and energy conversions that
occur in living organisms. The student is expected to
(A)
compare the structures and functions of different types of
biomolecules, including carbohydrates, lipids, proteins, and
nucleic acids; and Readiness Standard
(D)
analyze and evaluate the evidence regarding formation of simple
organic molecules and their organization into long complex
molecules having information such as the DNA molecule for selfreplicating life. Supporting Standard
STAAR Biology
Page 3 of 10
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 2:
Mechanisms of Genetics
The student will demonstrate an understanding of the mechanisms of
genetics.
(B.6)
Science concepts. The student knows the mechanisms of genetics,
including the role of nucleic acids and the principles of Mendelian
Genetics. The student is expected to
(A)
identify components of DNA, and describe how information for
specifying the traits of an organism is carried in the DNA;
Readiness Standard
(B)
recognize that components that make up the genetic code are
common to all organisms; Supporting Standard
(C)
explain the purpose and process of transcription and translation
using models of DNA and RNA;
Supporting Standard
(D)
recognize that gene expression is a regulated process;
Supporting Standard
(E)
identify and illustrate changes in DNA and evaluate the
significance of these changes; Readiness Standard
(F)
predict possible outcomes of various genetic combinations such
as monohybrid crosses, dihybrid crosses and
non-Mendelian inheritance; Readiness Standard
(G)
recognize the significance of meiosis to sexual reproduction; and
Supporting Standard
(H)
describe how techniques such as DNA fingerprinting, genetic
modifications, and chromosomal analysis are used to study the
genomes of organisms. Supporting Standard
STAAR Biology
Page 4 of 10
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 3:
Biological Evolution and Classification
The student will demonstrate an understanding of the theory of biological
evolution and the hierarchical classification of organisms.
(B.7)
(B.8)
Science concepts. The student knows evolutionary theory is a scientific
explanation for the unity and diversity of life. The student is expected to
(A)
analyze and evaluate how evidence of common ancestry among
groups is provided by the fossil record, biogeography, and
homologies, including anatomical, molecular, and developmental;
Readiness Standard
(B)
analyze and evaluate scientific explanations concerning any data
of sudden appearance, stasis, and sequential nature of groups in
the fossil record; Supporting Standard
(C)
analyze and evaluate how natural selection produces change in
populations, not individuals; Supporting Standard
(D)
analyze and evaluate how the elements of natural selection,
including inherited variation, the potential of a population to
produce more offspring than can survive, and a finite supply of
environmental resources, result in differential reproductive
success; Supporting Standard
(E)
analyze and evaluate the relationship of natural selection to
adaptation and to the development of diversity in and among
species; Readiness Standard
(F)
analyze and evaluate the effects of other evolutionary
mechanisms, including genetic drift, gene flow, mutation, and
recombination; and Supporting Standard
(G)
analyze and evaluate scientific explanations concerning the
complexity of the cell. Supporting Standard
Science concepts. The student knows that taxonomy is a branching
classification based on the shared characteristics of organisms and can change
as new discoveries are made. The student is expected to
(A)
define taxonomy and recognize the importance of a standardized
taxonomic system to the scientific community;
Supporting Standard
STAAR Biology
Page 5 of 10
Texas Education Agency
Student Assessment Division
Fall 2010
(B)
categorize organisms using a hierarchical classification system
based on similarities and differences shared among groups; and
Readiness Standard
(C)
compare characteristics of taxonomic groups, including archaea,
bacteria, protists, fungi, plants, and animals.
Supporting Standard
STAAR Biology
Page 6 of 10
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 4:
Biological Processes and Systems
The student will demonstrate an understanding of metabolic processes,
energy conversions, and interactions and functions of systems in
organisms.
(B.9)
(B.10)
(B.11)
Science concepts. The student knows the significance of various
molecules involved in metabolic processes and energy conversions that
occur in living organisms. The student is expected to
(B)
compare the reactants and products of photosynthesis and
cellular respiration in terms of energy and matter; and
Supporting Standard
(C)
identify and investigate the role of enzymes.
Supporting Standard
Science concepts. The student knows that biological systems are
composed of multiple levels. The student is expected to
(A)
describe the interactions that occur among systems that perform
the functions of regulation, nutrient absorption, reproduction, and
defense from injury or illness in animals; Readiness Standard
(B)
describe the interactions that occur among systems that perform
the functions of transport, reproduction, and response in plants;
and Readiness Standard
(C)
analyze the levels of organization in biological systems and relate
the levels to each other and to the whole system.
Supporting Standard
Science concepts. The student knows that biological systems work to
achieve and maintain balance. The student is expected to
(A)
describe the role of internal feedback mechanisms in the
maintenance of homeostasis. Supporting Standard
STAAR Biology
Page 7 of 10
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 5:
Interdependence within Environmental Systems
The student will demonstrate an understanding of the interdependence
and interactions that occur within an environmental system and their
significance.
(B.11)
(B.12)
Science concepts. The student knows that biological systems work to
achieve and maintain balance. The student is expected to
(B)
investigate and analyze how organisms, populations, and
communities respond to external factors;
Supporting Standard
(C)
summarize the role of microorganisms in both maintaining and
disrupting the health of both organisms and ecosystems; and
Supporting Standard
(D)
describe how events and processes that occur during ecological
succession can change populations and species diversity.
Readiness Standard
Science concepts. The student knows that interdependence and
interactions occur within an environmental system. The student is
expected to
(A)
interpret relationships, including predation, parasitism,
commensalism, mutualism, and competition among organisms;
Readiness Standard
(B)
compare variations and adaptations of organisms in different
ecosystems; Supporting Standard
(C)
analyze the flow of matter and energy through trophic levels using
various models, including food chains, food webs, and ecological
pyramids; Readiness Standard
(D)
recognize that long-term survival of species is dependent on
changing resource bases that are limited;
Supporting Standard
(E)
describe the flow of matter through the carbon and nitrogen cycles
and explain the consequences of disrupting these cycles; and
Supporting Standard
(F)
describe how environmental change can impact ecosystem
stability. Readiness Standard
STAAR Biology
Page 8 of 10
Texas Education Agency
Student Assessment Division
Fall 2010
Scientific Process Skills
These skills will not be listed under a separate reporting category.
Instead, they will be incorporated into at least 40% of the test questions
from reporting categories 1–5 and will be identified along with content
standards.
(B.1)
(B.2)
Scientific processes. The student, for at least 40% of instructional time,
conducts laboratory and field investigations using safe, environmentally
appropriate, and ethical practices. The student is expected to
(A)
demonstrate safe practices during laboratory and field
investigations; and
(B)
demonstrate an understanding of the use and conservation of
resources and the proper disposal or recycling of materials.
Scientific processes. The student uses scientific methods and equipment
during laboratory and field investigations. The student is expected to
(A)
know the definition of science and understand that it has
limitations, as specified in chapter 112.34, subsection
(b)(2) of 19 TAC;
(B)
know that hypotheses are tentative and testable statements that
must be capable of being supported or not supported by
observational evidence. Hypotheses of durable explanatory power
which have been tested over a wide variety of conditions are
incorporated into theories;
(C)
know scientific theories are based on natural and physical
phenomena and are capable of being tested by multiple
independent researchers. Unlike hypotheses, scientific theories
are well-established and highly-reliable explanations, but they
may be subject to change as new areas of science and new
technologies are developed;
(D)
distinguish between scientific hypotheses and scientific theories;
(E)
plan and implement descriptive, comparative, and experimental
investigations, including asking questions, formulating testable
hypotheses, and selecting equipment and technology;
(F)
collect and organize qualitative and quantitative data and make
measurements with accuracy and precision using tools such as
calculators, spreadsheet software, data-collecting probes,
computers, standard laboratory glassware, microscopes, various
prepared slides, stereoscopes, metric rulers, electronic balances,
gel electrophoresis apparatuses, micropipettors, hand lenses,
STAAR Biology
Page 9 of 10
Texas Education Agency
Student Assessment Division
Fall 2010
Celsius thermometers, hot plates, lab notebooks or journals,
timing devices, cameras, Petri dishes, lab incubators, dissection
equipment, meter sticks, and models, diagrams, or samples of
biological specimens or structures;
(B.3)
(G)
analyze, evaluate, make inferences, and predict trends from
data; and
(H)
communicate valid conclusions supported by the data through
methods such as lab reports, labeled drawings, graphic
organizers, journals, summaries, oral reports, and technologybased reports.
Scientific processes. The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions within and
outside the classroom. The student is expected to
(A)
in all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all
sides of scientific evidence of those scientific explanations, so as
to encourage critical thinking by the student;
(B)
communicate and apply scientific information extracted from
various sources such as current events, news reports, published
journal articles, and marketing materials;
(C)
draw inferences based on data related to promotional materials
for products and services;
(D)
evaluate the impact of scientific research on society and the
environment;
(E)
evaluate models according to their limitations in representing
biological objects or events; and
(F)
research and describe the history of biology and contributions of
scientists.
STAAR Biology
Page 10 of 10
Texas Education Agency
Student Assessment Division
Fall 2010