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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 by the Texas Education Agency, which is the state agency that develops and administers the tests. All of 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. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are 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. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests (including Braille) may be ordered online through Pearson Education at http://www.texasassessment.com/released-tests/ or by calling 855-333-7770. When printing released questions for mathematics, make sure the Print Menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above. To download additional tests, go to www.scotthochberg.com. Provided as a public service by Former State Representative Scott Hochberg. No tax dollars were used for this posting. 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