Download Grade 10 SC.F.1.4.1 BENCHMARK SC.F.1.4.1 Strand F Processes

Grade 10
SC.F.1.4.1
BENCHMARK SC.F.1.4.1
Strand
F
Processes of Life
Standard
1
The student describes patterns of structure and function in
living things.
Benchmark
SC.F.1.4.1
The student knows that the body processes involve specific
biochemical reactions governed by biochemical principles.
This benchmark also assesses SC.F.1.4.39 and SC.F.1.4.5.10
Item Type(s)
MC, SR
Benchmark Clarification
The student identifies mechanisms and/or actions that
facilitate biochemical reactions in body processes.
Content Limits
Items will list both the name and the symbol for chemical
elements and compounds.
Items will focus on metabolic processes.
Items will NOT address moles or use scientific notation to
describe quantities.
Items will NOT require the student to recall specific
metabolic pathways.
Items may require the student to understand the behavior of
enzymes in metabolism.
Stimulus Attributes
Items may provide the student with data in diagram,
equation, or picture form.
Response Attributes
Items will describe units in which the answer is to be given.
9
The complete text of SC.F.1.4.3 is “The student knows that membranes are sites for chemical synthesis and
essential energy conversions.”
10
The complete text of SC.F.1.4.5 is “The student knows that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.”
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.1.4.1
Sample MC Item
Mike and his lab partner, Maria, collected data on their
respiratory rates while performing different activities. The
chart below shows their averages.
The data above show a higher respiratory rate for increased
activity. Which statement explains this relationship?
A.
★
B.
C.
D.
The muscles require more glucose to be delivered to
them as their energy source.
The muscles require a greater amount of oxygen
(O2) to break down glucose to do work.
The muscles require more hemoglobin to be
delivered to them as their energy source.
The muscles require a greater amount of carbon
dioxide (CO2) to break down glucose to do work.
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.1.4.1
Sample SR Item
Bromthymol blue, or BTB, is a liquid indicator that
changes color from blue to yellow, depending upon the
amount of carbon dioxide (CO2) present in the liquid as
shown in the table below.
Michelle exhales for 15 seconds through a straw into a
beaker of blue BTB. It changes to green. Michelle exercises
for 20 minutes and then immediately exhales for 15
seconds through a straw into another beaker of blue BTB.
What color will the liquid in the second beaker become?
Explain why this second color change occurs.
Correct and Complete Response
The BTB’s color will change to yellow-green, because
increased exercise causes increased CO2 production;
therefore, when Michelle exhales, high amounts of CO2 are
absorbed into the BTB. This causes the color to change
from blue to yellow-green instead of green.
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.1.4.4
BENCHMARK SC.F.1.4.4
Strand
F
Processes of Life
Standard
1
The student describes patterns of structure and function in
living things.
Benchmark
SC.F.1.4.4
The student understands that biological systems obey the
same laws of conservation as physical systems.
Item Type(s)
MC
Benchmark Clarification
The student applies the laws of conservation of mass and
energy to biotic systems.
Content Limits
Items will list both the name and the symbol for chemical
elements and compounds.
Items will NOT require knowledge of specific biochemical
pathways.
Items may address conversions of materials or transfer of
energy.
Stimulus Attributes
Items may use diagrams or equations of chemical reactions
to illustrate biochemical reactions.
Response Attributes
None specified.
Sample MC Item
Photosynthesis is an energy-requiring, or endergonic,
reaction. Hydrogen (H2) atoms are transferred from water
(H2O) to carbon dioxide (CO2), forming glucose (C6H12O6).
Which of the following has happened to the energy after
the reaction is complete?
★
A.
B.
C.
D.
Energy is lost in the process.
Energy is stored in the glucose molecule.
Energy is given off as heat in the reaction.
Energy is released when the oxygen combines with
other materials.
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.1.4.7
BENCHMARK SC.F.1.4.7
Strand
F
Processes of Life
Standard
1
The student describes patterns of structure and function in
living things.
Benchmark
SC.F.1.4.7
The student knows that organisms respond to internal and
external stimuli. This benchmark also assesses SC.F.1.4.611
and SC.F.1.4.8.12
Item Type(s)
MC
Benchmark Clarification
None specified.
Content Limits
Items will NOT address specific neurotransmitters or
chemical pathways.
Items may address electrical and chemical stimuli.
Items may address responses shown by animals,
microorganisms, or plants.
Stimulus Attributes
None specified.
Response Attributes
None specified.
11
The complete text for SC.F.1.4.6 is “The student knows that separate parts of the body communicate with each
other using electrical and/or chemical signals.”
12
The complete text for SC.F.1.4.8 is “The student knows that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.”
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.1.4.7
Sample MC Item
The pituitary gland in the brain regulates other glands, such
as the thyroid gland. The thyroid gland sends messages
back to the pituitary gland. How do the pituitary gland and
thyroid gland communicate with each other?
A.
B.
★
C.
D.
DNA in pituitary cells diffuses into the thyroid.
Electrons travel between the pituitary gland and the
thyroid gland.
Blood transports hormones between the pituitary
gland and thyroid gland.
The nervous system relays signals from the pituitary
gland to the thyroid gland.
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.2.4.1
BENCHMARK SC.F.2.4.1
Strand
F
Processes of Life
Standard
2
The student understands the process and importance of
genetic diversity.
Benchmark
SC.F.2.4.1
The student understands the mechanisms of asexual and
sexual reproduction and knows the different genetic
advantages and disadvantages of asexual and sexual
reproduction.
Item Type(s)
MC, GR
Benchmark Clarification
None specified.
Content Limits
Items will NOT assess knowledge of artificial methods of
plant propagation.
Items will NOT require the student to know specific stages
of mitosis or meiosis.
Items may address Mendelian genetics.
Items may assess knowledge of different types of asexual
and sexual reproduction.
The student may be required to analyze examples of
asexual and sexual reproduction.
Stimulus Attributes
Items may use diagrams of Punnet squares to illustrate
reproduction.
Response Attributes
Items will describe units in which the answer is to be given.
Items may require responses in the form of Punnet squares.
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.2.4.1
Sample MC Item
Robert and Susan are married and have two children, one
son and one daughter. The children have different hair
color and eye color. Which of the following statements
explains these differences in the children?
A.
B.
★
C.
D.
The environment affects these characteristics after
birth.
There is a lack of variation in the genes of parent
sex cells.
Sexual reproduction produces a fertilized egg that
has a unique genetic makeup.
Hormone changes in a pregnant woman’s body
cause traits to develop differently in a fertilized egg.
Sample GR Item
Sickle-cell anemia results from the presence of a gene that
causes abnormalities in red blood cells. The sickle-cell
gene is more common in tropical areas, and the individual
who is heterozygous for the gene (Ss) has increased
resistance to malaria. If two individuals heterozygous for
the sickle-cell gene have offspring, what percent of their
offspring is expected to be heterozygous?
Answer
50
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.2.4.2
BENCHMARK SC.F.2.4.2
Strand
F
Processes of Life
Standard
2
The student understands the process and importance of
genetic diversity.
Benchmark
SC.F.2.4.2
The student knows that every cell contains a “blueprint”
coded in DNA molecules that specify how proteins are
assembled to regulate cells.
Item Type(s)
MC
Benchmark Clarification
The student identifies the role of DNA in the production of
cell proteins.
Content Limits
Items will address basic DNA structures and mechanisms
of protein synthesis.
Items may assess the general understanding of DNA
function.
Items may describe a specific situation outlining the
relationship between DNA and cell proteins.
Stimulus Attributes
None specified.
Response Attributes
None specified.
Sample MC Item
Insulin is a protein that controls the metabolism of sugar.
People whose bodies are unable to produce enough insulin
must have regular injections of insulin. Scientists have been
able to manipulate bacterial cells into producing this
needed protein. How were scientists able to get the
bacterial cells to produce human insulin?
A.
B.
★
C.
D.
They injected human insulin into the bacterial cell
while it was undergoing cell division.
They transferred the missing DNA code for insulin
from the bacterial cell into human cells.
They transferred a section of human DNA
containing the code for insulin into the bacterial
cell.
They removed all of the bacteria’s DNA and
replaced it with the DNA section containing the
gene for insulin.
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.2.4.3
BENCHMARK SC.F.2.4.3
Strand
F
Processes of Life
Standard
2
The student understands the process and importance of
genetic diversity.
Benchmark
SC.F.2.4.3
The student understands the mechanisms of change
(e.g., mutation and natural selection) that lead to
adaptations in a species and their ability to survive
naturally in changing conditions and to increase species
diversity. This benchmark also assesses SC.D.1.4.413 and
SC.F.1.4.2.14
Item Type(s)
MC, SR
Benchmark Clarification
The student identifies or explains how changes over time
are reflected in body structures as observed in the
succession of organisms over time.
Content Limits
Items requiring the student to make a connection between
form and function will use easily recognizable examples.
Items will NOT refer to evolution.
Items may address adaptations.
Items may address fossil evidence.
Stimulus Attributes
None specified.
Response Attributes
None specified.
Sample MC Item
Natural selection acts by taking advantage of natural
variations in the traits of organisms within a population.
What is the ultimate source of this variation?
★
A.
B.
C.
D.
changes in the environment
mutations within the genetic code
response to a need of the organism
response to the stress of competition for food
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The complete text for SC.D.1.4.4 is “The student knows that Earth’s systems and organisms are the result of a
long, continuous change over time.”
14
The complete text for SC.F.1.4.2 is “The student knows that body structures are uniquely designed and adapted
for their function.”
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DRAFT, December 2002, © Florida Department of Education
Grade 10
SC.F.2.4.3
Sample SR Item
The coast of South America and a group of islands about
1000 kilometers (km) away both have large sea birds called
cormorants. The cormorants on the mainland of South
America are able to fly and dive to catch fish. Descendants
of cormorants that flew to the islands are unable to fly.
These descendants use their feet and wings to swim and
dive. Over time, none of the cormorants on the island could
fly. Explain why, over time, this trait occurred in all
cormorants on the island.
Correct and Complete Response
Cormorants that were better at swimming survived more
easily on the island. There was an advantage to having
strong swimming skills over a strong flying ability. The
strong swimmers passed on their traits to their offspring.
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DRAFT, December 2002, © Florida Department of Education