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HSA BIOLOGY
Teacher Answer Key
Spring Break Packet
April 18 – 21, 2017
Questions on this Spring Break activity are from MSDE Public Release HSA Biology Examinations
The ‘GREAT BY CHOICE’ trademark is owned by The Good to Great Project LLC and Morten T. Hansen. Used under license.
Note to Teacher
The Spring Break activity packet is based on Biology HSA Public Release
Examinations. This information should be used for practice and review purposes in
preparation for the Biology HSA.
Please encourage your students to do their best and remind them that their work will
be graded. Students will answer all questions on their own paper. The students can
use their Biology textbook and the Biology: Preparing for Maryland HSA Review
booklet to help them with any difficult questions.
Anchor papers to reflect a score of ‘4’ or ‘3’ are attached for the corresponding BCRs
on this Examination. Please use mdk12.org to further explore all anchor papers
associated with the Brief Constructed Response questions.
Have an enjoyable Spring Break!
Timeline for Spring Break Activity
April 18 – 21, 2017
DAY
1
SESSION
1
QUESTIONS
1-21
2
1
22-30
3
2
31-42
Biology Spring Break Activity
April 18 – 21, 2017
Spring Break Activity Answers
HSA Item
Number
Answer
Indicators Assessed
1.
B
2.
G
3.
A
4.
H
5.
B
6.
F
7.
D
8.
9.
F
B
10.
G
11.
C
12.
J
13.
C
14.
H
15.
D
16.
F
17.
D
18.
19.
J
B
20.
J
21.
A
22.
F
3.2.1 The student will explain processes and the function of related structures found in
unicellular and multicellular organisms.
3.2.1 The student will explain processes and the function of related structures found in
unicellular and multicellular organisms.
1.6.1 The student will use ratio and proportion in appropriate situations to solve
problems.
3.1.1 The student will be able to describe the unique characteristics of chemical
substances and macromolecules utilized by living systems.
3.2.1 The student will explain processes and the function of related structures found in
unicellular and multicellular organisms
3.3.4 The student will interpret how the effects of DNA alteration can be beneficial or
harmful to the individual, society, and/or the environment.
3.2.1 The student will explain processes and the function of related structures found in
unicellular and multicellular organisms.
3.4.2 The student will estimate degrees of relatedness among organisms or species.
3.2.1 The student will explain processes and the function of related structures found in
unicellular and multicellular organisms.
1.6.3 The student will express and/or compare small and large quantities using scientific
notation and relative order of magnitude.
3.1.2 The student will be able to discuss factors involved in the regulation of chemical
activity as part of a homeostatic mechanism.
3.1.1 The student will be able to describe the unique characteristics of chemical
substances and macromolecules utilized by living systems.
1.2.6 The student will identify appropriate methods for conducting an investigation
(independent and dependent variables, proper controls, repeat trials, appropriate sample
size, etc.).
3.2.1 The student will explain processes and the function of related structures found in
unicellular and multicellular organisms.
3.1.3 The student will be able to compare the transfer and use of matter and energy in
photosynthetic and non-photosynthetic organisms.
3.5.1 The student will analyze the relationships between biotic diversity and abiotic
factors in environments and the resulting influence on ecosystems.
3.5.4 The student will illustrate how all organisms are part of and depend on two major
global food webs that are positively or negatively influenced by human activity and
technology.
3.4.2 The student will estimate degrees of relatedness among organisms or species.
3.4.1 The student will explain how new traits may result from new combinations of
existing genes or from mutations of genes in reproductive cells within a population.
3.4.1 The student will explain how new traits may result from new combinations of
existing genes or from mutations of genes in reproductive cells within a population.
3.5.1 The student will analyze the relationships between biotic diversity and abiotic
factors in environments and the resulting influence on ecosystems.
3.4.1 The student will explain how new traits may result from new combinations of
existing genes or from mutations of genes in reproductive cells within a population.
Biology Spring Break Activity
April 18 – 21, 2017
23.
D
24.
J
25.
C
26.
G
27.
D
28.
G
29.
A
30.
31.
J
C
32.
F
33.
B
34.
F
35.
C
36.
37.
G
D
38.
H
39.
A
40.
G
41.
A
42.
G
43.
B
44.
H
1.7.1 The student will apply the skills, processes, and concepts of biology, chemistry,
physics, or earth science to societal issues.
3.3.2 The student will illustrate and explain how expressed traits are passed from parent
to offspring.
3.3.2 The student will illustrate and explain how expressed traits are passed from parent
to offspring.
3.3.2 The student will illustrate and explain how expressed traits are passed from parent
to offspring.
3.2.2 The student will conclude that cells exist within a narrow range of environmental
conditions and changes to that environment, either naturally occurring or induced, may
cause changes in the metabolic activity of the cell or organism.
3.3.3 The student will explain how a genetic trait is determined by the code in a DNA
molecule.
1.2.5 The student will select appropriate instruments and materials to conduct an
investigation.
3.4.2 The student will estimate degrees of relatedness among organisms or species.
1.7.2 The student will identify and evaluate the impact of scientific ideas and/or
advancements in technology on society.
3.3.3 The student will explain how a genetic trait is determined by the code in a DNA
molecule.
3.5.2 The student will analyze the interrelationships and interdependencies among
different organisms and explain how these relationships contribute to the stability of the
ecosystem.
3.3.4 The student will interpret how the effects of DNA alteration can be beneficial or
harmful to the individual, society, and/or the environment.
3.2.2 The student will conclude that cells exist within a narrow range of environmental
conditions and changes to that environment, either naturally occurring or induced, may
cause changes in the metabolic activity of the cell or organism.
1.4.2 The student will analyze data to make predictions, decisions, or draw conclusions.
1.4.1 The student will organize data appropriately using techniques such as tables,
graphs, and webs (for graphs: axes labeled with appropriate quantities, appropriate units
on axes, axes labeled with appropriate intervals, independent and dependent variables
on correct axes, appropriate title).
1.7.1 The student will apply the skills, processes, and concepts of biology, chemistry,
physics, or earth science to societal issues.
3.5.2 The student will analyze the interrelationships and interdependencies among
different organisms and explain how these relationships contribute to the stability of the
ecosystem.
3.5.1 The student will analyze the relationships between biotic diversity and abiotic
factors in environments and the resulting influence on ecosystems.
3.1.1 The student will be able to describe the unique characteristics of chemical
substances and macromolecules utilized by living systems.
3.2.1 The student will explain processes and the function of related structures found in
unicellular and multicellular organisms.
3.1.3 The student will be able to compare the transfer and use of matter and energy in
photosynthetic and non-photosynthetic organisms.
3.5.2 The student will analyze the interrelationships and interdependencies among
different organisms and explain how these relationships contribute to the stability of the
ecosystem.
Biology Spring Break Activity
April 18 – 21, 2017
45.
C
46.
G
47.
D
48.
J
49.
50.
D
F
1.4.7 The student will determine the sources of error that limit the accuracy or precision
of experimental results.
3.3.4 The student will interpret how the effects of DNA alteration can be beneficial or
harmful to the individual, society, and/or the environment.
3.3.3 The student will explain how a genetic trait is determined by the code in a DNA
molecule.
3.5.2 The student will analyze the interrelationships and interdependencies among
different organisms and explain how these relationships contribute to the stability of the
ecosystem.
1.6.5 The student will judge the reasonableness of an answer.
1.5.5 The student will create and/or interpret graphics. (scale drawings, photographs,
digital images, field of view, etc.)
An anchor Paper to reflect a typical ‘4’ or ‘3’ for each Brief Constructed Response question is listed below. More
anchor papers to Brief Constructed Response items can be found in the scoring section of the mdk12.org site.
51.
BCR- Score Level 4 Anchor Paper
This response contains evidence of a full and complete understanding of the question. The building blocks of
carbohydrates are identified (carbon, hydrogen, and oxygen; simple sugars, such as glucose). The description
of how sunflowers produce carbohydrates is complete (through the process of photosynthesis; In the
chlorophyll the plant undergoes a series of light reactions; the plant begins the Calvin cycle; During this cycle,
glucose is created.) and the discussion of how energy is transferred from the sun to the plants reflects a
synthesis of information (a 5c molecule undergoes several reactions using the sun's energy and a four carbon
molecule is created. Oxygen is given off and the 4c molecule again becomes a 5c molecule.) The student
gives a detailed discussion of how carbohydrates are used (In cellular respiration, they break down the glucose
to ATP, release the energy in bonds and use the energy for reactions.) The supporting details are pertinent and
complete. Scientific terminology enhances this response (Calvin cycle; mitochondria; ATP; glucose;
chlorophyll, cellular respiration).
Carbohydrates are vital to the life around the world. They are made up of carbon, hydrogen and oxygen.
Carbohydrates have the building blocks of simple sugars such as glucose. Carbohydrates are created in
plants, like sunflowers, through the process of photosynthesis. In the chlorophyll, the plant undergoes a series
of light reactions to extract the energy of the sun. Then the plant begins the Calvin Cycle, where a 5- carbon
molecule undergoes several reactions using the sun’s energy, and a four-carbon molecule is created. Oxygen
is given off and the 4- carbon molecule again becomes a 5-carbon molecule. During this cycle, glucose is
created. Organisms use glucose as a main source of energy. In cellular respiration, they break down the
glucose to ATP, release the energy in the bonds, and use the energy for reactions. During cellular respiration,
oxidation occurs, then a 5-carbon molecule becomes a 6-carbon molecule and carbon dioxide is given off.
This process occurs in the mitochondria. This is why carbohydrates are vital to life.
52.
BCR- Score Level 4 Anchor Paper
This response contains evidence of a full and complete understanding of the question. An integration of ideas
is demonstrated by a detailed discussion regarding all aspects of the question. The student identifies specific
chemical substances that are exchanged (water, salt and oxygen as well as nutrients). The role of the cell
membrane (selectively permeable so only needed substances usually get in) is provided. Several processes
that cause the movement of these chemical substances are described (larger substances require active
transport or even being engulfed; water gets through the membrane by osmosis; the diffusion of it through a
Biology Spring Break Activity
April 18 – 21, 2017
semi permeable membrane from a higher to a lower concentration). The student synthesizes information to
describe the role of body systems in the exchange of material and how they interact with each other. (Digestive
system…breaks food down into useable nutrients; circulatory system transports those to all parts of the body,
and also takes oxygen from the respiratory system…and carries CO2…to be excreted.)
Both multicellular and unicellular organisms must exchange chemical substances between cells and their
environment, such as water, salt, and oxygen, as well as nutrients. All of these must diffuse through cell
membranes or otherwise be taken in by them. The cell membrane is selectively permeable, so only needed
substances usually get in. Larger substances require active transport or even being engulfed. Water gets
through the membrane by osmosis, the diffusion of it through a semi permeable membrane from a higher to a
lower concentration. In multicellular organisms, substances can’t just get into deep part of the body easily.
Body systems do the necessary work. The digestive system, for example, breaks food down into usable
nutrients, and the circulatory system transports these to all parts of the body, and also takes oxygen from the
respiratory system’s lungs and carries carbon dioxide to be excreted.
Biology Spring Break Activity
April 18 – 21, 2017