Mississippi Academic Assessment Program (MAAP)
Biology
PRACTICE TEST
Copyright © 2021 by the Mississippi Department of Education and Data Recognition Corporation. All rights reserved.
2021-2022
The Biology Practice Test is a useful tool for Mississippi educators to use in
preparing students for the format of the Mississippi Academic Assessment
Program for Science. The items were written and aligned to the 2018
Mississippi College- and Career-Readiness Standards for the Science. This
document contains 25 Biology items.
1
1.
The model shows an incomplete process of cell division.
Incomplete Model of Cell Division
2n
G
1
G
2
S
M
?
?
?
Which labels for the daughter cells best complete the model?
A.
n
n
identical diploid
daughter cells,
which support
organism variation
B.
2n
2
n
identical haploid
daughter cells,
which support
organism variation
C.
n
n
identical haploid
daughter cells,
which support
organism growth
D.
2n
2n
identical diploid
daughter cells,
which support
organism growth
2
2.
A cladogram shows the relationships of organisms without being an evolutionary tree of how a
specific group of organisms has changed over time. The diagram below is a cladogram with
one organism placed in its proper location.
Record the letter of each remaining organism in its best location in the cladogram to
demonstrate how the organisms are related.
3
3.
A student is researching the benefits and risks associated with transgenic organisms in
agriculture. Record an “X” in each row to identify whether the statement describes a benefit or
a risk associated with transgenic organisms.
Benefit Risk
cross-pollination with native organic plants
decrease in the consumer price of meat
human hormonal effects from consumption
increase in crop tolerance from pesticides
4
4.
Students researched different types of chromosomal abnormalities. They recorded information
in a table.
Comparing Chromosomal Abnormalities
Chromosomal
Abnormality
Number of
Chromosomes
Description
Klinefelter
Syndrome
47 or 48 extra sex chromosome (XXY or XXXY)
Turner
Syndrome
45 absence of an X chromosome
Triple X
Syndrome
47 three X chromosomes instead of two
Which statement best describes these chromosomal abnormalities?
A. These abnormalities are caused by translocation in meiosis and result in more than the
characteristic 44 chromosomes.
B. These abnormalities are caused by nondisjunction in meiosis and result in more or fewer
than the characteristic 46 chromosomes.
C. These abnormalities are caused by chromosomal deletion during mitosis and result in
fewer than the characteristic 50 chromosomes.
D. These abnormalities are caused by chromosomal insertion during mitosis and result in
more or fewer than the characteristic 46 chromosomes.
5
5.
Study the two graphs.
1960 1970 1980 1990 2000 2010
380
360
340
320
300
0
Year
Atmospheric Carbon Dioxide
Concentration over T
ime
Carbon Dioxide
Concentration
(parts per million)
1900 1920 1940 1960 1980 2000
15
10
5
0
–
5
–
10
Year
Length of Growing Season,
1900–2000
Difference from
Average (days)
average
Part A: Circle a word in each set of options to explain a possible relationship between the
data in the two graphs.
The relationship between atmospheric carbon dioxide concentration and the length of the
growing season is most likely ( direct / indirect ) because as atmospheric carbon dioxide
concentration increases, the length of the growing season ( increases / decreases ).
Part B: Further research indicates that the change in atmospheric carbon dioxide
concentration correlates with observed changes in pollen concentration and the length of the
pollen season. Circle a word in each set of options to best explain these observations.
Increases in atmospheric carbon dioxide concentration have likely caused global annual
average temperatures to ( rise / lower ) and plant photosynthesis rates
to ( increase / decrease ). These changes result in ( greater / reduced ) plant growth
and ( more / less ) pollen production.
6
6.
A group of biology students conducted a lab investigation in which they sealed a flask with a
balloon. The flask contained a teaspoon of yeast, a teaspoon of sugar, and 200 mL of warm
water. The objective was to determine how much carbon dioxide gas was produced.
Which statement best explains why the students used yeast?
A. Yeast is a fungus that undergoes anaerobic respiration in the presence of oxygen.
B. In the absence of oxygen, yeast breaks down sugar into carbon dioxide and ethanol.
C. Yeast is a heterotroph that undergoes aerobic respiration in an oxygen-rich environment.
D. In the presence of oxygen, yeast breaks down sugar into carbon dioxide and ethanol.
7
7.
The diagram shows components of the human excretory system.
urethra
kidney
ureter
bladder
Excretory System
Which statement best describes an example of organization within this system?
A. Organs in the kidney work with organs in the ureter to filter and move materials.
B. The kidney, ureter, bladder, and urethra are cells with specific roles in the system.
C. The bladder is an organ composed of muscle tissues that helps eliminate fluid waste.
D. Specialized cells in the urethra are composed of tissues that work independently of
one another.
8
8.
An energy pyramid can be used to model the biomass at each trophic level in an ecosystem.
Oceanic Energy Pyramid
shark
mackerel
herring
crustaceans
phytoplankton
5
4
3
2
1
Part A: Which trophic level has the least biomass?
A. 1
B. 2
C. 3
D. 4
E. 5
Part B: Circle a number in each set of options to describe the energy available to organisms
in the energy pyramid if the phytoplankton contain 10,000 kcal.
Organisms in level ( 1 / 2 / 3 / 4 ) contain ( 10 / 100 / 1,000 / 10,000 ) kcal.
9
9.
A student is studying living things. The student made the following list of characteristics to
describe only living things.
Living Things
1. are made of atoms
2. convert food to energy
3. are capable of movement
4. grow by metabolic reactions
5. are made of one or more cells
6. sense and respond to environmental changes
Another student claims that some characteristics on the list also describe nonliving things.
Which characteristics from the list should be removed so the list describes only living things?
A. 1 and 3
B. 2 and 5
C. 3 and 4
D. 5 and 6
10
10.
The diagram describes an experimental setup to study cell membrane permeability.
final height
of water
final height
of water
initial height
of water in
control
initial height
of water in
experiment
control:
dialysis tubing
with starch
solution only
experiment:
dialysis tubing
with starch
solution and
amylase
Experimental Setup
Two beakers are filled with equal amounts of water. Each beaker contains dialysis tubing. One
is filled with a starch solution, and the other is filled with the same starch solution and the
enzyme amylase. Amylase breaks down starch into maltose.
Dialysis tubing is permeable to particles smaller than 5,000 daltons (Da). Daltons are a unit of
mass. The table shows sizes of some of the particles in the solution.
Sizes of Particles
Name Size (Da)
starch 1,000,000
maltose 342
salt ion 23
Part A: Predict whether each substance will move or will not move through the dialysis
tubing. Record an “X” in each row.
Will Move
through T
ubing
W
ill Not Move
through Tubing
starch
maltose
salt ion
11
Part B: Circle a word or phrase in each set of options to describe the movement of water
during this investigation.
In the control, water moves ( into / out of ) the dialysis tube because ( more / less ) solvent is
inside the tube than in the beaker. In the experiment, amylase breaks down starch into
maltose. Maltose ( stays in / moves out of ) the dialysis tube, and ( more / less ) water
movement is observed than in the control.
12
11.
Which table best compares the parent cell to the daughter cells in the process of meiosis?
A.
Parent Cell Daughter Cells
one haploid cell
two identical
diploid cells
B.
Parent Cell Daughter Cells
one diploid cell
two identical
haploid cells
C.
Parent Cell Daughter Cells
one haploid cell
four dif
ferent
diploid cells
D.
Parent Cell Daughter Cells
one diploid cell
four different
haploid cells
13
Use the scenario to answer the next two questions.
Rice’s Whales
For years, scientists have studied a relatively small group of baleen whales in the Gulf of Mexico.
Thought to be a subspecies of Bryde’s whale, the whales in the Gulf of Mexico showed several
differences, as listed below.
Differences between Gulf of Mexico Whales and Bryde’s Whales
1. Gulf of Mexico whales do not migrate, and Bryde’s
whales range throughout the Atlantic, Pacific, and
Indian Oceans.
2. Mitochondrial DNA differs between the whale groups.
3. Gulf of Mexico whales dive deep to feed along the
seabed, and Bryde’s whales feed at the surface.
4. Skeletal measurements differ between the whale
groups.
5. Skull bone shapes around the blowholes differ between
the two whale groups.
These differences helped confirm the Gulf of Mexico whales as a new species, which was named
Rice’s whale. The cladogram shows the relationships between the Rice’s whale and other baleen
whales (Mysticeti).
Cladogram
right whale
minke whale
blue whale
Omura’s whale
Eden’s whale
Rice’s whale
Mysticeti
sei whale
Bryde’s whale
fin whale
humpback whale
7
8
6
5
3
2
1
4
14
12.
Which three types of data described in the scenario provide the best evidence to support the
conclusion that Rice’s whales represent a unique species?
A. genetic code
B. embryonic development
C. anatomy and morphology
D. biogeographic distribution
E. radiocarbon dating of fossils
15
13.
Which statement explains the conditions that most likely led to the development of the
Rice’s whale species?
A. A group of whales experienced lower rates of mutation and reproduction, and these
changes resulted in a reproductively isolated whale population.
B. A group of whales experienced higher rates of mutation and reproduction, and these
changes resulted in a geographically isolated whale population.
C. A group of whales became geographically isolated, and over time and through reduced
gene flow, they developed genetic differences and established distinct food preferences.
D. A group of whales stopped migrating because of a sufficient food supply, and through
increased gene flow, they developed genetic differences and established distinct food
preferences.
16
14.
The drawing shows two different pigeon head phenotypes, which are controlled by a single
gene. The allele for no crest (N) is dominant to the allele for having a crest (n).
no crest
crest
Pigeon Head Phenotypes
Part A: Record the alleles in the Punnett square to show the predicted offspring between a
heterozygous dominant male and a homozygous recessive female.
N
n
Parent Allele
Options
Nn
NN
nn
Of
fspring Allele
Options
N
Part B: Record the predicted percentages of each phenotype.
No Crest _______ %
Crest _______ %
17
15.
The table compares some features of a virus with an animal cell.
Comparing a Virus with an Animal Cell
Feature Virus Animal Cell
has nucleic acids X X
has a nucleus X
has ribosomes X
Which statement best explains why viruses must use a host cell to reproduce?
A. Viruses need to use the nucleic acid material from the host cell.
B. Ribosomes in the viruses lack the ability to translate genetic information.
C. Genetic information in viruses gets damaged without protection from a host cell nucleus.
D. Animal cells have the organelle structures that viruses lack to replicate genetic material.
18
16.
Which two examples best illustrate the driving force of natural selection for increased survival
supporting Darwin’s theory of evolution?
A. Wolves hunt in packs to have a higher success rate of capturing prey so the pack has food
to survive.
B. Harp seals abandon their young as early as twelve days after birth, leaving the young to
survive independently.
C. Sea turtles lay an average of a hundred eggs in a nest approximately three to seven times
per nesting season.
D. Fox squirrel coat colors range from a red-orange color variation to a silver-gray color
variation based on geography.
E. Sharks and porpoises have similar characteristics, but sharks are classified as fish, while
porpoises are classified as mammals.
19
17.
A teacher listed different natural events that at some time have occurred in certain locations
across the United States. These events led to primary succession or secondary succession.
Events That Led to Succession
1. Landslide along a coast in California
2. Barrier island formation in New Jersey
3. Advancing of glaciers across Minnesota
4. Fire that released lodgepole pine seed in Colorado
5. Volcanic eruption and extensive lava flow in Hawaii
6. Straight-line wind damage uprooting hardwood trees in Mississippi
Record an “X” in each row to match the three events that led to primary succession and the
three events that led to secondary succession.
Event
Primary
Succession
Secondary
Succession
1
2
3
4
5
6
20
18.
In pigeons, the allele for the T-check feather pattern (C
T
) is dominant to the allele for the check
feather pattern.
T-check (C
T
) Check (C)
T
wo Pigeon Feather Patterns
What is the probability that offspring from a cross between two heterozygous pigeons will
display the dominant phenotype?
A. 25%
B. 50%
C. 75%
D. 100%
21
19.
A student is studying a continued argument within the scientific community: Are viruses living
or nonliving?
Record an “X” in each row to identify whether each evidence statement supports the claim that
viruses are living or the claim that viruses are nonliving.
Living Nonliving
Viruses can replicate.
Viruses change over time.
Viruses do not grow or develop.
Viruses contain genetic information.
Viruses do not contain one or more cells.
Viruses do not obtain or use their own energy.
22
20.
The model shows an ADP molecule involved in the body’s energy cycle.
P Padenine
ribose
diphosphate
ADP Molecule
Which statement best describes the relationship between ADP and ATP?
A. The addition of thymine to adenine will decrease the energy to form ATP from ADP.
B. The substitution of deoxyribose for ribose will provide energy to form ATP from ADP.
C. The addition of a phosphate group to ADP forms ATP and results in a net gain of energy.
D. The subtraction of a phosphate group from ADP forms ATP and results in a net loss
of energy.
23
21.
Researchers in a lab performed an experiment to evaluate the function of an enzyme mixture.
The graph shows the results.
35 40 45 50 55 60 65 70 75
100
50
0
T
emperature (°C)
Relative Activity of Enzyme Mixture
versus Temperature
Relative Activity
(percent)
Part A: Circle a word or phrase in each set of options to correctly describe the variables in
this experiment.
The independent variable is the ( type of enzyme / relative activity / temperature ), and the
dependent variable is the ( type of enzyme / relative activity / temperature ).
24
Part B: In additional experimental trials, the researchers gathered more data about the
function of the enzyme mixture. The graph below summarizes their results.
4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 8.0
100
80
60
40
20
0
pH
Function of Enzyme Mixture
in V
ariable Conditions
Relative Activity
(percent)
Key
45°C
55°C
65°C
Circle a word or phrase in each set of options to best explain these data.
At higher temperatures, the enzyme functions most efficiently when pH is ( higher / lower ), and
at lower temperatures, the enzyme can tolerate ( higher / lower ) pH values.
25
22.
Students are comparing the processes of transcription and translation in a cell. Record the
letter of each process feature in its associated column in the chart.
occurs at a
ribosome
occurs in
the nucleus
reads RNA
to
make a protein
uses DNA to
make RNA
links amino
acids together
Transcription Translation
A
B
C
D
E
26
23.
A student filled six test tubes with saltwater solutions of differing concentrations. The student
recorded the starting masses of six potato slices before placing each of them in a different test
tube. The student recorded the final masses of the potato slices after 30 minutes. The results
are shown in the data table.
Potato Slices in Test Tubes with Different Solution Concentrations
Test
Tube
Concentration
of Solution
(mol/L)
Starting
Mass
(g)
Final
Mass
(g)
Change
in Mass
(g)
Percentage
of Mass
(%)
1 5 1.50 0.93 –0.57 –38.0
2 4 1.37 0.92 –0.45 –32.8
3 3 1.54 1.20 –0.34 –22.1
4 2 1.56 1.39 –0.17 –10.9
5 1 1.51 1.51 0.00 0.0
6 0 1.54 1.74 0.20 13.0
Part A: Circle a word or phrase in each set of options to compare the solutions in the
test tubes.
The potato slice in test tube 4 was in a ( hypertonic / hypotonic / isotonic ) solution, so water
( moved out of / moved into / remained unchanged in ) the potato cells, as evidenced
by ( an increase / a decrease / no change ) in mass.
Part B: Circle a word in each set of options to explain how the cells in the potato slices
responded to the different experimental conditions.
The solution in test tube 5 is ( hypertonic / hypotonic / isotonic ), and the solution in test tube 6
is ( hypertonic / hypotonic / isotonic ). The potato slices in these test tubes would have
felt ( more / less ) firm to the student than the potato slice in test tube 1.
27
24.
Cellular respiration is a series of chemical reactions that occur in cells.
Record the letters of each of the six missing labels in the boxes to best complete the model of
cellular respiration. Some labels may be used more than once.
cytoplasm
chemical energy
chemical energy (high-energy electrons)
mitochondrion
Cellular Respiration
citric
acid
cycle
Labels
Y
X
W
Z
ATP
electron transport chain
glucose
glycolysis
28
25.
Examples of ecological hierarchy are shown in the table.
Ecological Hierarchy
Example Description
W A pride of lions in Kenya.
X
The eagles, snakes, mice, grass, and bushes
plus the rocks and the river in a canyon.
Y An alligator in the Florida Everglades.
Z
The coyotes, black bears, trees, and
porcupines that live in a forest.
Which table correctly identifies each example of ecological hierarchy?
A.
W population
X ecosystem
Y
organism
Z
community
B.
W organism
X ecosystem
Y
population
Z
community
C.
W population
X community
Y
organism
Z
ecosystem
D.
W organism
X ecosystem
Y
community
Z
population
29
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Biology
Practice Test
END OF
COURSE
Biology Practice Test
Fall 2021
1
The information for each item, including the objective, DOK level, item type, and correct answer, is
located in this document. The items appear in the order as shown in the table.
Item
Number
Objective
DOK
Level
Item Type
Correct
Answer
1
(BIO.1E.1) Construct models to explain how the processes of cell division
and cell differentiation produce and maintain complex multicellular
organisms.
2
Multiple
Choice
D
2
(BIO.4.3) Construct cladograms/phylogenetic trees to illustrate relatedness
between species.
2
Technology
Enhanced
See Answer
Key
3
(BIO.3C.4) Research and identify how DNA technology benefits society.
Engage in scientific argument from evidence over the ethical issues
surrounding the use of DNA technology (e.g., cloning, transgenic
organisms, stem cell research, and the Human Genome Project, gel
electrophoresis).
2
Technology
Enhanced
See Answer
Key
4
(BIO.3A.3) Investigate chromosomal abnormalities (e.g., Down syndrome,
Turner’s syndrome, and Klinefelter syndrome) that might arise from errors
in meiosis (nondisjunction) and how these abnormalities are identified
(karyotypes).
3
Multiple
Choice
B
5
(BIO.5.3) Analyze and interpret quantitative data to construct an
explanation for the effects of greenhouse gases on the carbon dioxide cycle
and global climate.
3
Technology
Enhanced
See Answer
Key
6
(BIO.2.4) Conduct scientific investigations or computer simulations to
compare aerobic and anaerobic cellular respiration in plants and
animals, using real world examples.
2
Multiple
Choice
B
7
(BIO.1A.3) Using specific examples, explain how cells can be organized into
complex tissues, organs, and organ systems in multicellular organisms.
2
Multiple
Choice
C
8
(BIO.5.4) Develop and use models to describe the flow of energy and
amount of biomass through food chains, food webs, and food pyramids.
2
Technology
Enhanced
See Answer
Key
9
(BIO.1A.1) Develop criteria to differentiate between living and non-living
things.
2
Multiple
Choice
A
10
(BIO.1D.1) Plan and conduct investigations to prove that the cell membrane
is a semi-permeable, allowing it to maintain homeostasis with its
environment through active and passive transport processes.
3
Technology
Enhanced
See Answer
Key
11
(BIO.3A.1) Model sex cell formation (meiosis) and combination
(fertilization) to demonstrate the maintenance of chromosome number
through each generation in sexually reproducing populations. Explain why
the DNA of the daughter cells is different from the DNA of the parent cell.
1
Multiple
Choice
D
12
(BIO.4.2) Evaluate empirical evidence of common ancestry and biological
evolution, including comparative anatomy (e.g., homologous structures
and embryological similarities), fossil record, molecular/biochemical
similarities (e.g., gene and protein homology), and biogeographic
distribution.
similarities (e.g., gene and protein homology), and biogeographic
distribution.
similarities (e.g., gene and protein homology), and biogeographic
distribution.
2
Multi-Select
See Answer
Key
Biology Practice Test
Fall 2021
2
Item
Number
Objective
DOK
Level
Item Type
Correct
Answer
13
(BIO.4.6) Construct explanations for the mechanisms of speciation (e.g.,
geographic and reproductive isolation).
2
Multiple
Choice
C
14
(BIO.3B.1) Demonstrate Mendel’s law of dominance and segregation using
mathematics to predict phenotypic and genotypic ratios by constructing
Punnett squares with both homozygous and heterozygous allele pairs.
2
Technology
Enhanced
See Answer
Key
15
(BIO.1C.3) Contrast the structure of viruses with that of cells, and explain
why viruses must use living cells to reproduce.
2
Multiple
Choice
D
16
(BIO.4.5) Use Darwin's Theory to explain how genetic variation,
competition, overproduction, and unequal reproductive success acts as
driving forces of natural selection and evolution.
2
Multi-Select
See Answer
Key
17
(BIO.5.7) Investigate and evaluate factors involved in primary and
secondary ecological succession using local, real world examples.
2
Technology
Enhanced
See Answer
Key
18
(BIO.3B.2) Illustrate Mendel’s law of independent assortment using
Punnett squares and/or the product rule of probability to analyze
monohybrid crosses.
2
Multiple
Choice
C
19
(BIO.1A.4) Use evidence from current scientific literature to support
whether a virus is living or non-living.
2
Technology
Enhanced
See Answer
Key
20
(BIO.2.1) Use models to demonstrate that ATP and ADP are cycled within a
cell as a means to transfer energy.
2
Multiple
Choice
C
21
(BIO.1B.2) Design and conduct an experiment to determine how enzymes
react given various environmental conditions (i.e., pH, temperature, and
concentration). Analyze, interpret, graph, and present data to explain how
those changing conditions affect the enzyme activity and the rate of the
reactions that take place in biological organisms.
3
Technology
Enhanced
See Answer
Key
22
(BIO.3C.2) Evaluate the mechanisms of transcription and translation in
protein synthesis.
2
Technology
Enhanced
See Answer
Key
23
(BIO.1D.2) Develop and use models to explain how the cell deals with
imbalances of solute concentration across the cell membrane (i.e.,
hypertonic, hypotonic, and isotonic conditions, sodium/potassium pump).
3
Technology
Enhanced
See Answer
Key
24
(BIO.2.3) Develop models of the major reactants and products of cellular
respiration (aerobic and anaerobic) to demonstrate the transformation of
the chemical energy stored in food to the available energy of ATP.
Emphasize the chemical processes in which bonds are broken and energy is
released, and new bonds are formed and energy is stored.
2
Technology
Enhanced
See Answer
Key
25
(BIO.5.1) Illustrate levels of ecological hierarchy, including organism,
population, community, ecosystem, biome, and biosphere.
1
Multiple
Choice
A
Biology Practice Test
Fall 2021
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Technology Enhanced Items
Answer Key
Item #2
Item #3
Biology Practice Test
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Technology Enhanced Items
Answer Key
Item #5
Item #8
Biology Practice Test
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Technology Enhanced Items
Answer Key
Item #10
Item #12
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Technology Enhanced Items
Answer Key
Item #14
Item #16
Item #17
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Technology Enhanced Items
Answer Key
Item #19
Item #21
Part B:
Biology Practice Test
Fall 2021
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Technology Enhanced Items
Answer Key
Item #22
Item #23
Biology Practice Test
Fall 2021
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Technology Enhanced Items
Answer Key
Item #24