Biology
Item and Scoring Sampler
2015
Pennsylvania
Keystone Exams
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
ii
Ke ystone
Biology
Sa mpler
Table of Contents
INFORMATION ABOUT BIOLOGY
Introduction .......................................................................................1
About the Keystone Exams .........................................................................1
Item and Scoring Sampler Format ..................................................................3
Biology Exam Directions ...........................................................................4
General Description of 3-Point Scoring Guidelines for Biology .......................................5
BIOLOGY MODULE 1
Multiple-Choice Items ..............................................................................6
Constructed-Response Item .......................................................................20
Constructed-Response Item .......................................................................32
Biology Module 1—Summary Data ................................................................44
BIOLOGY MODULE 2
Multiple-Choice Items .............................................................................45
Constructed-Response Item .......................................................................62
Constructed-Response Item .......................................................................74
Biology Module 2—Summary Data ................................................................86
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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Keystone
Biology
Sampler
Information about Biology
INTRODUCTION
The Pennsylvania Department of Education (PDE) provides districts and schools with tools to assist in delivering
focused instructional programs aligned to the Pennsylvania Core Standards. These tools include the standards,
assessment anchor documents, assessment handbooks, and content-based item and scoring samplers. This 2015
Biology Item and Scoring Sampler is a useful tool for Pennsylvania educators in preparing students for the Keystone
Exams.
This Item and Scoring Sampler contains released operational multiple-choice and constructed-response items that
have appeared on previously administered Keystone Exams. These items will not appear on any future Keystone
Exams. Released items provide an idea of the types of items that have appeared on operational exams and that will
appear on future operational Keystone Exams. Each item has been through a rigorous review process to ensure
alignment with the Assessment Anchors and Eligible Content. This sampler includes items that measure a variety of
Assessment Anchor or Eligible Content statements, but it does not include sample items for all Assessment Anchor or
Eligible Content statements.
The items in this sampler may be used as examples for creating assessment items at the classroom level, and may be
copied and used as part of a local instructional program.
1
Classroom teachers may find it beneficial to have students
respond to the constructed-response items in this sampler. Educators can then use the sampler as a guide to score the
responses either independently or together with colleagues.
ABOUT THE KEYSTONE EXAMS
The Keystone Exams are end-of-course assessments currently designed to assess proficiencies in Algebra I, Biology,
and Literature. The Pennsylvania Department of Education continues to evaluate the implementation schedule for
additional subjects, including English Composition, Civics and Government, U.S. History, World History, Algebra II,
Geometry, and Chemistry. The Keystone Exams are just one component of Pennsylvania’s high school graduation
requirements. Students must also earn state-specified credits, complete a culminating project, and complete any
additional district requirements to receive a Pennsylvania high school diploma.
For detailed information about how the Keystone Exams are being integrated into the Pennsylvania graduation
requirements, please contact the Pennsylvania Department of Education or visit the PDE website at
http://www.education.pa.gov.
Alignment
The Biology Keystone Exam consists of questions grouped into two modules: Cells and Cell Processes and Continuity
and Unity of Life. Each module corresponds to specific content, aligned to statements and specifications included in
the course-specific assessment anchor documents. The Biology content included in the Keystone Biology multiple-
choice items will align with the assessment anchors as defined by the Eligible Content statements. The process skills,
directives, and action statements will also specifically align with the Assessment Anchors as defined by the Eligible
Content statements.
1
The permission to copy and/or use these materials does not extend to commercial purposes.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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Ke ystone
Biology
Sa mpler
Information about Biology
The content included in Biology constructed-response items aligns with content included in the Eligible Content
statements. The process skills, directives, and action statements included in the performance demands of the Biology
constructed-response items align with specifications included in the Assessment Anchor statements, the Anchor
Descriptor statements, and/or the Eligible Content statements. In other words, the verbs or action statements used
in the constructed-response items or stems can come from the Eligible Content, Anchor Descriptor, or Assessment
Anchor statements.
Depth of Knowledge
Webb’s Depth of Knowledge (DOK) was created by Dr. Norman Webb of the Wisconsin Center for Education Research.
Webb’s definition of depth of knowledge is the cognitive expectation demanded by standards, curricular activities,
and assessment tasks. Webb’s DOK includes four levels, from the lowest (basic recall) level to the highest (extended
thinking) level.
Depth of Knowledge
Level 1 Recall
Level 2 Basic Application of Skill/Concept
Level 3 Strategic Thinking
Level 4 Extended Thinking
Each Keystone item has been through a rigorous review process to ensure that it is as demanding cognitively as what
is required by the assigned Assessment Anchor as defined by the Eligible Content. For additional information about
depth of knowledge, please visit the PDE website at http://static.pdesas.org/Content/Documents/Keystone_Exam_
Program_Overview.PDF.
Exam Format
The Keystone Exams are delivered in a paper-and-pencil format as well as in a computer-based online format.
The multiple-choice items require students to select the best answer from four possible answer options and record
their answers in the spaces provided. The correct answer for each multiple‐choice item is worth one point. The
constructed-response items require students to develop and write (or construct) their responses. Constructed‐
response items in Biology are scored using item‐specific scoring guidelines based on a 0–3-point scale. Each multiple-
choice item is designed to take about one minute to one and a half minutes to complete. Each constructed‐response
item is designed to take about eight minutes to complete. The estimated time to respond to a test question is the
same for both test formats. During an actual exam administration, students are given additional time as necessary to
complete the exam.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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Keystone
Biology
Sampler
Information about Biology
ITEM AND SCORING SAMPLER FORMAT
This sampler includes the test directions and scoring guidelines that appear in the Keystone Exams. Each sample
multiple-choice item is followed by a table that includes the alignment, answer key, DOK, the percentage
2
of students
who chose each answer option, and a brief answer option analysis or rationale. Each constructed-response item is
followed by a table that includes the item alignment, DOK, and the mean student score. Additionally, each of the
included item‐specific scoring guidelines is combined with sample student responses representing each score point
to form a practical, item‐specific scoring guide. The General Description of Scoring Guidelines for Biology used to
develop the item‐specific scoring guidelines should be used if any additional item‐specific scoring guidelines are
created for use within local instructional programs.
Example Multiple-Choice Item Information Table
Item Information Option Annotations
Alignment
Assigned
AAEC
Brief answer option analysis or rationale
Answer Key
Correct
Answer
Depth of Knowledge
Assigned
DOK
p-values
A B C D
Percentage of students who selected
each option
Example Constructed-Response Item Information Table
Alignment Assigned AAEC Depth of Knowledge Assigned DOK Mean Score
2
All p-value percentages listed in the item information tables have been rounded.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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Ke ystone
Biology
Sa mpler
Information about Biology
BIOLOGY EXAM DIRECTIONS
On the following pages of this test booklet are the Keystone Biology Exam questions for Module 1 [or Module2].
There are two types of questions in this module.
Multiple-Choice Questions
These questions will ask you to select an answer from among four choices.
Read each question, and choose the correct answer.
Only one of the answers provided is correct.
Record your answer in the Biology answer booklet.
Constructed-Response Questions
These questions will require you to write your response.
Be sure to read the directions carefully.
You cannot receive the highest score for a constructed-response question without following all
directions.
If the question asks you to do multiple tasks, be sure to complete all tasks.
If the question asks you to explain, be sure to explain. If the question asks you to analyze,
describe, or compare, be sure to analyze, describe, or compare.
All responses must be written in the appropriate location within the response box in the
Biology answer booklet. If you use scratch paper to write your draft, be sure to transfer your
final response to the Biology answer booklet.
In addition, the modules may also include scenarios. A scenario contains text, graphics, charts, and/or tables
describing a biological concept, an experiment, or other scientific research. You can use the information
contained in a scenario to answer certain exam questions. Before responding to any scenario questions,
be sure to study the entire scenario and follow the directions for the scenario. You may refer back to the
scenario at any time when answering the scenario questions.
If you finish early, you may check your work in Module 1 [or Module 2] only.
Do not look ahead at the questions in Module 2 [or back at the questions in Module 1] of your
exam materials.
After you have checked your work, close your exam materials.
You may refer to this page at any time during this portion of the exam.
BIOLOGY EXAM DIRECTIONS
Below are the exam directions available to students. These directions may be used to help students navigate
through the exam.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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Keystone
Biology
Sampler
Information about Biology
GENERAL DESCRIPTION OF 3POINT SCORING GUIDELINES FOR BIOLOGY
3 POINTS
• The response demonstrates a thorough understanding of the scientific content, concepts, and/or procedures
required by the task(s).
• The response provides a clear, complete, and correct response as required by the task(s). The response may
contain a minor blemish or omission in work or explanation that does not detract from demonstrating a
thorough understanding.
2 POINTS
• The response demonstrates a partial understanding of the scientific content, concepts, and/or procedures
required by the task(s).
• The response is somewhat correct with partial understanding of the required scientific content, concepts,
and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete
or unclear.
1 POINT
• The response demonstrates a minimal understanding of the scientific content, concepts, and/or procedures
required by the task(s).
• The response is somewhat correct with minimal understanding of the required scientific content, concepts,
and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete
or unclear.
0 POINTS
• The response provides insufficient evidence to demonstrate any understanding of the scientific content,
concepts, and/or procedures required by the task(s).
• The response may show only information copied or rephrased from the question or insufficient correct
information to receive a score of 1.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
MULTIPLECHOICE ITEMS
1. Which characteristic is shared by all prokaryotic and eukaryotic organisms?
A. the ability to reproduce asexually
B. the ability to make their own food
C. the need for a source of energy
D. the need for oxygen for respiration
Item Information Option Annotations
Alignment BIO.A.1.1.1
A. Reproduction in prokaryotes is asexual, but reproduction in
eukaryotes can be asexual or sexual.
B. Many prokaryotes and eukaryotes are heterotrophic, which
means they consume other organisms as food.
C. Key: All prokaryotic and eukaryotic cells require a source of
energy to survive.
D. Some prokaryotes and eukaryotes perform anaerobic cellular
respiration.
Answer Key C
Depth of Knowledge 2
p-values
A B C D
20% 13%
50%
17%
BIOLOGY MODULE 1
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
2. Life functions are performed at many levels of biological organization. Which level of biological
organization is the simplest level at which a structure can support life functions?
A. cell
B. tissue
C. organelle
D. organ system
Item Information Option Annotations
Alignment BIO.A.1.2.2
A. Key: A cell is the smallest functional unit that can reproduce and
survive independently.
B. Tissue is made up of similar cells that work together to perform
a specific function.
C. An organelle is a membrane-bound structure within a cell that
performs an integral function for the cell but is not capable of
surviving independently.
D. An organ system is a group of organs that work together to
perform a task for an organism.
Answer Key A
Depth of Knowledge 2
p-values
A B C D
62%
9% 18% 11%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
3. The opening of the stomata allows water to evaporate from inside the leaf in a process known
as transpiration. As this occurs, water molecules cling to one another and pull water in a
continuous stream up the stem of the plant from the roots to the leaves. Which property of
water makes this movement possible?
A. cohesion
B. freezing point
C. high specific heat
D. temperature-dependent density
Item Information Option Annotations
Alignment BIO.A.2.1.1
A. Key: Cohesion is a property of water that describes the
attraction of water molecules to one another, which enables
water to move along a pressure gradient up to the leaves.
B. The low freezing point of water is not associated with the
cohesive properties of liquid water.
C. High specific heat refers to the amount of heat required to raise
water temperature, not its force of attraction.
D. Water’s change in density in relation to temperature is unrelated
to the force of attraction between water molecules.
Answer Key A
Depth of Knowledge 2
p-values
A B C D
59%
8% 11% 22%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
4. Cells are largely made of organic compounds that contain carbon. Which property of the
carbon atom makes it an essential component of organic compounds?
A. Carbon is a nonmetal.
B. Carbon oxidizes to carbon dioxide.
C. Carbon is solid at room temperature.
D. Carbon can form four covalent bonds.
Item Information Option Annotations
Alignment BIO.A.2.2.1
A. Similar to carbon, other nonmetals, such as oxygen and
nitrogen, are also components of many organic compounds, but
being a nonmetal is not the reason carbon is able to bond with
hydrogen to form organic compounds.
B. Carbon in its elemental form, not as carbon dioxide, is an
essential component of organic compounds.
C. Many elements other than carbon are solid at room
temperature.
D. Key: Carbon is unique in its ability to share all the electrons in
its outer shell and form four strong covalent bonds with other
elements and also with itself.
Answer Key D
Depth of Knowledge 2
p-values
A B C D
15% 22% 11%
52%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Use the diagram below to answer question 5.
Biological Reaction
peptide
bond
tyrosine
+
valine
+
prolinetyrosine valine proline
peptide
bond
5. Which statement best describes the event shown in the diagram?
A. Glucose is being synthesized in the chloroplast using nitrogen from plants.
B. Amino acid monomers are joining together to form a protein macromolecule.
C. A polymer in the nucleus is being broken into its individual monomer subunits.
D. Lipid molecules are forming fatty acid chains in a dehydration synthesis reaction.
Item Information Option Annotations
Alignment BIO.A.2.2.2
A. Glucose is synthesized from carbon, hydrogen, and oxygen, not
from amino acids.
B. Key: Tyrosine, valine, and proline are all amino acid monomers
that are joined by peptide bonds during protein synthesis.
C. This reaction shows individual parts bonding together form a
larger molecule, not the reverse.
D. This reaction shows the presence of amino acids and peptide
bonds, which are associated with the formation of proteins, not
the formation of fatty acid chains.
Answer Key B
Depth of Knowledge 2
p-values
A B C D
11%
54%
17% 18%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
1111
BIOLOGY MODULE 1
6. Plant cells use sunlight to make their own food. Which structure allows plant cells to perform
this function?
A. nucleus
B. vacuole
C. chloroplast
D. mitochondrion
Item Information Option Annotations
Alignment BIO.A.3.1.1
A. The nucleus contains DNA and directs cell activities.
B. A vacuole is a large membrane-bound compartment that stores
cellular substances, including water.
C. Key: A chloroplast is a plastid involved in the transformation of
light energy into chemical energy in the form of glucose.
D. The mitochondrion is a membrane-bound organelle involved in
transforming chemical energy in glucose into ATP.
Answer Key C
Depth of Knowledge 1
p-values
A B C D
10% 8%
73%
9%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
7. Which statement best explains why cellular respiration in plants and other organisms is
dependent on photosynthesis?
A. Photosynthesis is one of the final steps in cellular respiration.
B. Photosynthesis provides the materials that fuel cellular respiration.
C. Photosynthesis absorbs excess energy produced by cellular respiration.
D. Photosynthesis absorbs materials that are catalyzed during cellular respiration.
Item Information Option Annotations
Alignment BIO.A.3.2.1
A. Photosynthesis occurs independent of cellular respiration.
B. Key: Cellular respiration in plants depends on photosynthesis
because the sugar produced during photosynthesis is a
reactant during cellular respiration.
C. Photosynthesis converts light energy into the chemical energy
that is used during cellular respiration to produce ATP.
D. Photosynthesis uses carbon dioxide and water from the
environment to produce glucose, which is a reactant for
cellular respiration.
Answer Key B
Depth of Knowledge 2
p-values
A B C D
12%
55%
19% 14%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Use the list below to answer question 8.
Molecules Needed forProtein Synthesis
• mRNA
• tRNA
• amino acids
•ATP molecules
8. A plant cell uses the molecules in the list to synthesize a protein. What role do the
ATP molecules play in the protein synthesis process?
A. They provide energy.
B. They increase activation energy.
C. They convert energy into hereditary information.
D. They absorb excess energy to prevent overheating.
Item Information Option Annotations
Alignment BIO.A.3.2.2
A. Key: ATP provides energy for all biochemical reactions in a cell,
including protein synthesis.
B. ATP is the energy source used to surpass an activation energy
barrier in a reaction like protein synthesis, but ATP does not
increase the activation energy needed for the reaction to
proceed.
C. ATP is energy that fuels the translation and transcription of
genetic information contained in DNA, but ATP does not convert
energy into DNA.
D. During protein synthesis, ATP molecules fuel the formation of a
peptide bond, which stores energy.
Answer Key A
Depth of Knowledge 2
p-values
A B C D
64%
18% 12% 6%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Use the diagram below to answer question 9.
Cell Membrane
outside of cell
inside of cell
protein
membrane
surface
9. The indicated protein is part of a cell membrane. What is the most likely purpose
of this protein?
A. It allows passage of particles into and out of the cell.
B. It manufactures phospholipids to repair membrane damage.
C. It releases stored chemical energy in membrane carbohydrates.
D. It attracts unbalanced electrical charges in the cell’s environment.
Item Information Option Annotations
Alignment BIO.A.4.1.1
A. Key: A protein that extends across the cell membrane functions
as a pathway that allows ions and molecules to move into and
out of the cell.
B. Phospholipids used for membrane repair are produced by the
endoplasmic reticulum, not by cell membrane proteins.
C. Mitochondria, not cell membrane proteins, convert energy
stored in carbohydrates into ATP for use by the cell.
D. A channel protein can permit the passage of ions across the
membrane to balance electrical charges, but it does not attract
electrical charges.
Answer Key A
Depth of Knowledge 2
p-values
A B C D
61%
15% 18% 6%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
10. Which statement best describes how active transport differs from passive transport?
A. Only active transport requires ATP.
B. Only active transport moves small particles.
C. Only active transport relies on a plasma membrane.
D. Only active transport allows substances to leave a cell.
Item Information Option Annotations
Alignment BIO.A.4.1.2
A. Key: Active transport requires ATP energy; passive transport
occurs without an input of energy.
B. Diffusion and osmosis are forms of passive transport
involving the movement of small particles from an area of high
concentration to an area of low concentration.
C. Facilitated diffusion is a form of passive transport that relies on
integral proteins in the plasma membrane.
D. Both active and passive transport processes allow substances
to leave the cell.
Answer Key A
Depth of Knowledge 2
p-values
A B C D
59%
11% 12% 18%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
11. All living organisms must maintain homeostasis in order to survive. Which statement best
describes one way humans maintain homeostasis?
A. Temperature is regulated by giving off carbon dioxide.
B. Water content is regulated by giving off carbon dioxide.
C. Temperature is regulated by sweating.
D. Water content is regulated by sweating.
Item Information Option Annotations
Alignment BIO.A.4.2.1
A. Releasing carbon dioxide from the lungs helps regulate oxygen
levels, not temperature, in the body.
B. Water content in humans is regulated by the rate of urine
production, not by the release of carbon dioxide.
C. Key: Sweating involves the release of water through pores in
the skin, and as the water evaporates, heat is removed from the
skin, reducing body temperature.
D. Water is released by sweating, but the rate of urine production
by the kidneys is the primary way that humans regulate water
balance.
Answer Key C
Depth of Knowledge 2
p-values
A B C D
12% 9%
64%
15%
THIS PAGE IS
INTENTIONALLY BLANK.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Directions: Use the information presented on page 18 to answer questions 12 and 13.
Bacteria and Antibiotics
Bacteria are single-celled microorganisms. The cell walls of these microorganisms serve as
barriers to chemicals that might affect the processes that occur within a bacterial cell. Antibiotics
are a type of substance used to stop bacterial growth. Some antibiotics cause the bacterial
cell wall to rupture.
Antibiotic Action on a Bacterium
antibiotic
before
rupture
after
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
12. The function of which human organ is most like the cell walls of bacteria?
A. heart
B. liver
C. pancreas
D. skin
Item Information Option Annotations
Alignment BIO.A.1.2.2
A. The heart does not provide protection as a regulatory structure.
B. The liver does not provide protection as a regulatory structure.
C. The pancreas does not provide protection as a regulatory
structure.
D. Key: The cell walls of bacteria act as regulatory structures
similar to the skin of humans.
Answer Key D
Depth of Knowledge 2
p-values
A B C D
6% 13% 7%
74%
13. Which statement best describes how antibiotics affect cellular homeostasis?
A. Antibiotics remove chloroplasts from plant cells to cause starvation.
B. Antibiotics interfere with the transport of intracellular and extracellular materials.
C. Antibiotics increase the rate of DNA replication in human cells by forming nucleotides.
D. Antibiotics decrease the rate of cellular respiration in animal cells by producing oxygen.
Item Information Option Annotations
Alignment BIO.A.4.2.1
A. Antibiotics work on bacterial cells, not plant cells. Antibiotics do
not remove chloroplasts.
B. Key: Homeostasis is maintained by different processes to
regulate an organism’s internal environment. The antibiotic
action described in the scenario causes the cell wall to rupture
and the cell to burst, so there can no longer be regulation of
transport across the plasma membrane.
C. Antibiotics do not affect the rate of DNA replication and do not
function against human cells.
D. Antibiotics do not produce oxygen and do not function against
animal cells.
Answer Key B
Depth of Knowledge 2
p-values
A B C D
11%
62%
18% 9%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Use the illustration below to answer question 14.
Four Organic Molecules
dipeptide
triglyceride
glucose
nucleotide
OH
H
OH
H
OH
H
H
OH
CH
2
OH
H
C
CC
O
C C
H
C
H
H
C
H
C
H
H
C
H
HC
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H H
H
C
H
O
O
CH
H
C
H
H
C
H
C
H
H
C
H
HC
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H H
C O
O
CH
H
C
H
H
C
H
C
H
H
C
H
HC
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H H
C O
O
CH
H
N
H
C C
OH
CH
2
H
3
CCH
3
OH
H
N
C C
OH
CH
PO
_
O
O
_
O
OH
H
H
CH
2
H
H
H
O
C
N
NH
2
CH
CH
C
O
N
Go to the next page to finish question 14.
CONSTRUCTEDRESPONSE ITEM
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
14. Continued. Please refer to the previous page for task explanation.
Part A: Describe two similarities in the structure of the organic molecules shown.
Similarity1:
Similarity2:
Part B: “Structure determines function” is an important concept to biology. Select
one of the organic molecules shown and explain how its structure is related
to its function.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
SCORING GUIDE
#14 ITEM INFORMATION
Alignment BIO.A.2.2.3
Depth of
Knowledge
3 Mean Score 1.09
ITEMSPECIFIC SCORING GUIDELINE
Score
Description
3
The response demonstrates a thorough understanding of comparing and contrasting the
structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms by
• describing two similarities in the structure of the organic molecules shown
AND
• explaining how the structure of one of the organic molecules is related to its function.
The response is clear, complete, and correct.
2
The response demonstrates a partial understanding of comparing and contrasting the
structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms by
• describing two similarities in the structure of the organic molecules shown
OR
• describing one similarity in the structure of the organic molecules shown and
• explaining how the structure of one of the organic molecules is related to its function.
The response may contain some work that is incomplete or unclear.
1
The response demonstrates a minimal understanding of comparing and contrasting the
structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms by
• describing one similarity in the structure of the organic molecules shown
OR
• explaining how the structure of one of the organic molecules is related to its function.
The response may contain some work that is incomplete or unclear.
0
The response provides insufficient evidence to demonstrate any understanding of the
concept being tested.
Non-
scorables
B – No response written or refusal to respond
F – Foreign language
K – Off task
U – Unreadable
Note: No deductions should be taken for misspelled words or grammatical errors.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Responses that will receive credit:
Part A (2 points; 1 point for each correct similarity):
• They all have C, H, and O (carbon, hydrogen, and oxygen).
• They all have covalent bonds.
• They are all branched to some degree.
• They are all carbon-based molecules.
• They all have single or double bonds.
Part B (1 point):
• Glucose—small size allows it to pass (through the intestines and into the bloodstream and then) into
cells that need glucose for energy.
• Glucose is soluble in water.
• Glucose is an energy source because of its large proportion of hydrogen atoms.
OR
• Triglyceride—has long carbon chains that are a good source of energy.
• The long alkyl group (“alkane end”) is hydrophobic, which is good for forming the bilayer plasma
membrane (when combined with a phosphate group and glycerol).
OR
• Dipeptide—has a peptide bond, which is how amino acids are combined to form proteins.
• It also contains nitrogen, which is necessary for new tissue formation.
OR
• Nucleotide (deoxycytidine monophosphate is pictured)—the phosphate group of the nucleotide
can bind (through a dehydration reaction) to the (deoxy)ribose of another nucleotide, forming a
phosphodiester bond. Long chains of nucleotides form RNA and DNA. The double-stranded structure
of DNA is formed by hydrogen bonding between bases on two strands.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
STUDENT RESPONSE
RESPONSE SCORE: 3 POINTS
Question 14
Page 1 of 2
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Question 14
Page 2 of 2
This response demonstrates a thorough understanding of comparing and contrasting the structure and function of
carbohydrates, lipids, proteins, and nucleic acids in organisms by completing all three tasks presented in the item. The
student states that the organic molecules all have carbon and hydrogen. The student also provides the second similarity
that all the molecules have oxygen. In Part B, the student explains that the triglyceride exists in three long chains of
carbon and hydrogen (structure) to allow it to store lots of energy for later use (function). Additionally, the student
discusses that triglycerides have hydrophobic ends. These ends, when chained together, are great for forming cell
membranes. The response is complete, clear, and correct.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Use the illustration below to answer question 14.
Four Organic Molecules
dipeptide
triglyceride
glucose
nucleotide
OH
H
OH
H
OH
H
H
OH
CH
2
OH
H
C
CC
O
C C
H
C
H
H
C
H
C
H
H
C
H
HC
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H H
H
C
H
O
O
CH
H
C
H
H
C
H
C
H
H
C
H
HC
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H H
C O
O
CH
H
C
H
H
C
H
C
H
H
C
H
HC
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H
H
C
H
C
H
H H
H
C
H
C
H H
C O
O
CH
H
N
H
C C
OH
CH
2
H
3
CCH
3
OH
H
N
C C
OH
CH
PO
_
O
O
_
O
OH
H
H
CH
2
H
H
H
O
C
N
NH
2
CH
CH
C
O
N
Go to the next page to finish question 14.
STUDENT RESPONSE
RESPONSE SCORE: 2 POINTS
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
14. Continued. Please refer to the previous page for task explanation.
Part A: Describe two similarities in the structure of the organic molecules shown.
Similarity1:
Similarity2:
Part B: “Structure determines function” is an important concept to biology. Select
one of the organic molecules shown and explain how its structure is related
to its function.
This response demonstrates a partial understanding of comparing and contrasting the structure and function
of carbohydrates, lipids, proteins, and nucleic acids in organisms by completing two of the tasks presented in
the item. The student explains that the structures of the molecules are similar because they all contain carbon
as their “backbone.” Additionally, the student explains that all the molecules contain oxygen. In Part B, the
student fails to provide an acceptable explanation how the structure of the molecules is related to its function.
The student breaks the structure of the triglyceride into its components (carbon, hydrogen, oxygen) but fails
to relate the components to the function of the molecule. This response contains some work that is incomplete
or unclear.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
STUDENT RESPONSE
RESPONSE SCORE: 1 POINT
Question 14
Page 1 of 2
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Question 14
Page 2 of 2
This response demonstrates a minimal understanding of comparing and contrasting the structure and function of
carbohydrates, lipids, proteins, and nucleic acids in organisms by completing one of the tasks presented in the item. The
student correctly states that a similarity between the organic molecules is that they have oxygen. The second similarity
provided is incorrect because the organic molecules shown do not contain chlorine. The student fails to provide a
specific explanation of how the structure of one of the organic molecules shown relates to its function. This response
contains work that is incomplete or unclear.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
STUDENT RESPONSE
RESPONSE SCORE: 0 POINTS
Question 14
Page 1 of 2
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Question 14
Page 2 of 2
This response demonstrates an insufficient understanding of comparing and contrasting the structure and function
of carbohydrates, lipids, proteins, and nucleic acids in organisms by not completing any of the tasks presented. The
description of the first similarity is incorrect because not all the organic molecules shown are fatty acids. The second
similarity is also incorrect because all the organic molecules shown are monomers themselves and are not made up of
monomers. The student makes a minimal attempt in part B but fails to explain how the structure of one of the organic
molecules is related to its function. The response contains work that is incomplete or unclear.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Use the graph and diagram below to answer question 15.
Effects of Enzyme A
Reaction Progress
without
Enzyme A
with Enzyme A
Free Energy
Enzyme A
active sites
substrates
15.
Part A: Explain how Enzyme A acts as a catalyst in the reaction.
Be sure to include energy and time in your answer.
Go to the next page to finish question 15.
CONSTRUCTEDRESPONSE ITEM
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
15. Continued. Please refer to the previous page for task explanation.
Part B: Conditions around an enzyme change and affect the shape of the enzyme’s
active sites. Predict how this would affect the enzyme’s ability to catalyze
the reaction.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
SCORING GUIDE
#15 ITEM INFORMATION
Alignment BIO.A.2.3.1
Depth of
Knowledge
3 Mean Score 0.89
ITEMSPECIFIC SCORING GUIDELINE
Score
Description
3
The response demonstrates a thorough understanding of the role of an enzyme as a catalyst
in regulating a specific biochemical reaction by
• explaining how Enzyme A acts as a catalyst in the reaction with respect to energy
AND
• explaining how Enzyme A acts as a catalyst in the reaction with respect to time
AND
• predicting how changing the shape of the enzyme’s active site would affect the
enzyme’s ability to catalyze the reaction.
The response is clear, complete, and correct.
2
The response demonstrates a partial understanding of the role of an enzyme as a catalyst in
regulating a specific biochemical reaction by fulfilling two of the three bullets listed under the
3-point response.
The response may contain some work that is incomplete or unclear.
1
The response demonstrates a minimal understanding of the role of an enzyme as a catalyst in
regulating a specific biochemical reaction by fulfilling one of the three bullets listed under the
3-point response.
The response may contain some work that is incomplete or unclear.
0
The response provides insufficient evidence to demonstrate any understanding of the concept
being tested.
Non-
scorables
B – No response written or refusal to respond
F – Foreign language
K – Off task
U – Unreadable
Note: No deductions should be taken for misspelled words or grammatical errors.
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BIOLOGY MODULE 1
Responses that will receive credit:
Part A (2 points):
• Enzyme A acts as a catalyst by reducing the activation energy, or the energy that is needed to get
the reaction started. (When the substrates attach to the enzyme’s active sites, they are brought close
together, facilitating the reaction.) The reaction takes less time to occur (“the reaction is faster” is also
acceptable).
Part B (1 point):
• When the shape of an enzyme’s active site is changed, the substrate cannot attach to the active site;
it will not “fit.” The enzyme would not be able to catalyze the reaction.
• When the shape of the enzyme’s active site is slightly changed (caused by a change in pH, for
example), the enzyme activity can become greatly reduced.
(Note: Information in parentheses is not necessary to receive full credit for Part A or Part B.)
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
Use the graph and diagram below to answer question 15.
Effects of Enzyme A
Reaction Progress
without
Enzyme A
with Enzyme A
Free Energy
Enzyme A
active sites
substrates
15.
Part A: Explain how Enzyme A acts as a catalyst in the reaction.
Be sure to include energy and time in your answer.
Go to the next page to finish question 15.
STUDENT RESPONSE
RESPONSE SCORE: 3 POINTS
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
15. Continued. Please refer to the previous page for task explanation.
Part B: Conditions around an enzyme change and affect the shape of the enzyme’s
active sites. Predict how this would affect the enzyme’s ability to catalyze
the reaction.
The response demonstrates a thorough understanding of the role of an enzyme as a catalyst in regulating a
specific biochemical reaction by completing all three tasks presented in the item. The student explains that
enzyme A is a catalyst since the reaction uses less energy and the reaction time is reduced. The explanation
provided includes both energy and time. In Part B, the student predicts that the enzyme would not act as a
catalyst since the active sites would change. The response is clear, complete, and correct.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
38
BIOLOGY MODULE 1
Use the graph and diagram below to answer question 15.
Effects of Enzyme A
Reaction Progress
without
Enzyme A
with Enzyme A
Free Energy
Enzyme A
active sites
substrates
15.
Part A: Explain how Enzyme A acts as a catalyst in the reaction.
Be sure to include energy and time in your answer.
Go to the next page to finish question 15.
STUDENT RESPONSE
RESPONSE SCORE: 2 POINTS
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
15. Continued. Please refer to the previous page for task explanation.
Part B: Conditions around an enzyme change and affect the shape of the enzyme’s
active sites. Predict how this would affect the enzyme’s ability to catalyze
the reaction.
The response demonstrates a partial understanding of the role of an enzyme as a catalyst in regulating a
specific biochemical reaction by completing two of the tasks presented in the item. The student provides an
acceptable response about how enzyme A acts as a catalyst in the reaction by explaining that less energy is
used and the reaction time is reduced. The prediction of how a change in shape would affect the enzyme’s
ability to catalyze the reaction is unclear. “The enzyme may cause the opposite effect with the catalyst being
used” is not enough for credit. The student should have more completely described the opposite effects for
additional credit. This response contains work that is incomplete or unclear.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
40
BIOLOGY MODULE 1
Use the graph and diagram below to answer question 15.
Effects of Enzyme A
Reaction Progress
without
Enzyme A
with Enzyme A
Free Energy
Enzyme A
active sites
substrates
15.
Part A: Explain how Enzyme A acts as a catalyst in the reaction.
Be sure to include energy and time in your answer.
Go to the next page to finish question 15.
STUDENT RESPONSE
RESPONSE SCORE: 1 POINT
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BIOLOGY MODULE 1
15. Continued. Please refer to the previous page for task explanation.
Part B: Conditions around an enzyme change and affect the shape of the enzyme’s
active sites. Predict how this would affect the enzyme’s ability to catalyze
the reaction.
The response demonstrates a minimal understanding of the role of an enzyme as a catalyst in regulating a
specific biochemical reaction by completing one of the tasks presented in the item. The student correctly states
that enzyme A reduces the activation energy but fails to provide any information about the effect on time in
the response. The response in Part B does not correctly answer the question presented by predicting that the
enzyme would catalyze the reaction (which is a repeat of the information given in Part A). The response contains
work that is incomplete or unclear.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
42
BIOLOGY MODULE 1
Use the graph and diagram below to answer question 15.
Effects of Enzyme A
Reaction Progress
without
Enzyme A
with Enzyme A
Free Energy
Enzyme A
active sites
substrates
15.
Part A: Explain how Enzyme A acts as a catalyst in the reaction.
Be sure to include energy and time in your answer.
Go to the next page to finish question 15.
STUDENT RESPONSE
RESPONSE SCORE: 0 POINTS
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
15. Continued. Please refer to the previous page for task explanation.
Part B: Conditions around an enzyme change and affect the shape of the enzyme’s
active sites. Predict how this would affect the enzyme’s ability to catalyze
the reaction.
The response demonstrates an insufficient understanding of the role of an enzyme as a catalyst in regulating
a specific biochemical reaction by not completing any of the tasks presented in the item. The explanation in
PartA does not correctly explain how enzyme A acts as a catalyst in the reaction. The student describes the
shape of the graph shown but does not explain the effect enzyme A would have on the energy or time. The
student does not provide a prediction about how the change in shape would affect the enzyme’s ability to
catalyze the reaction. The response attempts to explain how the conditions would change and not the effect
these changes would have. The response contains work that is incomplete or unclear.
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1
BIOLOGY MODULE 1SUMMARY DATA
MULTIPLECHOICE
Sample
Number Alignment
Answer
Key
Depth of
Knowledge
p-values
A B C D
1 BIO.A.1.1.1 C 2 20% 13% 50% 17%
2 BIO.A.1.2.2 A 2 62% 9% 18% 11%
3 BIO.A.2.1.1 A 2 59% 8% 11% 22%
4 BIO.A.2.2.1 D 2 15% 22% 11% 52%
5 BIO.A.2.2.2 B 2 11% 54% 17% 18%
6 BIO.A.3.1.1 C 1 10% 8% 73% 9%
7 BIO.A.3.2.1 B 2 12% 55% 19% 14%
8 BIO.A.3.2.2 A 2 64% 18% 12% 6%
9 BIO.A.4.1.1 A 2 61% 15% 18% 6%
10 BIO.A.4.1.2 A 2 59% 11% 12% 18%
11 BIO.A.4.2.1 C 2 12% 9% 64% 15%
12 BIO.A.1.2.2 D 2 6% 13% 7% 74%
13 BIO.A.4.2.1 B 2 11% 62% 18% 9%
CONSTRUCTEDRESPONSE
Sample
Number Alignment Points
Depth of
Knowledge Mean Score
14 BIO.A.2.2.3 3 3 1.09
15 BIO.A.2.3.1 3 3 0.89
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
MULTIPLECHOICE ITEMS
1. What must be transmitted to new DNA strands during replication to maintain
genetic information?
A. individual atoms from existing DNA strands
B. individual sugars from existing DNA strands
C. the sequence of bases from existing DNA strands
D. the sequence of phosphates from existing DNA strands
Item Information Option Annotations
Alignment BIO.B.1.2.1
A. Individual atoms from existing DNA strands are integral
components of DNA’s backbone structure but are not
transmitted during replication.
B. Individual sugars bonded with a phosphate group form the
backbone of DNA; this backbone is a necessary structural
component of DNA that is not transmitted.
C. Key: The sequence of bases from existing DNA strands
serves as a template during replication and is necessary for
conservation of genetic information in the new strand.
D. The sequence of phosphates in existing DNA strands is a
necessary structural, not transmitted, component of DNA.
Answer Key C
Depth of Knowledge 2
p-values
A B C D
17% 11%
54%
18%
BIOLOGY MODULE 2
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
2. The genetic material of two different individuals of the same species is analyzed. One
individual has brown eyes. The other has blue eyes. Which characteristic for eye color would
be the same for both individuals?
A. the allele
B. the DNA sequence
C. the amount of pigment
D. the location of the gene
Item Information Option Annotations
Alignment BIO.B.1.2.2
A. An allele is a form of a particular gene that can be expressed
as a phenotype; since the phenotypes are different for both
individuals, so are the alleles.
B. Different eye colors are the result of variations in the DNA
sequence that produce different alleles.
C. The amount and color of pigment are different in individuals with
different eye colors, as coded by DNA.
D. Key: The allele for eye color is located at the same position on
any chromosome.
Answer Key D
Depth of Knowledge 2
p-values
A B C D
24% 19% 13%
44%
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BIOLOGY MODULE 1BIOLOGY MODULE 2
3. Which effect is most likely caused by nondisjunction during meiosis?
A. an increase in nuclei
B. an extra chromosome
C. only two types of nitrogenous bases
D. increased survival benefits from traits
Item Information Option Annotations
Alignment BIO.B.2.1.2
A. Nondisjunction during meiosis affects the number of
chromosomes in the nuclei, not the number of nuclei.
B. Key: Nondisjunction means that a chromosome pair fails to
separate during meiosis, creating an imbalance in the number
of chromosomes in daughter cells.
C. Nondisjunction during meiosis affects the number of
chromosomes in the daughter cells, not the types of
nitrogenous bases involved in replication.
D. Nondisjunction alters the number of chromosomes in daughter
cells, which can reduce viability of the embryo and is not
associated with increased survival benefits.
Answer Key B
Depth of Knowledge 2
p-values
A B C D
11%
62%
16% 11%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
4. A genetic mutation involving a single base causes an error that affects the sequence of the
next 500 amino acids in a protein. Which type of mutation could have produced this type of
error in the protein?
A. silent
B. nonsense
C. frame-shift
D. substitution
Item Information Option Annotations
Alignment BIO.B.2.3.1
A. A silent mutation alters a single codon but does not result in a
change in the amino acid sequence of a protein.
B. A nonsense mutation can involve a single base, but the change
produces a stop codon that shortens the protein.
C. Key: A frame-shift mutation may involve the insertion or deletion
of a single base, can shift the reading frame of the gene, and
can produce many subsequent changes in amino acids.
D. A substitution mutation exchanges a single base for another,
altering a single amino acid in the protein, but a substitution
mutation would not affect the next 500 amino acids in a protein
sequence.
Answer Key C
Depth of Knowledge 2
p-values
A B C D
9% 9%
54%
28%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
5. New technologies enable oils to be extracted from plants to make renewable biodiesel fuel.
Scientists have altered the genome of a specific plant species to increase the amount of oil
produced by each plant. Which statement explains why this technology most likely benefits
farmers?
A. It makes each plant more resistant to disease.
B. It lowers the cost of each acre of plants cultivated.
C. It increases the value of each acre of land cultivated.
D. It eliminates the processing needed to extract plant oils.
Item Information Option Annotations
Alignment BIO.B.2.4.1
A. Increasing oil production by each plant is not directly related to
disease resistance in plants.
B. The cost of cultivating each acre of plants will not be reduced
by this technology.
C. Key: The value of each acre of cultivated land will increase as
yield increases because selling the oil generates income.
D. The processing required to extract plant oils will remain the
same, or increase, due to the greater volume of oil extracted
using new technologies; processing will not be eliminated.
Answer Key C
Depth of Knowledge 2
p-values
A B C D
12% 15%
56%
17%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
6. A population of squirrels was separated during the formation of the Grand Canyon. Over time
the squirrels, separated by the canyon walls and the Colorado River, became unique species.
Which mechanism most likely caused the development of the new species?
A. habitat preference
B. increased gene flow
C. geographic isolation
D. behavioral isolation
Item Information Option Annotations
Alignment BIO.B.3.1.2
A. Separation and subsequent speciation in this population was
the result of a physical barrier, not habitat preference.
B. Speciation is more likely to occur in a population with reduced,
not increased, gene flow.
C. Key: A physical barrier that separates a population and prevents
individuals from mating with one another reduces gene flow,
leading to speciation.
D. Behavioral isolation can be a strong isolating mechanism, but a
physical barrier isolated the squirrel populations.
Answer Key C
Depth of Knowledge 2
p-values
A B C D
17% 13%
63%
7%
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BIOLOGY MODULE 1BIOLOGY MODULE 2
7. A researcher observes two species of frogs in the same area. Both species have a similar diet.
One species breeds in fast-moving streams, while the other species breeds in ponds. Both
species are similar in appearance and have very similar DNA. Which information provides the
best evidence that these two species descended from a common ancestor?
A. the species’ similar diets
B. the species’ shared habitat
C. the species’ mating behaviors
D. the species’ physical characteristics
Item Information Option Annotations
Alignment BIO.B.3.2.1
A. Organisms with similar diets may share a common ancestor, but
distant organisms can also have similar diets.
B. Organisms living in the same habitat may have very specific
niches that reflect differences in descent.
C. Having different environmental conditions and locations for
mating are unlikely evidence for sharing a common ancestor.
D. Key: Physical characteristics are directed by inherited
information contained in DNA, which provides objective
evidence for evolution from a common ancestor.
Answer Key D
Depth of Knowledge 2
p-values
A B C D
14% 14% 12%
60%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
Use the statements below to answer question 8.
Statement 1: All living things are composed of cells.
Statement 2: If soil contains high levels of salt, the plants will die.
Statement 3: The temperature reading on the thermometer is 21°C.
Statement 4: It must have rained this morning because the soil is wet.
8. A teacher lists four statements for students to interpret. Which table of information correctly
distinguishes between the statements?
A.
B.
Statement 1
Statement 2
fact theory
Statement 4Statement 3
observationhypothesis
C.
Statement 1
Statement 2
inference observation
Statement 4Statement 3
facttheory
D.
Statement 1
Statement 2
observation inference
Statement 4Statement 3
hypothesisfact
Item Information Option Annotations
Alignment BIO.B.3.3.1
A. Key: This table correctly distinguishes between scientific terms:
a theory is an explanation that remains valid through repeated
testing, a hypothesis can be observed and experimentally
tested, an observation is a statement of knowledge obtained
through the senses or measurement, and an inference is a
conclusion based on known facts or evidence.
B. None of the statements are correctly identified in this table.
C. None of the statements are correctly identified in this table.
D. None of the statements are correctly identified in this table.
Answer Key A
Depth of Knowledge 2
p-values
A B C D
52%
23% 10% 15%
Statement 1
Statement 2
theory hypothesis
Statement 4Statement 3
inferenceobservation
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
9. Which description is the best example of a population?
A. all of the red foxes in a forest
B. all of the red foxes in every forest
C. all of the organisms in a forest
D. all of the organisms in every forest
Item Information Option Annotations
Alignment BIO.B.4.1.1
A. Key: A population describes all the individuals of a species
within a specific, singular area.
B. This example refers to individuals of a species within many
areas, but a population exists within a single, defined area.
C. This example describes a community, which comprises the
populations of all organisms living in a specific, singular area.
D. This example lacks a given species and a specific, singular
area.
Answer Key A
Depth of Knowledge 2
p-values
A B C D
51%
15% 22% 12%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
Use the diagram below to answer question 10.
Food Web
fox
owl
rabbit
mouse
sparrow
grasshopper
grass
10. Which energy transfer most likely occurs between organisms in the food web?
A. from owl to fox
B. from rabbit to fox
C. from sparrow to grass
D. from mouse to grasshopper
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
Item Information Option Annotations
Alignment BIO.B.4.2.1
A. The owl is a top-level consumer in this food web; it receives
energy from the rabbit, sparrow, and mouse.
B. Key: Energy is transferred from the rabbit to the fox when the
fox consumes the rabbit.
C. There is no direct transfer of energy between the sparrow and
grass in this food web.
D. The mouse and the grasshopper are both primary consumers
in this food web; there is no direct transfer of energy between
these organisms.
Answer Key B
Depth of Knowledge 2
p-values
A B C D
8%
73%
15% 4%
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
11. In Pennsylvania, a nonnative plant called stiltgrass out-competes native plants in many forest
ecosystems. Which statement best describes how the spread of stiltgrass negatively affects
native herbivores?
A. Stiltgrass stops the life cycles of native herbivores.
B. Stiltgrass reduces the size of the native plant populations.
C. Stiltgrass increases the flow of energy through the ecosystem.
D. Stiltgrass attracts other nonnative plants to the forest ecosystem.
Item Information Option Annotations
Alignment BIO.B.4.2.4
A. Stiltgrass harms native herbivores by reducing their preferred
food sources, not by stopping the life cycles of all native
herbivores.
B. Key: Many nonnative species, like stiltgrass, lack natural
enemies or pests and can tolerate a variety of habitat
conditions, which enables them to outcompete native species.
C. Stiltgrass replaces native plants that would have occurred in an
ecosystem, so it does not increase the flow of energy.
D. Stiltgrass competes with other nonnative plants rather than
attracting them to the forest ecosystem.
Answer Key B
Depth of Knowledge 2
p-values
A B C D
16%
57%
14% 13%
THIS PAGE IS
INTENTIONALLY BLANK.
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BIOLOGY MODULE 2
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
58
BIOLOGY MODULE 1BIOLOGY MODULE 2
Directions: Use the information presented on page 58 to answer questions 12 and 13.
Aye-aye
An aye-aye is a small nocturnal lemur that weighs about four pounds. This endangered species is
found in Madagascar, a large island off the east coast of southern Africa. The main food for
aye-ayes is larvae that live in wood. Aye-ayes find the larvae by tapping on tree branches. They
also eat nuts and fruit. Aye-ayes spend most of their time alone. Each animal occupies about
15 acres and marks the territory, which alerts other aye-ayes of the boundary.
Africa
Madagascar
Key
Aye-aye range
Aye-aye Range
Pennsylvania Keystone Biology Item and Scoring Sampler 2015
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BIOLOGY MODULE 1BIOLOGY MODULE 2
Use the map below to answer question 12.
2
3
1
4
Madagascar
Four Locations of Aye-ayes
12. The map indicates four locations of aye-aye populations. Which location would most likely
have an aye-aye population with the greatest variation in allele frequencies?
A. location 1
B. location 2
C. location 3
D. location 4
Item Information Option Annotations
Alignment BIO.B.3.1.1
A. This location is a small, isolated area that would likely have a
smaller population that experiences inbreeding and low genetic
diversity.
B. This location is a small, isolated area that would likely have a
smaller population that experiences inbreeding and low genetic
diversity.
C. This location is an isolated area that would likely have a smaller
population and less genetic diversity than the largest location.
D. Key: This population occupies the largest area of the island,
which likely has a more diverse environment than the other
locations; its population is likely much larger than the other
populations, resulting in a greater variation in allele frequencies.
Answer Key D
Depth of Knowledge 2
p-values
A B C D
5% 8% 7%
79%
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13. For the aye-aye species, what is most likely the primary value of individuals living alone?
A. decreased space needs for the species
B. increased survival rates with habitat loss
C. reduced competition for natural resources
D. greater genetic variability within the species
Item Information Option Annotations
Alignment BIO.B.4.2.2
A. A population with individuals living alone likely requires more
rather than less habitat space.
B. An increase in habitat loss would not increase survival rates
among individuals that require large, solitary territories.
C. Key: Individuals who live alone in a territory have the resources
they need within their territory and are less likely to compete for
resources such as shelter, food, and water.
D. Living alone, rather than in groups, often results in increased
difficulty in finding mates, which could result in fewer chances
of increasing genetic variability within a population or species.
Answer Key C
Depth of Knowledge 2
p-values
A B C D
11% 17%
64%
8%
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14. White-tailed deer from North America were brought to the islands of New Zealand
around the year 1900. This species of deer has survived in several regions in
New Zealand.
Part A: Explain why the white-tailed deer population is considered a
nonnative species in New Zealand.
Go to the next page to finish question 14.
CONSTRUCTEDRESPONSE ITEM
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14. Continued. Please refer to the previous page for task explanation.
Part B: Describe one possible effect that a nonnative species can have on a
native ecosystem and explain why this effect might occur.
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SCORING GUIDE
#14 ITEM INFORMATION
Alignment BIO.B.4.2.4
Depth of
Knowledge
3 Mean Score 1.51
ITEMSPECIFIC SCORING GUIDELINE
Score
Description
3
The response demonstrates a thorough understanding of how ecosystems change in
response to natural and human disturbances (e.g., climate changes, introduction of nonnative
species, pollution, fires) by
• explaining why the white-tailed deer population is considered a nonnative species in
New Zealand
AND
• describing a possible effect that a nonnative species can have on a native ecosystem
AND
• explaining why this effect might occur.
The response is clear, complete, and correct.
2
The response demonstrates a partial understanding of how ecosystems change in response
to natural and human disturbances (e.g., climate changes, introduction of nonnative species,
pollution, fires) by fulfilling two of the three bullets listed in the 3-point response.
The response may contain some work that is incomplete or unclear.
1
The response demonstrates a minimal understanding of how ecosystems change in response
to natural and human disturbances (e.g., climate changes, introduction of nonnative species,
pollution, fires) by fulfilling one of the three bullets listed in the 3-point response.
The response may contain some work that is incomplete or unclear.
0
The response provides insufficient evidence to demonstrate any understanding of the concept
being tested.
Non-
scorables
B – No response written or refusal to respond
F – Foreign language
K – Off task
U – Unreadable
Note: No deductions should be taken for misspelled words or grammatical errors.
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Responses that will receive credit:
Part A (1 point):
• The white-tailed deer is native to North America and was brought to New Zealand.
• The white-tailed deer did not evolve from ancestors in New Zealand.
• The white-tailed deer did not live in New Zealand before humans brought them to the islands.
Part B (2 points):
Possible effects:
• A decrease in the number of native plants in the areas where the nonnative species is present
{ Explanation: The nonnative species becomes a consumer of some of the native species of plants.
{ Explanation: The nonnative species has no natural predators and is able to outcompete native
organisms for resources.
• Limited food available for native species
{ Explanation: The nonnative species becomes a consumer of some of the native species of plants
and may outcompete some native herbivores.
• The nonnative species migrating to another area in search of food after it depletes existing food
sources in the area in which it was introduced
{ Explanation: The nonnative species consumes native plant species in an area until there is not
enough food to sustain its population and it must migrate, if possible.
• Increase in the population of the nonnative species if the conditions for survival remain favorable
{ Explanation: If the nonnative species moves into the area and has enough food and water to
sustain its population and reproduce, its population will increase.
• Native species moving into a different area or dying
{ Explanation: Nonnative species may move into the habitat of native species and/or consume
their food resources, causing the native populations in the area to either move or risk dying if the
nonnative species is a better competitor for resources.
Other effects students may describe and explain:
• Nonnative species can increase the exotic diseases brought into the ecosystem.
• Nonnative species could become pests in the ecosystem.
• Nonnative species may grow faster and withstand diseases better than native species do.
• Nonnative species can cause predatory animal populations to increase due to greater numbers of
available prey.
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STUDENT RESPONSE
RESPONSE SCORE: 3 POINTS
Question 14
Page 1 of 2
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Question 14
Page 2 of 2
The response demonstrates a thorough understanding of how ecosystems change in response to natural and human disturbances
(e.g., climate changes, introduction of nonnative species, pollution, fires) by completing all tasks presented in the item. The
student explains that the white-tailed deer are considered a nonnative species because they originated in North America and were
transported to New Zealand. The description of one possible effect that the nonnative species can have on a native ecosystem
(depleting a certain population of native animals or killing and endangering the native species) is correct. The student explains why
this effect might occur by stating that nonnative animals eat the native animals’ food source or may introduce a disease that the
native population is susceptible to. The response is complete, clear, and correct.
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14. White-tailed deer from North America were brought to the islands of New Zealand
around the year 1900. This species of deer has survived in several regions in
New Zealand.
Part A: Explain why the white-tailed deer population is considered a
nonnative species in New Zealand.
Go to the next page to finish question 14.
STUDENT RESPONSE
RESPONSE SCORE: 2 POINTS
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14. Continued. Please refer to the previous page for task explanation.
Part B: Describe one possible effect that a nonnative species can have on a
native ecosystem and explain why this effect might occur.
The response demonstrates a partial understanding of how ecosystems change in response to natural and
human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires) by completing
two of the tasks presented in the item. The student explains that the white-tailed deer are considered a
nonnative population in New Zealand because the deer were introduced into the ecosystem. In Part B, the
student describes a possible effect that a nonnative species could have on a native ecosystem (they could make
another species go exstinct), but fails to explain why this effect might occur. This response contains work that is
incomplete or unclear.
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14. White-tailed deer from North America were brought to the islands of New Zealand
around the year 1900. This species of deer has survived in several regions in
New Zealand.
Part A: Explain why the white-tailed deer population is considered a
nonnative species in New Zealand.
Go to the next page to finish question 14.
STUDENT RESPONSE
RESPONSE SCORE: 1 POINT
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14. Continued. Please refer to the previous page for task explanation.
Part B: Describe one possible effect that a nonnative species can have on a
native ecosystem and explain why this effect might occur.
The response demonstrates a minimal understanding of how ecosystems change in response to natural and
human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires) by completing
one of the tasks in the item. The student explains that the white-tailed deer are considered a nonnative
population in New Zealand because the deer were introduced from North America. The description of the
possible effect and the explanation about why it might occur are not specific enough for credit. This response
contains work that is incomplete or unclear.
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14. White-tailed deer from North America were brought to the islands of New Zealand
around the year 1900. This species of deer has survived in several regions in
New Zealand.
Part A: Explain why the white-tailed deer population is considered a
nonnative species in New Zealand.
Go to the next page to finish question 14.
STUDENT RESPONSE
RESPONSE SCORE: 0 POINTS
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14. Continued. Please refer to the previous page for task explanation.
Part B: Describe one possible effect that a nonnative species can have on a
native ecosystem and explain why this effect might occur.
The response demonstrates an insufficient understanding of how ecosystems change in response to natural and
human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fires) by completing
none of the tasks in the item. The student’s response in Part A does not explain why the white-tailed deer is
considered nonnative to New Zealand. Additionally, the response in PartB is unclear because the student
explains why an effect might occur without describing the effect. Without additional explanation, the response
is unclear and does not demonstrate enough understanding for credit.
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Go to the next page to finish question 15.
Use the diagram below to answer question 15.
Pea Flower Color Cross
X
X
Key
= white flower
= purple flower
15. In pea plants, the flowers can be purple or white. The diagram shows three
generations of pea plant crosses.
Part A: Using the pea flower color cross, identify the pattern of inheritance shown
and explain how the cross shows this pattern.
CONSTRUCTEDRESPONSE ITEM
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15. Continued. Please refer to the previous page for task explanation.
Part B: Explain how farmers could ensure that they only grow white flowers.
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SCORING GUIDE
#15 ITEM INFORMATION
Alignment BIO.B.2.1.1
Depth of
Knowledge
3 Mean Score 1.28
ITEMSPECIFIC SCORING GUIDELINE
Score
Description
3
The response demonstrates a thorough understanding of observed patterns of inheritance
(i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and
multiple alleles) by
• identifying the pattern of inheritance shown in the pea flower color cross
AND
• explaining how the cross shows this pattern
AND
• explaining how farmers could ensure that they only grow white flowers
The response is clear, complete, and correct.
2
The response demonstrates a partial understanding of observed patterns of inheritance
(i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and
multiple alleles) by fulfilling two of the three bullets listed under the 3-point response.
The response may contain some work that is incomplete or unclear.
1
The response demonstrates a minimal understanding of observed patterns of inheritance
(i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and
multiple alleles) by fulfilling one of the three bullets listed under the 3-point response.
The response may contain some work that is incomplete or unclear.
0
The response provides insufficient evidence to demonstrate any understanding of the concept
being tested.
Non-
scorables
B – No response written or refusal to respond
F – Foreign language
K – Off task
U – Unreadable
Note: No deductions should be taken for misspelled words or grammatical errors.
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Responses that will receive credit:
Part A (2 points):
• Purple color is dominant; white color is recessive.
• Dominant/recessive inherited pattern
AND
• When a purple-flowered plant was crossed with the white-flowered plant, the offspring
(F1generation) all have purple flowers, because purple flower color is a dominant trait. However,
each offspring also received the allele for white flower color; so, when the F1 generation pea plants
were crossed, the F2 generation had three offspring with purple flowers and one with white flowers
(see Punnett square).
P w
P
PP Pw
w
Pw ww
Part B (1 point):
• If farmers want only white flowers, they should only cross white-flowered plants, because white-
flowered plants are homozygous for white flowers (they only have alleles for white flowers).
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STUDENT RESPONSE
RESPONSE SCORE: 3 POINTS
Question 15
Page 1 of 2
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Question 15
Page 2 of 2
This response demonstrates a thorough understanding of observed patterns of inheritance (i.e., dominant, recessive,
co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles) by completing all three tasks presented in the
item. The student correctly identifies the pattern of inheritance (“the purple flower is dominant and the white flower is recessive”).
In addition, the student correctly explains how the cross shows the pattern by describing the genotypes of the parent flowers and
following the inheritance pattern down the two generations. Finally, the student explains that by crossing only white-flowered pea
plants, the farmer would only grow white flowers. The additional explanation contains correct information but is not needed for
credit. The response is complete, clear, and correct.
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Go to the next page to finish question 15.
Use the diagram below to answer question 15.
Pea Flower Color Cross
X
X
Key
= white flower
= purple flower
15. In pea plants, the flowers can be purple or white. The diagram shows three
generations of pea plant crosses.
Part A: Using the pea flower color cross, identify the pattern of inheritance shown
and explain how the cross shows this pattern.
STUDENT RESPONSE
RESPONSE SCORE: 2 POINTS
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15. Continued. Please refer to the previous page for task explanation.
Part B: Explain how farmers could ensure that they only grow white flowers.
This response demonstrates a partial understanding of observed patterns of inheritance (i.e., dominant,
recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles) by fulfilling two
of the tasks presented in the item. The student accurately identifies the pattern of inheritance but provides an
incomplete explanation of how the cross shows the pattern. The explanation of how farmers could ensure they
only grow white flowers is acceptable for credit. The student correctly states that the farmer should buy white
flowers. Doing so would produce 100% white-flowered offspring. This response contains some work that is
incomplete or unclear.
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Go to the next page to finish question 15.
Use the diagram below to answer question 15.
Pea Flower Color Cross
X
X
Key
= white flower
= purple flower
15. In pea plants, the flowers can be purple or white. The diagram shows three
generations of pea plant crosses.
Part A: Using the pea flower color cross, identify the pattern of inheritance shown
and explain how the cross shows this pattern.
STUDENT RESPONSE
RESPONSE SCORE: 1 POINT
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15. Continued. Please refer to the previous page for task explanation.
Part B: Explain how farmers could ensure that they only grow white flowers.
This response demonstrates a minimal understanding of observed patterns of inheritance (i.e., dominant,
recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles) by completing one
of the tasks presented in the item. The student incorrectly identifies the pattern of inheritance as incomplete
dominance, and the explanation of how the cross shows the pattern is not enough for credit (though the
student does correctly state that the recessive allele is carried down to the third generation). The explanation
of how farmers could ensure they grow only white flowers is acceptable for credit. Finding only “white flowers
which both contain 2 recessive alleles” is correct. This response contains work that is incomplete or unclear.
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Go to the next page to finish question 15.
Use the diagram below to answer question 15.
Pea Flower Color Cross
X
X
Key
= white flower
= purple flower
15. In pea plants, the flowers can be purple or white. The diagram shows three
generations of pea plant crosses.
Part A: Using the pea flower color cross, identify the pattern of inheritance shown
and explain how the cross shows this pattern.
STUDENT RESPONSE
RESPONSE SCORE: 0 POINTS
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15. Continued. Please refer to the previous page for task explanation.
Part B: Explain how farmers could ensure that they only grow white flowers.
This response demonstrates an insufficient understanding of observed patterns of inheritance (i.e., dominant,
recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles) by not completing
any of the tasks in the item. The student fails to identify the pattern of inheritance and provides a very general
explanation of how the cross shows a pattern. In Part B, the student incorrectly explains how crossing two
purple flowers would produce white flowers. This response contains work that is incomplete or unclear.
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BIOLOGY MODULE 2SUMMARY DATA
MULTIPLECHOICE
Sample
Number Alignment
Answer
Key
Depth of
Knowledge
p-values
A B C D
1 BIO.B.1.2.1 C 2 17% 11% 54% 18%
2 BIO.B.1.2.2 D 2 24% 19% 13% 44%
3 BIO.B.2.1.2 B 2 11% 62% 16% 11%
4 BIO.B.2.3.1 C 2 9% 9% 54% 28%
5 BIO.B.2.4.1 C 2 12% 15% 56% 17%
6 BIO.B.3.1.2 C 2 17% 13% 63% 7%
7 BIO.B.3.2.1 D 2 14% 14% 12% 60%
8 BIO.B.3.3.1 A 2 52% 23% 10% 15%
9 BIO.B.4.1.1 A 2 51% 15% 22% 12%
10 BIO.B.4.2.1 B 2 8% 73% 15% 4%
11 BIO.B.4.2.4 B 2 16% 57% 14% 13%
12 BIO.B.3.1.1 D 2 5% 8% 7% 79%
13 BIO.B.4.2.2 C 2 11% 17% 64% 8%
CONSTRUCTEDRESPONSE
Sample
Number Alignment Points
Depth of
Knowledge Mean Score
14 BIO.B.4.2.4 3 3 1.51
15 BIO.B.2.1.1 3 3 1.28
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Biology
Item and Scoring Sampler 2015
Copyright © 2015 by the Pennsylvania Department of Education. The materials contained in this publication may be
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