Biology Keystone Information About the Test

1. Biology KeystoneInformation About the Test 2013-2014 http://www.pdesas.org/module/assessment/keystone.aspx

2. Dates of the Test2013-2014 • Module 1 • May 20, 2014 • Module 2 • May 22, 2014

3. Days Leading Up To The Test • Students should review all the materials that have been covered during the year…especially those topics that have given the student trouble in understanding • Students should seek help from biology teachers or peers to gain deeper understanding / review materials • Hold review sessions at homes, coffee shops… www.gallagherbiology.wikispaces.com (Keystone Review Page)

4. Night/Morning Before The Tests • Get a great night’s sleep – do not stay up later than you are used to (try to go to bed earlier if possible) • Eat a breakfast on the morning of the tests • Provides blood sugar to stimulate the brain • Make sure you have wooden #2 pencils • Mechanical pencils aren’t as good

5. At The Testing Site • DO NOT BRING YOUR CELL PHONES • FOLLOW ALL DIRECTIONS • REMEMBER: YOU MAY NOT ASK QUESTIONS DURING THE TEST

6. CONTENT 2012 - 2013

7. Module 1 Topics CELL AND CELL PROCESSES • Basic Biological Principles • Characteristics of life; prokaryotic v. eukaryotic cells; relationship of structure and function; levels of organization (organelle  organism) • Chemical Basis of Life • Properties of water and how they support life; carbon; monomers v. polymers; the 4 macromolecules; enzymes; environmental conditions that effect enzymes • Bioenergetics • Roles of chloroplasts and mitochondria in energy transformation; photosynthesis; cellular respiration; ATP • Homeostasis and Transport • Plasma membrane and selective permeability; passive transport; active transport; the organelles and their functions; homeostasis mechanisms

8. Module 2 Topics CONTINUITY AND UNITY OF LIFE • Cell Growth and Reproduction • The cell cycle; mitosis v. meiosis; DNA replication; relate DNA, Genes, Alleles, & Chromosomes • Genetics • Predict patterns of inheritance (simple and complex patterns); types / categories of mutations; transcription and translation; creation and transport of proteins through a cell; genetic technology • Theory of Evolution • Natural selection’s effects on allele frequency; reproductive isolation; sources of genetic variation; speciation; evidence supporting evolution; hypothesis, theory, law, inference, principle, fact, observation • Ecology • Levels of ecological organization (organism biosphere); biotic and abiotic factors in aquatic and terrestrial ecosystems; energy flow; interactions between organisms in ecosystems; biogeochemical cycles; human impact on ecosystems; limiting factors in an ecosystem

9. Test Format 2012 - 2013

10. Test Format For Each Module • Each module is composed of 27 questions • 24 Multiple Choice Questions • Each multiple choice question is worth 1 point • 3 Constructed Response Questions • Each constructed response question is worth up to 3 points • Graded on a scale of 0-3

11. Sample Multiple Choice Question 1. Which statement best describes a difference between prokaryotic cells and eukaryotic cells? • The presence of both DNA and ribosomes in prokaryotic cells indicates that they are more complex than eukaryotic cells. • The larger size of prokaryotic cells indicates that they are more complex than eukaryotic cells. • The presence of membrane-bound organelles in eukaryotic cells indicates that they are more complex than prokaryotic cells. • The larger size of eukaryotic cells indicates that they are more complex than prokaryotic cells.

12. Answer and Reasoning • Both cell types contain DNA and ribosomes; prokaryotes have less-complex cell organization. • Prokaryotes have less-complex cell organization and are generally smaller than eukaryotes. • Key: Eukaryotes are more complex because they have organelles that are membrane bound, such as the nuclei which contain their DNA. Prokaryotes have DNA, but it is not bound by a membrane as in eukaryotes. • A high surface-area-to-volume ratio usually increases cell efficiency; therefore, larger cells are usually less efficient than smaller cells.

13. Sample Constructed Response Question • Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms. Part A-Describe the general composition of a protein molecule.Part B - Describe how the structures of proteins differ from the structures of carbohydrates. Part C - Describe how the functions of proteins differ from the functions of carbohydrates.

14. Score • Student Response Descriptions • 3 • The response demonstrates a thorough understanding of the structures and functions of carbohydrates and proteins by describing each of the following: • the general composition of a protein molecule, and • how the structures of proteins differ from carbohydrates, and • how the functions of proteins differ from carbohydrates. • The response is clear, complete, and correct. • 2 • The response demonstrates a partial understanding of the structures and functions of carbohydrates and proteins by describing any two of the following: • the general composition of a protein molecule, • how the structures of proteins differ from carbohydrates, • how the functions of proteins differ from carbohydrates. • The response may contain some work that is incomplete or unclear. • 1 • The response demonstrates a minimal understanding of the structures and functions of carbohydrates and proteins by describing any one of the following: • the general composition of a protein molecule, • how the structures of proteins differ from carbohydrates, • how the functions of proteins differ from carbohydrates. • 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. Note: No deductions should be taken for misspelled words or grammatical errors.

15. GENERAL DESCRIPTION OF 3-POINT 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.

16. STRATEGY 2012 - 2013

17. Multiple Choice Strategy • Take a deep breath • Read the question and make sure you understand what it is really asking • Question may throw a lot of information at you … cross out what you think is not important • Re-write what the question is actually asking and think of your answer before looking at choices. You are less likely to be influenced by wrong answers when you already have an idea about the answer. • Understand the terms that are in the question • Underline or write on a piece of scratch paper key terms • If you don’t recognize a word…think it through…break the word down into its roots or into smaller parts that you may know/recognize • EX: PHOTOPHOSPHORYLATION

18. Questions may ask for best or most likely answer • Work backwards and ELIMINATE the answers that don’t work or don’t make sense first • If a question involves a graph or table • Identify what the relationship the graph or table is trying to show then answer the question

19. Interpreting Terms for Constructed Response • Describe – provide a thorough description • Characteristics and components; give details • Compare – provide likenesses • Contrast – provide differences • Explain – provide a thorough explanation • Go through the process or cycle; give details • Identify – provide names, parts • Predict – using your problem solving skills, provide a possible solution or answer • EX: Solving a Punnett square, you are predicting

20. Constructed Response Strategy • Take a deep breath • Write some general ideas down first on a scratch piece of paper…organize them…then write your response • Read your response and make sure it answers the prompt • Did you provide the information that the prompt requested (using the terms on the previous slide)