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Keystone Exams: BiologyAssessment Anchors and Eligible Content
with Sample Questions and Glossary
Pennsylvania Department of Education
www.education.state.pa.us
April 2014
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 2
PENNSYLVANIA DEPARTMENT OF EDUCATION
General Introduction to the Keystone Exam Assessment Anchors
Introduction
Since the introduction of the Keystone Exams, the Pennsylvania Department of Education (PDE) has been working to create a set of tools designed to help educators improve instructional practices and better understand the Keystone Exams. The Assessment Anchors, as defined by the Eligible Content, are one of the many tools the Department believes will better align curriculum, instruction, and assessment practices throughout the Commonwealth. Without this alignment, it will not be possible to significantly improve student achievement across the Commonwealth.
How were Keystone Exam Assessment Anchors developed?
Prior to the development of the Assessment Anchors, multiple groups of PA educators convened to create a set of standards for each of the Keystone Exams. Enhanced standards, derived from a review of existing standards, focused on what students need to know and be able to do in order to be college and career ready.
Additionally, the Assessment Anchors and Eligible Content statements were created by other groups of educators charged with the task of clarifying the standards assessed on the Keystone Exams. The Assessment Anchors, as defined by the Eligible Content, have been designed to hold together or anchor the state assessment system and curriculum/instructional practices in schools.
Assessment Anchors, as defined by the Eligible Content, were created with the following design parameters:
Clear: The Assessment Anchors are easy to read and are user friendly; they clearly detail which standards are assessed on the Keystone Exams.
Focused: The Assessment Anchors identify a core set of standards that could be reasonably assessed on a large-scale assessment, which will keep educators from having to guess which standards are critical.
Rigorous: The Assessment Anchors support the rigor of the state standards by assessing higher-order and reasoning skills.
Manageable: The Assessment Anchors define the standards in a way that can be easily incorporated into a course to prepare students for success.
How can teachers, administrators, schools, and districts use these Assessment Anchors?
The Assessment Anchors, as defined by the Eligible Content, can help focus teaching and learning because they are clear, manageable, and closely aligned with the Keystone Exams. Teachers and administrators will be better informed about which standards will be assessed. The Assessment Anchors and Eligible Content should be used along with the Standards and the Curriculum Framework of the Standards Aligned System (SAS) to build curriculum, design lessons, and support student achievement.
The Assessment Anchors and Eligible Content are designed to enable educators to determine when they feel students are prepared to be successful on the Keystone Exams. An evaluation of current course offerings, through the lens of what is assessed on those particular Keystone Exams, may provide an opportunity for an alignment to ensure student preparedness.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 3
How are the Assessment Anchors organized?
The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read like an outline. This framework is organized first by module, then by Assessment Anchor, followed by Anchor Descriptor, and then finally, at the greatest level of detail, by an Eligible Content statement. The common format of this outline is followed across the Keystone Exams.
Here is a description of each level in the labeling system for the Keystone Exams:
Module: The Assessment Anchors are organized into two thematic modules for each of the Keystone Exams. The module title appears at the top of each page. The module level is important because the Keystone Exams are built using a module format, with each of the Keystone Exams divided into two equally sized test modules. Each module is made up of two or more Assessment Anchors.
Assessment Anchor: The Assessment Anchor appears in the shaded bar across the top of each Assessment Anchor table. The Assessment Anchors represent categories of subject matter that anchor the content of the Keystone Exams. Each Assessment Anchor is part of a module and has one or more Anchor Descriptors unified under it.
Anchor Descriptor: Below each Assessment Anchor is a specific Anchor Descriptor. The Anchor Descriptor level provides further details that delineate the scope of content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under it.
Eligible Content: The column to the right of the Anchor Descriptor contains the Eligible Content statements. The Eligible Content is the most specific description of the content that is assessed on the Keystone Exams. This level is considered the assessment limit and helps educators identify the range of the content covered on the Keystone Exams.
Enhanced Standard: In the column to the right of each Eligible Content statement is a code representing one or more Enhanced Standards that correlate to the Eligible Content statement. Some Eligible Content statements include annotations that indicate certain clarifications about the scope of an Eligible Content.
“e.g.” (“for example”)—sample approach, but not a limit to the eligible content.
“i.e.” (“that is”)—specific limit to the eligible content.
Standards Aligned System—www.pdesas.org
Pennsylvania Department of Education—www.education.state.pa.us
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 4
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
ASSESSMENT ANCHOR
BIO.A.1 Basic Biological Principles
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.1.1 Explain the characteristics common to all organisms.
BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms.
3.1.B.A1
3.1.B.C2
4.1.3.A
4.1.4.A
Sample Exam Question
Standard BIO.A.1.1.1
Which characteristic is shared by all prokaryotes and eukaryotes?
A. ability to store hereditary information
B. use of organelles to control cell processes
C. use of cellular respiration for energy release
D. ability to move in response to environmental stimuli
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 5
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
ASSESSMENT ANCHOR
BIO.A.1 Basic Biological Principles (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.1.2 Describe relationships between structure and function at biological levels of organization.
BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells.
3.1.B.A1
3.1.B.A5
3.1.B.C2
4.1.4.A
Sample Exam Question
Standard BIO.A.1.2.1
Living organisms can be classified as prokaryotes or eukaryotes. Which two structures are common to both prokaryotic and eukaryotic cells?
A. cell wall and nucleus
B. cell wall and chloroplast
C. plasma membrane and nucleus
D. plasma membrane and cytoplasm
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 6
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
ASSESSMENT ANCHOR
BIO.A.1 Basic Biological Principles (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.1.2 Describe relationships between structure and function at biological levels of organization.
BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells.
3.1.B.A1
3.1.B.A5
3.1.B.C2
4.1.4.A
Sample Exam Question
Standard BIO.A.1.2.1
Prokaryotic cells are generally much smaller than eukaryotic cells.
Part A: Identify a structural difference between prokaryotic cells and eukaryotic cells that is directly related to their difference in size.
Part B: Based on the structural difference, explain why prokaryotic cells can be much smaller than eukaryotic cells.
Continued next page
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 7
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
Standard BIO.A.1.1
Continued. Please refer to the previous page for task explanation.
Part C: Describe one similarity between prokaryotic cells and eukaryotic cells that is independent of size.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 8
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
ASSESSMENT ANCHOR
BIO.A.1 Basic Biological Principles (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.1.2 Describe relationships between structure and function at biological levels of organization.
BIO.A.1.2.2 Describe and interpret relationships between structure and function at various levels of biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular organisms).
3.1.B.A5
3.1.B.A6
3.1.B.A1
Sample Exam Question
Standard BIO.A.1.2.2
Alveoli are microscopic air sacs in the lungs of mammals. Which statement best describes how the structure of the alveoli allows the lungs to function properly?
A. They increase the amount of energy transferred from the lungs to the blood.
B. They increase the fl exibility of the lungs as they expand during inhalation.
C. They increase the volume of the lungs, allowing more oxygen to be inhaled.
D. They increase the surface area of the lungs, allowing effi cient gas exchange.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 9
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
ASSESSMENT ANCHOR
BIO.A.2 The Chemical Basis for Life
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.2.1 Describe how the unique properties of water support life on Earth.
BIO.A.2.1.1 Describe the unique properties of water and how these properties support life on Earth (e.g., freezing point, high specifi c heat, cohesion).
3.1.B.A8
3.1.B.A5
4.2.5.C
Sample Exam Question
Standard BIO.A.2.1.1
Which statement best describes an effect of the low density of frozen water in a lake?
A. When water freezes, it contracts, decreasing the water level in a lake.
B. Water in a lake freezes from the bottom up, killing most aquatic organisms.
C. When water in a lake freezes, it fl oats, providing insulation for organisms below.
D. Water removes thermal energy from the land around a lake, causing the lake to freeze.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 10
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
ASSESSMENT ANCHOR
BIO.A.2 The Chemical Basis for Life (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.2.2 Describe and interpret relationships between structure and function at various levels of biochemical organization (i.e., atoms, molecules, and macromolecules).
BIO.A.2.2.1 Explain how carbon is uniquely suited to form biological macromolecules.
3.1.B.A7
3.2.C.A2
BIO.A.2.2.2 Describe how biological macromolecules form from monomers.
3.1.B.A7
3.1.B.A8
3.1.B.A2
3.1.C.A2
3.1.C.A7
Sample Exam Questions
Standard BIO.A.2.2.1
Which statement correctly describes how carbon’s ability to form four bonds makes it uniquely suited to form macromolecules?
A. It forms short, simple carbon chains.
B. It forms large, complex, diverse molecules.
C. It forms covalent bonds with other carbon atoms.
D. It forms covalent bonds that can exist in a single plane.
Standard BIO.A.2.2.2
Use the diagram below to answer the question.
Chemical Reaction
432HO H + HO H1
32HO H + H2O1 4
The diagram shows a reaction that forms a polymer from two monomers. What is this type of reaction called?
A. glycolysis
B. hydrolysis
C. photosynthesis
D. dehydration synthesis
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 11
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
Standard BIO.A.2.2.3
Carbohydrates and proteins are two types of macromolecules. Which functional characteristic of proteins distinguishes them from carbohydrates?
A. large amount of stored information
B. ability to catalyze biochemical reactions
C. effi cient storage of usable chemical energy
D. tendency to make cell membranes hydrophobic
ASSESSMENT ANCHOR
BIO.A.2 The Chemical Basis for Life (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.2.2 Describe and interpret relationships between structure and function at various levels of biochemical organization (i.e., atoms, molecules, and macromolecules).
BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms.
3.1.B.A7
3.1.B.A2
3.1.C.A2
3.1.C.A7
Sample Exam Question
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 12
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
ASSESSMENT ANCHOR
BIO.A.2 The Chemical Basis for Life (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.2.2 Describe and interpret relationships between structure and function at various levels of biochemical organization (i.e., atoms, molecules, and macromolecules).
BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in organisms.
3.1.B.A7
3.1.B.A2
3.1.C.A2
3.1.C.A7
Sample Exam Question
Standard BIO.A.2.2.3
Proteins are a major part of every living cell and have many different functions within each cell. Carbohydrates also perform numerous roles in living things.
Part A: Describe the general composition of a protein molecule.
Continued next page
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 13
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
Continued. Please refer to the previous page for task explanation.
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.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 14
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
ASSESSMENT ANCHOR
BIO.A.2 The Chemical Basis for Life (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.2.3 Explain how enzymes regulate biochemical reactions within a cell.
BIO.A.2.3.1 Describe the role of an enzyme as a catalyst in regulating a specifi c biochemical reaction.
3.1.B.A2
3.1.B.A7
BIO.A.2.3.2 Explain how factors such as pH, temperature, and concentration levels can affect enzyme function.
3.1.B.A2
3.1.B.A7
Sample Exam Questions
Standard BIO.A.2.3.1
Substance A is converted to substance B in a metabolic reaction. Which statement best describes the role of an enzyme during this reaction?
A. It adjusts the pH of the reaction medium.
B. It provides energy to carry out the reaction.
C. It dissolves substance A in the reaction medium.
D. It speeds up the reaction without being consumed.
Standard BIO.A.2.3.2
A scientist observes that, when the pH of the environment surrounding an enzyme is changed,the rate the enzyme catalyzes a reaction greatly decreases. Which statement best describeshow a change in pH can affect an enzyme?
A. A pH change can cause the enzyme to change its shape.
B. A pH change can remove energy necessary to activate an enzyme.
C. A pH change can add new molecules to the structure of the enzyme.
D. A pH change can cause an enzyme to react with a different substrate.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 15
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
ASSESSMENT ANCHOR
BIO.A.3 Bioenergetics
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.3.1 Identify and describe the cell structures involved in processing energy.
BIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.
3.1.B.A2
3.1.B.A5
3.1.C.A1
Sample Exam Question
Standard BIO.A.3.1.1
Using a microscope, a student observes a small, green organelle in a plant cell. Which energy transformation most likely occurs fi rst within the observed organelle?
A. ATP to light
B. light to chemical
C. heat to electrical
D. chemical to chemical
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 16
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
ASSESSMENT ANCHOR
BIO.A.3 Bioenergetics (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.3.2 Identify and describe how organisms obtain and transform energy for their life processes.
BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration.
3.1.B.A2
3.1.B.A5
3.1.C.A1
4.1.10.C
Sample Exam Question
Standard BIO.A.3.2.1
Photosynthesis and cellular respiration are two major processes of carbon cycling in living organisms. Which statement correctly describes one similarity between photosynthesis and cellular respiration?
A. Both occur in animal and plant cells.
B. Both include reactions that transform energy.
C. Both convert light energy into chemical energy.
D. Both synthesize organic molecules as end products.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 17
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
Standard BIO.A.3.2.2
A protein in a cell membrane changed its shape to move sodium and potassium ions against their concentration gradients. Which molecule was most
likely used by the protein as an energy source?
A. ATP
B. ADP
C. catalase
D. amylase
ASSESSMENT ANCHOR
BIO.A.3 Bioenergetics (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.3.2 Identify and describe how organisms obtain and transform energy for their life processes.
BIO.A.3.2.2 Describe the role of ATP in biochemical reactions.
3.1.B.A2
3.1.C.A1
3.1.C.A2
Sample Exam Question
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 18
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
Standard BIO.A.3.2.1
Use the diagrams below to answer the question.
photosynthesis
cellular respiration
energy in
energy in
energy out
energy out
Part A: Complete the chart below by describing energy transformations involved in each process.
Process Energy Transformations
photosynthesis
cellular
respiration
ASSESSMENT ANCHOR
BIO.A.3 Bioenergetics (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.3.2 Identify and describe how organisms obtain and transform energy for their life processes.
BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration.
3.1.B.A2
3.1.B.A5
3.1.C.A1
4.1.10.C
Sample Exam Question
Continued next page
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 19
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
Continued. Please refer to the previous page for task explanation.
Part B: Describe how energy transformations involved in photosynthesis are related to energy transformations involved in cellular respiration.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 20
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
ASSESSMENT ANCHOR
BIO.A.4 Homeostasis and Transport
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.4.1 Identify and describe the cell structures involved in transport of materials into, out of, and throughout a cell.
BIO.A.4.1.1 Describe how the structure of the plasma membrane allows it to function as a regulatory structure and/or protective barrier for a cell.
3.1.B.A5
3.1.B.A2
3.1.B.A4
3.1.B.A7
3.2.C.A1
3.2.P.B6
Sample Exam Question
Standard BIO.A.4.1.1
Carbon dioxide and oxygen are molecules that can move freely across a plasma membrane. What determines the direction that carbon dioxide and oxygen molecules move?
A. orientation of cholesterol in the plasma membrane
B. concentration gradient across the plasma membrane
C. confi guration of phospholipids in the plasma membrane
D. location of receptors on the surface of the plasma membrane
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 21
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
ASSESSMENT ANCHOR
BIO.A.4 Homeostasis and Transport (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.4.1 Identify and describe the cell structures involved in transport of materials into, out of, and throughout a cell.
BIO.A.4.1.2 Compare the mechanisms that transport materials across the plasma membrane (i.e., passive transport—diffusion, osmosis, facilitated diffusion; and active transport—pumps, endocytosis, exocytosis).
3.1.B.A5
3.1.B.A2
3.1.B.A7
3.2.C.A1
3.2.P.B6
Sample Exam Question
Standard BIO.A.4.1.2
A sodium-potassium pump within a cell membrane requires energy to move sodium and potassium ions into or out of a cell. The movement of glucose into or out of a cell does not require energy. Which statement best describes the movement of these materials across a cell membrane?
A. Sodium and potassium ions move by active transport, and glucose moves by osmosis.
B. Sodium and potassium ions move by active transport, and glucose moves by facilitated diffusion.
C. Sodium and potassium ions move by facilitated diffusion, and glucose moves by osmosis.
D. Sodium and potassium ions move by facilitated diffusion, and glucose moves by active transport.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 22
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
ASSESSMENT ANCHOR
BIO.A.4 Homeostasis and Transport (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.4.1 Identify and describe the cell structures involved in transport of materials into, out of, and throughout a cell.
BIO.A.4.1.2 Compare the mechanisms that transport materials across the plasma membrane (i.e., passive transport—diffusion, osmosis, facilitated diffusion; and active transport—pumps, endocytosis, exocytosis).
3.1.B.A5
3.1.B.A2
3.1.B.A7
3.2.C.A1
3.2.P.B6
Sample Exam Question
Standard BIO.A.4.1.2
Some animals can produce a potassium ion concentration inside their cells that is twenty times greater than that of their environment. This ion concentration gradient is maintained by the plasma membrane.
Part A: Identify the process in the cell membrane that produces this difference in concentration.
Part B: Explain the process that occurs as the cell produces the ion concentration gradient.
Continued next page
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 23
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
Continued. Please refer to the previous page for task explanation.
Part C: Compare the process of potassium ion transport to another mechanism that moves material across the plasma membrane.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 24
MODULE A—CELLS AND CELL PROCESSES
Keystone Exams: Biology
Standard BIO.A.4.1.3
The rough endoplasmic reticulum and Golgi apparatus work together in eukaryotic cells. What is one way that the rough endoplasmic reticulum assists the Golgi apparatus?
A. It assembles nucleic acids from monomers.
B. It breaks down old, damaged macromolecules.
C. It packages new protein molecules into vesicles.
D. It determines which protein molecules to synthesize.
ASSESSMENT ANCHOR
BIO.A.4 Homeostasis and Transport (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.4.1 Identify and describe the cell structures involved in transport of materials into, out of, and throughout a cell.
BIO.A.4.1.3 Describe how membrane-bound cellular organelles (e.g., endoplasmic reticulum, Golgi apparatus) facilitate the transport of materials within a cell.
3.1.B.A5
3.1.B.A2
Sample Exam Question
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 25
Keystone Exams: Biology
MODULE A—CELLS AND CELL PROCESSES
ASSESSMENT ANCHOR
BIO.A.4 Homeostasis and Transport (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.A.4.2 Explain mechanisms that permit organisms to maintain biological balance between their internal and external environments.
BIO.A.4.2.1 Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, oxygen regulation).
3.1.B.A8
3.1.B.A5
4.5.4.D
4.2.4.C
Sample Exam Question
Standard BIO.A.4.2.1
Which example is an activity that a fi sh most likely uses to maintain homeostasis within its body?
A. using camoufl age to avoid predators
B. feeding at night to regulate body temperature
C. moving to deeper water to regulate metabolic wastes
D. exchanging gases through its gills to regulate oxygen levels
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 26
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.1 Cell Growth and Reproduction
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.1.1 Describe the three stages of the cell cycle: interphase, nuclear division, cytokinesis.
BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis or meiosis), cytokinesis.
3.1.B.A4
3.1.B.A5
3.1.B.B2
3.1.B.B3
3.1.B.B5
3.1.B.C2
3.1.C.C2
Sample Exam Question
Standard BIO.B.1.1.1
Use the illustration below to answer the
question.
Which statement best describes the phase of the cell cycle shown?
A. The cell is in prophase of mitosis because the number of chromosomes has doubled.
B. The cell is in prophase I of meiosis because the number of chromosomes has doubled.
C. The cell is in telophase of mitosis because the cell is separating and contains two copies of each chromosome.
D. The cell is in telophase of meiosis because the cell is separating and contains two copies of each chromosome.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 27
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
Standard BIO.B.1.1.2
Mitosis and meiosis are processes by which animal and plant cells divide. Which statement best describes a difference between mitosis and meiosis?
A. Meiosis is a multi-step process.
B. Mitosis occurs only in eukaryotic cells.
C. Meiosis is used in the repair of an organism.
D. Mitosis produces genetically identical daughter cells.
ASSESSMENT ANCHOR
BIO.B.1 Cell Growth and Reproduction (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.1.1 Describe the three stages of the cell cycle: interphase, nuclear division, cytokinesis.
BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions.
3.1.B.A4
3.1.B.A5
3.1.B.B2
3.1.B.B3
3.1.B.B5
3.1.B.C2
3.1.C.C2
Sample Exam Question
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 28
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.1 Cell Growth and Reproduction (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.1.1 Describe the three stages of the cell cycle: interphase, nuclear division, cytokinesis.
BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions.
3.1.B.A4
3.1.B.A5
3.1.B.B2
3.1.B.B3
3.1.B.B5
3.1.B.C2
3.1.C.C2
Sample Exam Question
Standard BIO.B.1.1.2
Patau syndrome can be a lethal genetic disorder in mammals, resulting from chromosomes failing to separate during meiosis.
Part A: Identify the step during the process of meiosis when chromosomes would most likely fail to separate.
Part B: Describe how chromosome separation in meiosis is different from chromosome separation in mitosis.
Continued next page
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 29
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
Continued. Please refer to the previous page for task explanation.
Part C: Compare the effects of a disorder caused by chromosomes failing to separate during meiosis, such as Patau syndrome, to the effects of chromosomes failing to separate during mitosis.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 30
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.1 Cell Growth and Reproduction (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.1.2 Explain how genetic information is inherited.
BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or conservation of genetic information.
3.1.B.B1
3.1.B.B3
3.1.B.B5
3.1.B.C2
3.1.C.C2
BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and chromosomes and their roles in inheritance.
3.1.B.B1
3.1.B.B5
3.1.B.B2
3.1.B.B3
3.1.C.C2
Sample Exam Questions
Standard BIO.B.1.2.1
Which process helps to preserve the genetic information stored in DNA during DNA replication?
A. the replacement of nitrogen base thymine with uracil
B. enzymes quickly linking nitrogen bases with hydrogen bonds
C. the synthesis of unique sugar and phosphate molecules for each nucleotide
D. nucleotides lining up along the template strand according to base pairing rules
Standard BIO.B.1.2.2
In a fl owering plant species, red fl ower color is dominant over white fl ower color. What is the genotype of any red-fl owering plant resulting from this species?
A. red and white alleles present on one chromosome
B. red and white alleles present on two chromosomes
C. a red allele present on both homologous chromosomes
D. a red allele present on at least one of two homologous chromosomes
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 31
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.2 Genetics
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.2.1 Compare Mendelian and non-Mendelian patterns of inheritance.
BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).
3.1.B.B5
Sample Exam Question
Standard BIO.B.2.1.1
Use the table below to answer the question.
Blood Types
Genotype(s) Phenotype
ii
IAIA, IAi
AB
B
A
O
IBIB, IBi
IAIB
Blood type is inherited through multiple alleles, including IA, IB, and i. A child has type A blood. If the father has type AB blood, what are all the possible phenotypes of the mother?
A. phenotypes O or A
B. phenotypes A or AB
C. phenotypes A, B, AB
D. phenotypes O, A, B, AB
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 32
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.2 Genetics (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.2.1 Compare Mendelian and non-Mendelian patterns of inheritance.
BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive, co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).
3.1.B.B5
Sample Exam Question
Standard BIO.B.2.1.1
A cattle farmer genetically crosses a cow (female) with a white coat with a bull (male) with a red coat. The resulting calf (offspring) is roan, which means there are red and white hairs intermixed in the coat of the calf. The genes for coat color in cattle are co-dominant.
Part A: Although a farm has cattle in all three colors, the farmer prefers roan cattle over white or red cattle. Use the Punnett square to show a cross that would produce only roan offspring.
Continued next page
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 33
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
Continued. Please refer to the previous page for task explanation.
Part B: Explain how a roan calf results from one white- and one red-coated parent. In your explanation, use letters to represent genes. Be sure to indicate what colors the letters represent.
Part C: Predict the possible genotypes and phenotypes of the offspring produced from two roan cattle.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 34
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
Standard BIO.B.2.1.2
Use the diagram below to answer the question.
Which type of change in chromosome composition is illustrated in the diagram?
A. deletion
B. insertion
C. inversion
D. translocation
ASSESSMENT ANCHOR
BIO.B.2 Genetics (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.2.1 Compare Mendelian and non-Mendelian patterns of inheritance.
BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes (i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and inversion).
3.1.B.B1
3.1.B.B2
3.1.B.B3
3.1.C.C2
Sample Exam Question
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 35
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.2 Genetics (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.2.2 Explain the process of protein synthesis (i.e., transcription, translation, and protein modifi cation).
BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms.
3.1.B.B1
3.1.B.B3
3.1.B.B5
3.1.C.B3
3.1.C.C2
BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in the production of specifi c types of proteins.
3.1.B.A5
3.1.B.B3
3.1.B.B5
3.1.C.B3
Sample Exam Questions
Standard BIO.B.2.2.1
Which statement describes a cell process that is common to both eukaryotic and prokaryotic cells?
A. Both cell types carry out transcription in the nucleus.
B. Both cell types use ribosomes to carry out translation.
C. Both cell types assemble amino acids to carry out transcription.
D. Both cell types carry out translation in the endoplasmic reticulum.
Standard BIO.B.2.2.2
The endoplasmic reticulum is a network of membranes within the cell, and it is often classifi ed as rough or smooth, depending on whether there are ribosomes on its surface. Which statement best describes the role of rough endoplasmic reticulum in the cell?
A. It stores all proteins for later use.
B. It provides an attachment site for larger organelles.
C. It aids in the production of membrane and secretory proteins.
D. It stores amino acids required for the production of all proteins.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 36
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.2 Genetics (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.2.3 Explain how genetic information is expressed.
BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect phenotype (e.g., silent, nonsense, frame-shift).
3.1.B.B1
3.1.B.B3
3.1.B.C2
3.1.C.B3
3.1.C.C2
Sample Exam Question
Standard BIO.B.2.3.1
A genetic mutation resulted in a change in the sequence of amino acids of a protein, but the function of the protein was not changed. Which statement best describes the genetic mutation?
A. It was a silent mutation that caused a change in the DNA of the organism.
B. It was a silent mutation that caused a change in the phenotype of the organism.
C. It was a nonsense mutation that caused a change in the DNA of the organism.
D. It was a nonsense mutation that caused a change in the phenotype of the organism.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 37
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
Standard BIO.B.2.4.1
Genetic engineering has led to genetically modifi ed plants that resist insect pests and bacterial and fungal infections. Which outcome would most likely be a reason why some scientists recommend caution in planting genetically modifi ed plants?
A. unplanned ecosystem interactions
B. reduced pesticide and herbicide use
C. improved agricultural yield and profi t
D. increased genetic variation and diversity
ASSESSMENT ANCHOR
BIO.B.2 Genetics (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.2.4 Apply scientifi c thinking, processes, tools, and technologies in the study of genetics.
BIO.B.2.4.1 Explain how genetic engineering has impacted the fi elds of medicine, forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modifi ed organisms, gene therapy).
3.1.B.B4
4.4.7.A
4.4.10.A
4.4.12.A
4.4.7.B
4.4.10.B
4.4.12.B
Sample Exam Question
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 38
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.3 Theory of Evolution
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.3.1 Explain the mechanisms of evolution.
BIO.B.3.1.1 Explain how natural selection can impact allele frequencies of a population.
3.1.B.C1
BIO.B.3.1.2 Describe the factors that can contribute to the development of new species (e.g., isolating mechanisms, genetic drift, founder effect, migration).
3.1.B.C1
3.1.B.C2
BIO.B.3.1.3 Explain how genetic mutations may result in genotypic and phenotypic variations within a population.
3.1.B.C2
3.1.B.B1
Sample Exam Questions
Standard BIO.B.3.1.1
Use the circle graphs below to answer the
question.
The graphs illustrate change in a lizard population over time. Which process most likely led to the change in the lizard population?
A. natural selection acting on a harmful trait
B. natural selection acting on a benefi cial trait
C. natural selection acting on a dominant trait
D. natural selection acting on a recessive trait
Standard BIO.B.3.1.2
In North America, the eastern spotted skunk mates in late winter, and the western spotted skunk mates in late summer. Even though their geographic ranges overlap, the species do not mate with each other. What most likely prevents these two species from interbreeding?
A. habitat isolation
B. gametic isolation
C. geographic isolation
D. reproductive isolation
Standard BIO.B.3.1.3
A mutation occurs in the genes that code for coat color in deer. Which change will most likely result from this mutation?
A. a change in the selection pressures acting on coat color
B. a change in the coat-color genes of deer predator species
C. an increase in coat-color diversity in the population
D. an increase in the number of genes for coat color in the population
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 39
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.3 Theory of Evolution (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.3.2 Analyze the sources of evidence for biological evolution.
BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological, embryological, biochemical, and universal genetic code).
3.1.B.C3
3.1.B.C1
3.1.B.B3
Sample Exam Question
Standard BIO.B.3.2.1
Use the illustrations below to answer the question.
The skeletons of mammalian forelimbs represent variations of a structure that was present in their common ancestor. What has most likely caused the variation in forelimbs?
A. changes in muscle structure
B. changes in the genetic codes
C. trait formation due to behaviors
D. development of vestigial structures
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 40
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.3 Theory of Evolution (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.3.2 Analyze the sources of evidence for biological evolution.
BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological, embryological, biochemical, and universal genetic code).
3.1.B.C3
3.1.B.C1
3.1.B.B3
Sample Exam Question
Standard BIO.B.3.2.1
Use the table below to answer the question.
Sequence Differences between
COII Genes in Some Animals
AnimalNumber of Base
Differences from a Rat
mouse 101
cow 136
The gene COII is in the genome of many organisms. A comparison of the number of base differences between the COII gene in a rat and that of two other animals is shown.
Part A: Based on the data, describe a possible evolutionary relationship between rats, mice, and cows.
Continued next page
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 41
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
Continued. Please refer to the previous page for task explanation.
Part B: Describe how different organisms having a common gene such as COII supports the theory of evolution.
Part C: The COII gene of a monkey has 203 base differences from the same gene in a rat and 210 base differences from the same gene in a mouse. Compare the evolutionary relationships between the monkey, the rat, and the mouse.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 42
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.3 Theory of Evolution (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.3.3 Apply scientifi c thinking, processes, tools, and technologies in the study of the theory of evolution.
BIO.B.3.3.1 Distinguish between the scientifi c terms: hypothesis, inference, law, theory, principle, fact, and observation.
3.1.B.A9
Sample Exam Question
Standard BIO.B.3.3.1
Use the table below to answer the question.
Student's Observations of a Pond Ecosystem
evitatilauQevitatitnauQ
37 fish and 3 frogs Leaves lie on the bottom of the pond.
2 types of aquatic grass Water insects move along the water's surface.
12 small rocks and 1 medium rock All 3 frogs are sitting on a pond bank.
sand
A group of students measured a ten-square-meter section of a pond ecosystem and recorded observations. Which statement is a testable hypothesis?
A. The frogs living in the pond represent a population.
B. Water is an abiotic component in the pond ecosystem.
C. If the fi sh are given more food, then they will be happier.
D. If the frogs are startled, then they will jump into the water.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 43
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.4 Ecology
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.4.1 Describe ecological levels of organization in the biosphere.
BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population, community, ecosystem, biome, and biosphere).
4.1.4.A
4.1.7.A
4.1.10.A
4.1.7.C
4.4.6.A
4.5.3.D
BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and terrestrial ecosystems.
4.1.7.A
4.1.3.A
4.1.4.B
4.2.10.A
4.1.4.C
4.4.5.C
4.4.3.C
Sample Exam Questions
Standard BIO.B.4.1.2
A researcher observing an ecosystem describes the amount of sunlight, precipitation, and type of soil present. Which factors is the researcher most likely describing?
A. biotic factors in a forest
B. biotic factors in a tundra
C. abiotic factors in a prairie
D. abiotic factors in an ocean
Standard BIO.B.4.1.1
Use the list below to answer the question.
Observations
• two grey wolves• five moose• several species of conifer trees• large granite rock• shallow pond
A student wrote several observations in a fi eld notebook. Which term best classifi es all of the student’s observations?
A. population
B. food chain
C. ecosystem
D. community
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 44
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.4 Ecology (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.4.2 Describe interactions and relationships in an ecosystem.
BIO.B.4.2.1 Describe how energy fl ows through an ecosystem (e.g., food chains, food webs, energy pyramids).
4.1.4.C
4.1.7.C
4.1.10.C
4.1.12.C
4.1.3.C
4.1.5.C
4.1.5.A
BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition, predation, symbiosis).
4.1.7.A
4.1.10.A
4.5.3.D
4.5.6.D
Sample Exam Questions
Standard BIO.B.4.2.2
A species of snapping turtles has a tongue that resembles a worm. The tongue is used to attract small fi sh. Which best describes the interaction between the fi sh and the snapping turtle?
A. predation
B. symbiosis
C. parasitism
D. competition
Standard BIO.B.4.2.1
Use the diagram below to answer the question.
Which sequence correctly describes the fl ow of energy between organisms in the marine food web?
A. from seals to penguins to krill
B. from whales to krill to small fi sh
C. from sea birds to seals to penguins
D. from small fi sh to penguins to seals
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 45
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.4 Ecology (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.4.2 Describe interactions and relationships in an ecosystem.
BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, and nitrogen cycle).
4.1.4.B
4.1.7.B
4.2.5.A
4.2.7.A
4.3.12.A
4.4.3.C
4.5.4.C
4.5.8.C
4.3.4.D
3.1.B.A2
Sample Exam Question
Standard BIO.B.4.2.3
Which statement correctly describes how nitrogen in the soil returns to the atmosphere?
A. Soil bacteria convert nitrates into nitrogen gas.
B. Decomposers directly convert ammonium into nitrogen gas.
C. Plants assimilate nitrites and convert them into nitrogen gas.
D. Nitrogen-fi xing bacteria in plant roots convert nitrates into nitrogen gas.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 46
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.4 Ecology (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.4.2 Describe interactions and relationships in an ecosystem.
BIO.B.4.2.4 Describe how ecosystems change in response to natural and human disturbances (e.g., climate changes, introduction of nonnative species, pollution, fi res).
4.1.10.A
4.1.10.B
4.1.12.A
4.1.4.A
4.1.12.C
4.1.4.E
4.1.7.E
4.1.10.E
4.5.10.D
4.2.8.A
4.2.10.A
4.2.12.A
4.2.10.B
4.2.12.B
4.2.10.C
4.2.12.C
4.3.12.A
4.3.10.B
4.5.10.B
4.5.12.B
4.5.4.C
4.5.7.C
Sample Exam Question
Standard BIO.B.4.2.4
Agricultural runoff can carry fertilizers into lakes and streams. This runoff can cause algae populations to greatly increase. Which effect does this change in the algae population sizes most likely have on affected lakes and streams?
A. an increase in water level
B. an increase in water clarity
C. a reduction in dissolved oxygen needed by fi sh and shellfi sh
D. a reduction in temperature variations near the water’s surface
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 47
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
ASSESSMENT ANCHOR
BIO.B.4 Ecology (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.4.2 Describe interactions and relationships in an ecosystem.
BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics and potential species extinction.
4.1.4.A
4.1.10.A
4.1.12.A
4.1.7.E
4.1.10.E
4.1.4.E
4.2.10.C
4.5.3.D
4.5.5.D
4.5.6.D
4.5.10.D
4.2.10.A
4.2.7.A
4.2.8.A
4.2.10.B
4.4.6.A
4.4.6.B
4.4.3.C
4.4.5.C
4.5.7.B
4.5.7.C
Sample Exam Question
Standard BIO.B.4.2.5
A farmer observed that an increase in a fi eld’s soil nitrogen content was followed by an increase in producer productivity. What does this observation most likely indicate about the relationship between nitrogen and the producers in the fi eld?
A. Nitrogen was a biotic factor.
B. Nitrogen was a limiting factor.
C. Nitrogen became a surplus resource.
D. Nitrogen became a selection pressure.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 48
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
Standard BIO.B.4.2.5
Use the graph below to answer the question.
Wolf and Moose Populations Over 40 Years
Isle Royale is located in Lake Superior. Isle Royale is home to populations of wolves and moose. The interactions between the wolves and moose, as well as the individual population sizes, have been studied since 1958. The graph shows the population sizes over time for both wolves and moose.
ASSESSMENT ANCHOR
BIO.B.4 Ecology (continued)
Anchor Descriptor Eligible ContentEnhanced
Standard
BIO.B.4.2 Describe interactions and relationships in an ecosystem.
BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics and potential species extinction.
4.1.4.A
4.1.10.A
4.1.12.A
4.1.7.E
4.1.10.E
4.1.4.E
4.2.10.C
4.5.3.D
4.5.5.D
4.5.6.D
4.5.10.D
4.2.10.A
4.2.7.A
4.2.8.A
4.2.10.B
4.4.6.A
4.4.6.B
4.4.3.C
4.4.5.C
4.5.7.B
4.5.7.C
Sample Exam Question
Continued next page
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 49
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
Standard BIO.B.4.2.5
Continued. Please refer to the previous page for task explanation.
Part A: Describe one limiting factor for the moose population.
Part B: Explain one likely reason why the wolf population rapidly increased between 1975 and 1980.
Continued next page
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 50
Keystone Exams: Biology
MODULE B—CONTINUITY AND UNITY OF LIFE
Standard BIO.B.4.2.5
Continued. Please refer to the previous page for task explanation.
Part C: Predict what will happen to the moose population’s size after 1994 by describing the shape of the curve. In your answer, be sure to explain the reasoning behind your prediction.
Pennsylvania Department of Education—Assessment Anchors and Eligible Content Page 51
KEYSTONE BIOLOGY ASSESSMENT ANCHORS
KEY TO SAMPLE MULTIPLE-CHOICE ITEMS
Biology
Eligible Content Key
BIO.A.1.1.1 A
BIO.A.1.2.1 D
BIO.A.1.2.2 D
Eligible Content Key
BIO.A.2.1.1 C
BIO.A.2.2.1 B
BIO.A.2.2.2 D
BIO.A.2.2.3 B
BIO.A.2.3.1 D
BIO.A.2.3.2 A
Eligible Content Key
BIO.A.3.1.1 B
BIO.A.3.2.1 B
BIO.A.3.2.2 A
Eligible Content Key
BIO.A.4.1.1 B
BIO.A.4.1.2 B
BIO.A.4.1.3 C
BIO.A.4.2.1 D
Eligible Content Key
BIO.B.1.1.1 C
BIO.B.1.1.2 D
BIO.B.1.2.1 D
BIO.B.1.2.2 D
Eligible Content Key
BIO.B.2.1.1 D
BIO.B.2.1.2 D
BIO.B.2.2.1 B
BIO.B.2.2.2 C
BIO.B.2.3.1 A
BIO.B.2.4.1 A
Eligible Content Key
BIO.B.3.1.1 B
BIO.B.3.1.2 D
BIO.B.3.1.3 C
BIO.B.3.2.1 B
BIO.B.3.3.1 D
Eligible Content Key
BIO.B.4.1.1 C
BIO.B.4.1.2 C
BIO.B.4.2.1 D
BIO.B.4.2.2 A
BIO.B.4.2.3 A
BIO.B.4.2.4 C
BIO.B.4.2.5 B
Key
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Asse
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Glo
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14
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April 2
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ncen
trat
ion
that
use
s ene
rgy
pr
ovid
ed b
y AT
P or
a d
iffer
ence
in e
lect
rical
cha
rges
acr
oss a
cel
l mem
bran
e.
Aden
osin
e Tr
ipho
spha
te (A
TP)
A m
olec
ule
that
pro
vide
s ene
rgy
for c
ellu
lar r
eact
ions
and
pro
cess
es. A
TP re
leas
es e
nerg
y w
hen
one
of it
s hi
gh-e
nerg
y bo
nds i
s bro
ken
to re
leas
e a
phos
phat
e gr
oup.
Adhe
sion
Th
e in
term
olec
ular
att
ract
ion
betw
een
unlik
e m
olec
ules
. Cap
illar
y ac
tion
resu
lts fr
om th
e ad
hesiv
e pr
oper
ties o
f w
ater
and
the
mol
ecul
es th
at m
ake
up p
lant
cel
ls.
Agric
ultu
re
The
artif
icia
l cul
tivat
ion
of fo
od, f
iber
, and
oth
er g
oods
by
the
syst
emat
ic g
row
ing
and
harv
estin
g of
var
ious
org
anism
s.
Alle
le
A va
riatio
n of
a g
ene’
s nuc
leot
ide
sequ
ence
(an
alte
rnat
ive
form
of a
gen
e).
Alle
le F
requ
ency
Th
e m
easu
re o
f the
rela
tive
freq
uenc
y of
an
alle
le a
t a g
enet
ic lo
cus i
n a
popu
latio
n; e
xpre
ssed
as a
pro
port
ion
or
perc
enta
ge.
Anal
ogou
s Str
uctu
re
A ph
ysic
al st
ruct
ure,
pre
sent
in m
ultip
le sp
ecie
s, th
at is
sim
ilar i
n fu
nctio
n bu
t diff
eren
t in
form
and
inhe
ritan
ce.
Aqua
tic
A te
rm th
at d
escr
ibes
an
orga
nism
ass
ocia
ted
with
a w
ater
env
ironm
ent.
Atom
Th
e sm
alle
st u
nit o
f an
elem
ent t
hat r
etai
ns th
e ch
emic
al a
nd p
hysic
al p
rope
rtie
s of t
hat e
lem
ent.
Bioc
hem
ical
Con
vers
ion
Th
e ch
angi
ng o
f org
anic
mat
ter i
nto
othe
r che
mic
al fo
rms s
uch
as fu
els.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
14
Penn
sylv
ania
Dep
artm
ent o
f Edu
catio
n
Page 3
April 2
014
Bioe
nerg
etic
s Th
e st
udy
of e
nerg
y flo
w (e
nerg
y tr
ansf
orm
atio
ns) i
nto
and
with
in li
ving
syst
ems.
Biog
eoch
emic
al C
ycle
s Th
e m
ovem
ent o
f abi
otic
fact
ors b
etw
een
the
livin
g an
d no
nliv
ing
com
pone
nts w
ithin
eco
syst
ems;
also
kno
wn
as
nutr
ient
cyc
les (
i.e.,
wat
er c
ycle
, car
bon
cycl
e, o
xyge
n cy
cle,
and
nitr
ogen
cyc
le).
Biol
ogic
al M
acro
mol
ecul
es
A gr
oup
of b
iom
acro
mol
ecul
es th
at in
tera
ct w
ith b
iolo
gica
l sys
tem
s and
thei
r env
ironm
ents
.
Biol
ogy
Th
e sc
ient
ific
stud
y of
life
.
Biom
e
A la
rge
area
or g
eogr
aphi
cal r
egio
n w
ith d
istin
ct p
lant
and
ani
mal
gro
ups a
dapt
ed to
that
env
ironm
ent.
Bios
pher
e
The
zone
of l
ife o
n Ea
rth;
sum
tota
l of a
ll ec
osys
tem
s on
Eart
h.
Biot
echn
olog
y
Any
proc
edur
e or
met
hodo
logy
that
use
s bio
logi
cal s
yste
ms o
r liv
ing
orga
nism
s to
deve
lop
or m
odify
eith
er p
rodu
cts o
r pr
oces
ses f
or sp
ecifi
c us
e. T
his t
erm
is c
omm
only
ass
ocia
ted
with
gen
etic
eng
inee
ring,
whi
ch is
one
of m
any
appl
icat
ions
.
Biot
ic
A te
rm th
at d
escr
ibes
a li
ving
or o
nce-
livin
g or
gani
sm in
an
ecos
yste
m.
Carb
ohyd
rate
A
mac
rom
olec
ule
that
con
tain
s ato
ms o
f car
bon,
hyd
roge
n, a
nd o
xyge
n in
a 1
:2:1
ratio
and
serv
es a
s a m
ajor
sour
ce o
f en
ergy
for l
ivin
g or
gani
sms (
e.g.
, sug
ars,
star
ches
, and
cel
lulo
se).
Carr
ier (
Tran
spor
t) P
rote
ins
Prot
eins
em
bedd
ed in
the
plas
ma
mem
bran
e in
volv
ed in
the
mov
emen
t of i
ons,
smal
l mol
ecul
es, a
nd m
acro
mol
ecul
es
into
and
out
of c
ells;
also
kno
wn
as tr
ansp
ort p
rote
ins.
Carr
ying
Cap
acity
Th
e nu
mbe
r of i
ndiv
idua
ls in
a p
opul
atio
n th
at c
an b
e su
ppor
ted
in a
n ec
osys
tem
giv
en th
e re
sour
ces a
vaila
ble
and
othe
r en
viro
nmen
tal p
ress
ures
.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
14
Penn
sylv
ania
Dep
artm
ent o
f Edu
catio
n
Page 4
April 2
014
Cata
lyst
A
subs
tanc
e th
at e
nabl
es a
che
mic
al re
actio
n to
pro
ceed
at a
usu
ally
fast
er ra
te o
r und
er d
iffer
ent c
ondi
tions
(e
.g.,
low
er te
mpe
ratu
re) t
han
othe
rwise
pos
sible
with
out b
eing
cha
nged
by
the
reac
tion.
Cell
Th
e ba
sic u
nit o
f str
uctu
re a
nd fu
nctio
n fo
r all
livin
g or
gani
sms.
Cel
ls ha
ve th
ree
com
mon
com
pone
nts:
gen
etic
mat
eria
l, cy
topl
asm
, and
a c
ell m
embr
ane.
Euk
aryo
tic c
ells
also
con
tain
spec
ializ
ed o
rgan
elle
s.
Cell
Cycl
e
The
serie
s of e
vent
s tha
t tak
e pl
ace
in a
cel
l lea
ding
to it
s div
ision
and
dup
licat
ion.
The
mai
n ph
ases
of t
he c
ell c
ycle
are
in
terp
hase
, nuc
lear
div
ision
, and
cyt
okin
esis.
Cellu
lar R
espi
ratio
n
A co
mpl
ex se
t of c
hem
ical
reac
tions
invo
lvin
g an
ene
rgy
tran
sfor
mat
ion
whe
re p
oten
tial c
hem
ical
ene
rgy
in th
e
bond
s of “
food
” m
olec
ules
is re
leas
ed a
nd p
artia
lly c
aptu
red
in th
e bo
nds o
f ade
nosin
e tr
ipho
spha
te (A
TP) m
olec
ules
.
Chlo
ropl
ast
An o
rgan
elle
foun
d in
pla
nt c
ells
and
the
cells
of o
ther
euk
aryo
tic p
hoto
synt
hetic
org
anism
s whe
re p
hoto
synt
hesis
oc
curs
.
Chro
mos
omal
Mut
atio
n
A ch
ange
in th
e st
ruct
ure
of a
chr
omos
ome
(e.g
., de
letio
n, th
e lo
ss o
f a se
gmen
t of a
chr
omos
ome
and
thus
the
loss
of
segm
ent c
onta
inin
g ge
nes;
dup
licat
ion,
whe
n a
segm
ent o
f a c
hrom
osom
e is
dupl
icat
ed a
nd th
us d
ispla
yed
mor
e th
an
once
on
the
chro
mos
ome;
inve
rsio
n, w
hen
a se
gmen
t of a
chr
omos
ome
brea
ks o
ff an
d re
atta
ches
in re
vers
e or
der;
and
tran
sloca
tion,
whe
n a
segm
ent o
f one
chr
omos
ome
brea
ks o
ff an
d at
tach
es to
a n
onho
mol
ogou
s chr
omos
ome)
.
Chro
mos
omes
A
singl
e pi
ece
of c
oile
d DN
A an
d as
soci
ated
pro
tein
s fou
nd in
line
ar fo
rms i
n th
e nu
cleu
s of e
ukar
yotic
cel
ls an
d
circ
ular
form
s in
the
cyto
plas
m o
f pro
kary
otic
cel
ls; c
onta
ins g
enes
that
enc
ode
trai
ts. E
ach
spec
ies h
as a
cha
ract
erist
ic
num
ber o
f chr
omos
omes
.
Clon
ing
A
proc
ess i
n w
hich
a c
ell,
cell
prod
uct,
or o
rgan
ism is
cop
ied
from
an
orig
inal
sour
ce (e
.g.,
DNA
clon
ing,
the
tran
sfer
of a
DN
A fr
agm
ent f
rom
one
org
anism
to a
self-
repl
icat
ing
gene
tic e
lem
ent s
uch
as a
bac
teria
l pla
smid
; rep
rodu
ctiv
e cl
onin
g,
the
tran
sfer
of g
enet
ic m
ater
ial f
rom
the
nucl
eus o
f a d
onor
adu
lt ce
ll to
an
egg
cell
that
has
had
its n
ucle
us re
mov
ed fo
r th
e pu
rpos
e of
cre
atin
g an
em
bryo
that
can
pro
duce
an
exac
t gen
etic
cop
y of
the
dono
r org
anism
; or t
hera
peut
ic
clon
ing,
the
proc
ess o
f tak
ing
undi
ffere
ntia
ted
embr
yoni
c ce
lls [S
TEM
cel
ls] fo
r use
in m
edic
al re
sear
ch).
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
14
Penn
sylv
ania
Dep
artm
ent o
f Edu
catio
n
Page 5
April 2
014
Co-d
omin
ance
A
patt
ern
of in
herit
ance
in w
hich
the
phen
otyp
ic e
ffect
of t
wo
alle
les i
n a
hete
rozy
gous
gen
otyp
e ex
pres
s eac
h ph
enot
ype
of e
ach
alle
le fu
lly a
nd e
qual
ly; a
phe
noty
pe w
hich
wou
ld n
ot b
e ex
pres
sed
in a
ny o
ther
gen
otyp
ic
com
bina
tion.
Cohe
sion
Th
e in
term
olec
ular
att
ract
ion
betw
een
like
mol
ecul
es. S
urfa
ce te
nsio
n re
sults
from
the
cohe
sive
prop
ertie
s of w
ater
.
Com
mun
ity (E
colo
gica
l)
Diffe
rent
pop
ulat
ions
of o
rgan
isms i
nter
actin
g in
a sh
ared
env
ironm
ent.
Com
petit
ion
W
hen
indi
vidu
als o
r gro
ups o
f org
anism
s com
pete
for s
imila
r res
ourc
es su
ch a
s ter
ritor
y, m
ates
, wat
er, a
nd fo
od in
th
e sa
me
envi
ronm
ent.
Conc
entr
atio
n
The
mea
sure
of t
he a
mou
nt o
r pro
port
ion
of a
giv
en su
bsta
nce
whe
n co
mbi
ned
with
ano
ther
subs
tanc
e.
Conc
entr
atio
n Gr
adie
nt
The
grad
uate
d di
ffere
nce
in c
once
ntra
tion
of a
solu
te p
er u
nit d
istan
ce th
roug
h a
solu
tion.
Cons
umer
(Eco
logi
cal)
An o
rgan
ism th
at o
btai
ns e
nerg
y by
feed
ing
on o
ther
org
anism
s or t
heir
rem
ains
.
Cros
sing
-ove
r An
exc
hang
e of
gen
etic
mat
eria
l bet
wee
n ho
mol
ogou
s chr
omos
omes
dur
ing
prop
hase
I of
mei
osis;
con
trib
utes
to th
e ge
netic
var
iabi
lity
in g
amet
es a
nd u
ltim
atel
y in
offs
prin
g.
Cyto
kine
sis
The
final
pha
se o
f a c
ell c
ycle
resu
lting
in th
e di
visio
n of
the
cyto
plas
m.
Deco
mpo
ser
An o
rgan
ism th
at o
btai
ns n
utrie
nts b
y co
nsum
ing
dead
and
dec
ayin
g or
gani
c m
atte
r whi
ch a
llow
s nut
rient
s to
be
acce
ssib
le to
oth
er o
rgan
isms.
Dehy
drat
ion
Synt
hesi
s A
chem
ical
reac
tion
in w
hich
mon
omer
s are
link
ed to
geth
er b
y re
mov
ing
one
wat
er m
olec
ule
from
eac
h lin
ked
pair
of
mon
omer
s to
form
pol
ymer
s.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
14
Penn
sylv
ania
Dep
artm
ent o
f Edu
catio
n
Page 6
April 2
014
Dele
tion
Mut
atio
n A
gene
tic m
utat
ion
in w
hich
one
or m
ore
nucl
eotid
es a
re re
mov
ed fr
om a
sect
ion
of D
NA.
Deox
yrib
onuc
leic
Aci
d (D
NA)
A
biol
ogic
al m
acro
mol
ecul
e th
at e
ncod
es th
e ge
netic
info
rmat
ion
for l
ivin
g or
gani
sms a
nd is
cap
able
of s
elf-r
eplic
atio
n an
d th
e sy
nthe
sis o
f rib
onuc
leic
aci
d (R
NA)
.
Diffu
sion
Th
e m
ovem
ent o
f par
ticle
s fro
m a
n ar
ea o
f hig
h co
ncen
trat
ion
to a
n ar
ea o
f low
con
cent
ratio
n; a
nat
ural
resu
lt of
ki
netic
mol
ecul
ar e
nerg
y.
Dipl
oid
Cell
A ce
ll co
ntai
ning
two
hom
olog
ous p
airs
of c
hrom
osom
es (2
n).
DNA
Repl
icat
ion
Th
e pr
oces
s in
whi
ch D
NA
mak
es a
dup
licat
e co
py o
f its
elf.
Dom
inan
t Inh
erita
nce
A
patt
ern
of in
herit
ance
in w
hich
the
phen
otyp
ic e
ffect
of o
ne a
llele
is c
ompl
etel
y ex
pres
sed
with
in a
hom
ozyg
ous a
nd
hete
rozy
gous
gen
otyp
e.
Dupl
icat
ion
Mut
atio
n A
gene
tic m
utat
ion
in w
hich
a re
gion
that
con
tain
s a g
ene
or a
n en
tire
chro
mos
ome
is du
plic
ated
, whi
ch re
sults
in
mul
tiple
cop
ies o
f tha
t reg
ion
or n
ucle
otid
e.
Ecol
ogy
Th
e st
udy
of th
e re
latio
nshi
ps b
etw
een
orga
nism
s and
thei
r int
erac
tions
with
the
envi
ronm
ent.
Ecos
yste
m
A sy
stem
com
pose
d of
org
anism
s and
non
livin
g co
mpo
nent
s of a
n en
viro
nmen
t.
Embr
yolo
gy
The
bran
ch o
f zoo
logy
stud
ying
the
early
dev
elop
men
t of l
ivin
g th
ings
.
Ende
mic
Spe
cies
A
spec
ies t
hat i
s fou
nd in
its o
rigin
atin
g lo
catio
n an
d is
gene
rally
rest
ricte
d to
that
geo
grap
hic
area
.
Endo
cyto
sis
A pr
oces
s in
whi
ch a
cel
l eng
ulfs
ext
race
llula
r mat
eria
l thr
ough
an
inw
ard
fold
ing
of it
s pla
sma
mem
bran
e.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
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ible
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tent
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ssar
y 20
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ania
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artm
ent o
f Edu
catio
n
Page 7
April 2
014
Endo
plas
mic
Ret
icul
um (E
R)
An o
rgan
elle
, con
tain
ing
fold
ed m
embr
anes
and
sacs
, res
pons
ible
for t
he p
rodu
ctio
n, p
roce
ssin
g, a
nd tr
ansp
orta
tion
of
mat
eria
ls fo
r use
insid
e an
d ou
tsid
e a
euka
ryot
ic c
ell.
Ther
e ar
e tw
o fo
rms o
f thi
s org
anel
le: r
ough
ER
that
has
surf
ace
ribos
omes
and
par
ticip
ates
in th
e sy
nthe
sis o
f pro
tein
s mos
tly d
estin
ed fo
r exp
ort b
y th
e ce
ll an
d sm
ooth
ER
that
has
no
ribos
omes
and
par
ticip
ates
in th
e sy
nthe
sis o
f lip
ids a
nd st
eroi
ds a
s wel
l as t
he tr
ansp
ort o
f syn
thes
ized
mac
rom
olec
ules
.
Endo
sym
bios
is
A th
eoriz
ed p
roce
ss in
whi
ch e
arly
euk
aryo
tic c
ells
wer
e fo
rmed
from
sim
pler
pro
kary
otes
.
Ener
gy P
yram
id
A m
odel
that
illu
stra
tes t
he b
iom
ass p
rodu
ctiv
ity a
t mul
tiple
trop
hic
leve
ls in
a g
iven
eco
syst
em.
Ener
gy T
rans
form
atio
n
A pr
oces
s in
whi
ch e
nerg
y ch
ange
s fro
m o
ne fo
rm to
ano
ther
form
whi
le so
me
of th
e en
ergy
is lo
st to
the
envi
ronm
ent.
Envi
ronm
ent
The
tota
l sur
roun
ding
s of a
n or
gani
sm o
r a g
roup
of o
rgan
isms.
Enzy
me
A
prot
ein
that
incr
ease
s the
rate
of a
che
mic
al re
actio
n w
ithou
t bei
ng c
hang
ed b
y th
e re
actio
n; a
n or
gani
c ca
taly
st.
Euka
ryot
e
A ty
pe o
f org
anism
com
pose
d of
one
or m
ore
cells
con
tain
ing
a m
embr
ane-
boun
d nu
cleu
s, sp
ecia
lized
org
anel
les
in th
e cy
topl
asm
, and
a m
itotic
nuc
lear
div
ision
cyc
le.
Evol
utio
n
A pr
oces
s in
whi
ch n
ew sp
ecie
s dev
elop
from
pre
exist
ing
spec
ies (
biol
ogic
al e
volu
tion
or m
acro
evol
utio
n);
a ch
ange
in th
e al
lele
freq
uenc
ies o
f a p
opul
atio
n of
org
anism
s fro
m g
ener
atio
n to
gen
erat
ion
(g
enet
ic e
volu
tion
or m
icro
evol
utio
n).
Exoc
ytos
is
A pr
oces
s in
whi
ch a
cel
l rel
ease
s sub
stan
ces t
o th
e ex
trac
ellu
lar e
nviro
nmen
t by
fusin
g a
vesic
ular
mem
bran
e w
ith
the
plas
ma
mem
bran
e, se
para
ting
the
mem
bran
e at
the
poin
t of f
usio
n an
d al
low
ing
the
subs
tanc
e to
be
rele
ased
.
Extin
ctio
n
A te
rm th
at ty
pica
lly d
escr
ibes
a sp
ecie
s tha
t no
long
er h
as a
ny k
now
n liv
ing
indi
vidu
als.
Extr
acel
lula
r Lo
cate
d ou
tsid
e a
cell.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
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artm
ent o
f Edu
catio
n
Page 8
April 2
014
Faci
litat
ed D
iffus
ion
A
proc
ess i
n w
hich
subs
tanc
es a
re tr
ansp
orte
d ac
ross
a p
lasm
a m
embr
ane
with
the
conc
entr
atio
n gr
adie
nt w
ith th
e ai
d of
car
rier (
tran
spor
t) p
rote
ins;
doe
s not
requ
ire th
e us
e of
ene
rgy.
Food
Cha
in
A sim
plifi
ed p
ath
illus
trat
ing
the
pass
ing
of p
oten
tial c
hem
ical
ene
rgy
(food
) fro
m o
ne o
rgan
ism to
ano
ther
org
anism
.
Food
Web
A
com
plex
arr
ange
men
t of i
nter
rela
ted
food
cha
ins i
llust
ratin
g th
e flo
w o
f ene
rgy
betw
een
inte
rdep
ende
nt o
rgan
isms.
Fore
nsic
s Th
e sc
ienc
e of
test
s and
tech
niqu
es u
sed
durin
g th
e in
vest
igat
ion
of c
rimes
.
Foss
ils
The
pres
erve
d re
mai
ns o
r tra
ces o
f org
anism
s tha
t onc
e liv
ed o
n Ea
rth.
Foun
der E
ffect
A
decr
ease
in g
enet
ic v
aria
tion
caus
ed b
y th
e fo
rmat
ion
of a
new
pop
ulat
ion
by a
smal
l num
ber o
f ind
ivid
uals
from
a
larg
er p
opul
atio
n.
Fram
e-sh
ift M
utat
ion
Th
e ad
ditio
n (in
sert
ion
mut
atio
n) o
r rem
oval
(del
etio
n m
utat
ion)
of o
ne o
r mor
e nu
cleo
tides
that
is n
ot d
ivisi
ble
by
thre
e, th
eref
ore
resu
lting
in a
com
plet
ely
diffe
rent
am
ino
acid
sequ
ence
than
wou
ld b
e no
rmal
. The
ear
lier i
n th
e se
quen
ce th
at n
ucle
otid
es a
re a
dded
or r
emov
ed, t
he m
ore
alte
red
the
resu
lting
pro
tein
will
be.
Free
zing
Poi
nt
The
tem
pera
ture
at w
hich
a li
quid
cha
nges
stat
e to
a so
lid.
Gam
ete
A
spec
ializ
ed c
ell (
egg
or sp
erm
) use
d in
sexu
al re
prod
uctio
n co
ntai
ning
hal
f the
nor
mal
num
ber o
f chr
omos
omes
of a
so
mat
ic c
ell.
Gene
A
sequ
ence
of n
ucle
otid
es c
ompo
sing
a se
gmen
t of D
NA
that
pro
vide
s a b
luep
rint f
or a
spec
ific
here
dita
ry tr
ait.
Gene
Exp
ress
ion
Th
e pr
oces
s in
whi
ch a
nuc
leot
ide
sequ
ence
of a
gen
e is
used
to m
ake
a fu
nctio
nal p
rodu
ct su
ch a
s pro
tein
or R
NA.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
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tent
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ssar
y 20
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artm
ent o
f Edu
catio
n
Page 9
April 2
014
Gene
Mut
atio
n A
perm
anen
t alte
ratio
n th
at c
hang
es a
segm
ent o
f DN
A w
ithin
a g
ene.
Gene
Rec
ombi
natio
n
A na
tura
l pro
cess
in w
hich
a n
ucle
ic a
cid
mol
ecul
e (u
sual
ly D
NA
but c
an b
e RN
A) is
bro
ken
and
then
join
ed to
a
diffe
rent
mol
ecul
e; a
resu
lt of
cro
ssin
g-ov
er.
Gene
Spl
icin
g
A ty
pe o
f gen
e re
com
bina
tion
in w
hich
the
DNA
is in
tent
iona
lly b
roke
n an
d re
com
bine
d us
ing
labo
rato
ry te
chni
ques
.
Gene
The
rapy
Th
e in
tent
iona
l ins
ertio
n, a
ltera
tion,
or d
elet
ion
of g
enes
with
in a
n in
divi
dual
’s c
ells
and
tissu
es fo
r the
pur
pose
of
trea
ting
a di
seas
e.
Gene
tic D
rift
A ch
ange
in th
e al
lele
freq
uenc
y of
a p
opul
atio
n as
a re
sult
of c
hanc
e ev
ents
rath
er th
an n
atur
al se
lect
ion.
Gene
tic E
ngin
eerin
g
A te
chno
logy
that
incl
udes
the
proc
ess o
f man
ipul
atin
g or
alte
ring
the
gene
tic m
ater
ial o
f a c
ell r
esul
ting
in
desir
able
func
tions
or o
utco
mes
that
wou
ld n
ot o
ccur
nat
ural
ly.
Gene
tical
ly M
odifi
ed O
rgan
ism
An
org
anism
who
se g
enet
ic m
ater
ial h
as b
een
alte
red
thro
ugh
som
e ge
netic
eng
inee
ring
tech
nolo
gy o
r tec
hniq
ue.
Gene
tics
The
scie
ntifi
c st
udy
of in
herit
ance
.
Geno
type
Th
e ge
netic
com
posit
ion
of a
n or
gani
sm w
ith re
fere
nce
to a
sing
le tr
ait,
a se
t of t
raits
, or t
he e
ntire
com
plem
ent o
f tra
its
of a
n or
gani
sm.
Golg
i App
arat
us
An o
rgan
elle
foun
d in
euk
aryo
tic c
ells
resp
onsib
le fo
r the
fina
l sta
ges o
f pro
cess
ing
prot
eins
for r
elea
se b
y th
e ce
ll.
Grad
ualis
m
A pr
opos
ed e
xpla
natio
n in
evo
lutio
nary
bio
logy
stat
ing
that
new
spec
ies a
rise
from
the
resu
lt of
slig
ht m
odifi
catio
ns
(mut
atio
ns a
nd re
sulti
ng p
heno
typi
c ch
ange
s) o
ver m
any
gene
ratio
ns.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
14
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sylv
ania
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artm
ent o
f Edu
catio
n
Page 1
0 April 2
014
Habi
tat
An a
rea
that
pro
vide
s an
orga
nism
with
its b
asic
nee
ds fo
r sur
viva
l.
Hapl
oid
Cell
A ce
ll co
ntai
ning
one
chr
omos
ome
(n) f
rom
eac
h ho
mol
ogou
s pai
r, ty
pica
lly o
bser
ved
in so
mat
ic c
ells.
Hom
eost
asis
Th
e re
gula
tory
pro
cess
in w
hich
an
orga
nism
regu
late
s its
inte
rnal
env
ironm
ent.
Hom
eost
atic
Mec
hani
sm
A re
gula
tory
mec
hani
sm th
at c
ontr
ibut
es to
mai
ntai
ning
a st
ate
of e
quili
briu
m (e
.g.,
ther
mor
egul
atio
n, w
ater
regu
latio
n,
and
oxyg
en re
gula
tion)
.
Hom
olog
ous S
truc
ture
A
phys
ical
cha
ract
erist
ic in
diff
eren
t org
anism
s tha
t is
simila
r bec
ause
it w
as in
herit
ed fr
om a
com
mon
anc
esto
r.
Hydr
olys
is
A ch
emic
al re
actio
n in
whi
ch c
hem
ical
bon
ds in
pol
ymer
s are
bro
ken
thro
ugh
the
addi
tion
of w
ater
, dec
ompo
sing
the
poly
mer
s int
o sim
pler
uni
ts.
Hypo
thes
is
A pr
opos
ed, s
cien
tific
ally
test
able
exp
lana
tion
for a
n ob
serv
ed p
heno
men
on.
Impe
rmea
ble
N
ot p
erm
ittin
g pa
ssag
e of
a su
bsta
nce
or su
bsta
nces
.
Inco
mpl
ete
Dom
inan
ce
A pa
tter
n of
inhe
ritan
ce in
whi
ch tw
o al
lele
s, in
herit
ed fr
om th
e pa
rent
s, a
re n
eith
er d
omin
ant n
or re
cess
ive.
Th
e re
sulti
ng o
ffspr
ing
have
a p
heno
type
that
is a
ble
ndin
g of
the
pare
ntal
trai
ts.
Infe
renc
e An
idea
bas
ed o
n ev
iden
ce, o
bser
vatio
n, a
nd/o
r kno
wn
info
rmat
ion
appl
ied
to a
situ
atio
n or
phe
nom
ena.
Inhe
ritan
ce
The
proc
ess i
n w
hich
gen
etic
mat
eria
l is p
asse
d fr
om p
aren
ts to
thei
r offs
prin
g.
Inse
rtio
n M
utat
ion
A ge
netic
mut
atio
n in
whi
ch o
ne o
r mor
e nu
cleo
tides
are
inse
rted
into
a g
enet
ic se
quen
ce.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
14
Penn
sylv
ania
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artm
ent o
f Edu
catio
n
Page 1
1 April 2
014
Inte
rpha
se
The
long
est-
last
ing
phas
e of
the
cell
cycl
e in
whi
ch a
cel
l per
form
s the
maj
ority
of i
ts fu
nctio
ns, s
uch
as p
repa
ring
for
nucl
ear d
ivisi
on a
nd c
ytok
ines
is.
Intr
acel
lula
r Lo
cate
d in
side
a ce
ll.
Inve
rsio
n M
utat
ion
A ge
netic
mut
atio
n in
whi
ch th
e or
der o
f a se
gmen
t of g
enet
ic m
ater
ial i
s rev
erse
d. T
his t
ype
of m
utat
ion
can
invo
lve
a sm
all n
umbe
r of n
ucle
otid
es a
s wel
l as l
arge
r sec
tions
of a
chr
omos
ome
cont
aini
ng m
ore
than
one
gen
e.
Isol
atin
g M
echa
nism
s Fe
atur
es o
f beh
avio
rs, m
orph
olog
y, o
r gen
etic
s tha
t pre
vent
mat
ing
or b
reed
ing
betw
een
two
diffe
rent
spec
ies (
e.g.
, te
mpo
ral i
sola
tion,
in w
hich
indi
vidu
als a
re a
ctiv
e at
diff
eren
t tim
es o
f the
day
, sea
sons
, or m
atin
g pe
riods
; geo
grap
hica
l iso
latio
n, in
whi
ch in
divi
dual
s onl
y m
ate
in th
eir s
peci
fic h
abita
t; be
havi
oral
isol
atio
n, w
hen
ther
e ar
e no
sexu
al c
ues
betw
een
repr
esen
tativ
es o
f the
spec
ies;
mec
hani
cal i
sola
tion,
whe
n th
ere
is no
gam
ete
tran
sfer
dur
ing
an a
ttem
pted
m
atin
g; a
nd g
amet
ic in
com
patib
ility
, whe
n th
ere
is sp
erm
tran
sfer
with
out f
ertil
izatio
n oc
curr
ing)
.
Law
(Sci
entif
ic)
A la
w th
at g
ener
alize
s a b
ody
of o
bser
vatio
ns. A
t the
tim
e it
is m
ade,
no
exce
ptio
ns h
ave
been
foun
d to
a la
w.
It ex
plai
ns th
ings
but
doe
s not
des
crib
e th
em; s
erve
s as t
he b
asis
of sc
ient
ific
prin
cipl
es.
Lim
iting
Fac
tor
Chem
ical
, phy
sical
, or b
iolo
gica
l fac
tor t
hat l
imits
the
exist
ence
, gro
wth
, abu
ndan
ce, o
r dist
ribut
ion
of a
n in
divi
dual
or
gani
sm o
r a p
opul
atio
n.
Lipi
ds
A gr
oup
of o
rgan
ic c
ompo
unds
com
pose
d m
ostly
of c
arbo
n an
d hy
drog
en in
clud
ing
a pr
opor
tiona
tely
smal
ler a
mou
nt o
f ox
ygen
; are
inso
lubl
e in
wat
er, s
erve
as a
sour
ce o
f sto
red
ener
gy, a
nd a
re a
com
pone
nt o
f cel
l mem
bran
es.
Locu
s (ge
ne lo
cus)
Th
e sp
ecifi
c lo
catio
n of
a g
ene
or D
NA
sequ
ence
on
a ch
rom
osom
e or
link
age
map
.
Mac
rom
olec
ule
A
poly
mer
with
a h
igh
mol
ecul
ar m
ass.
With
in o
rgan
isms t
here
are
four
mai
n gr
oups
: car
bohy
drat
es, l
ipid
s, p
rote
ins,
and
nu
clei
c ac
ids.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
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ible
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tent
Glo
ssar
y 20
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ania
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artm
ent o
f Edu
catio
n
Page 1
2 April 2
014
Mec
hani
sm (S
cien
tific
) Th
e co
mbi
natio
n of
com
pone
nts a
nd p
roce
sses
that
serv
e a
com
mon
func
tion.
Mei
osis
A
two-
phas
e nu
clea
r div
ision
that
resu
lts in
the
even
tual
pro
duct
ion
of g
amet
es w
ith h
alf t
he n
orm
al n
umbe
r of
chro
mos
omes
.
Mig
ratio
n (G
enet
ics)
Th
e pe
rman
ent m
ovem
ent o
f gen
es in
to o
r out
of a
pop
ulat
ion
resu
lting
in a
cha
nge
in a
llele
freq
uenc
ies.
Mis
sens
e M
utat
ion
A ge
netic
mut
atio
n in
whi
ch a
poi
nt m
utat
ion
of a
sing
le n
ucle
otid
e ch
ange
s the
exi
stin
g co
de to
a se
quen
ce th
at c
odes
fo
r a d
iffer
ent a
min
o ac
id, w
hich
resu
lts in
a n
onfu
nctio
nal p
rote
in. (
If th
e am
ino
acid
rem
ains
the
sam
e af
ter t
he p
oint
m
utat
ion,
this
mut
atio
n is
cons
ider
ed to
be
a sil
ent m
utat
ion.
If th
e re
sulti
ng a
min
o ac
id is
a p
rem
atur
e st
op c
odon
, thi
s m
utat
ion
is co
nsid
ered
to b
e a
nons
ense
mut
atio
n.)
Mito
chon
drio
n
A m
embr
ane-
boun
d or
gane
lle fo
und
in m
ost e
ukar
yotic
cel
ls; si
te o
f cel
lula
r res
pira
tion.
Mito
sis
A nu
clea
r div
ision
resu
lting
in th
e pr
oduc
tion
of tw
o so
mat
ic c
ells
havi
ng th
e sa
me
gene
tic c
ompl
emen
t as
the
orig
inal
cel
l.
Mol
ecul
e
The
smal
lest
par
ticle
of a
subs
tanc
e th
at re
tain
s the
che
mic
al a
nd p
hysic
al p
rope
rtie
s of t
he su
bsta
nce
and
is
com
pose
d of
two
or m
ore
atom
s hel
d to
geth
er b
y ch
emic
al fo
rces
.
Mon
omer
A
mol
ecul
e of
any
com
poun
d th
at c
an re
act w
ith o
ther
mol
ecul
es o
f the
sam
e or
diff
eren
t com
poun
d to
form
a p
olym
er.
Each
bio
logi
cal m
acro
mol
ecul
e ha
s cha
ract
erist
ic m
onom
ers.
Mul
ticel
lula
r M
ade
up o
f mor
e th
an o
ne c
ell.
Mul
tiple
Alle
les
Mor
e th
an tw
o fo
rms o
f a g
ene
cont
rolli
ng th
e ex
pres
sion
of a
trai
t.
Mut
atio
n
A pe
rman
ent t
rans
miss
ible
cha
nge
of g
enet
ic m
ater
ial (
e.g.
, chr
omos
omal
mut
atio
ns a
nd g
ene
mut
atio
ns).
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
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artm
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catio
n
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3 April 2
014
Nat
ural
Sel
ectio
n
A pr
oces
s in
natu
re in
whi
ch o
rgan
isms p
osse
ssin
g ce
rtai
n in
herit
ed tr
aits
are
bet
ter a
ble
to su
rviv
e an
d re
prod
uce
com
pare
d to
oth
ers o
f the
ir sp
ecie
s.
Non
disj
unct
ion
Th
e pr
oces
s in
whi
ch h
omol
ogou
s chr
omos
omes
or s
ister
chr
omat
ids f
ail t
o se
para
te d
urin
g m
eios
is.
Non
nativ
e Sp
ecie
s A
spec
ies t
ypic
ally
livi
ng o
utsid
e a
dist
ribut
ion
rang
e th
at h
as b
een
intr
oduc
ed th
roug
h ei
ther
del
iber
ate
or a
ccid
enta
l hu
man
act
ivity
; also
kno
wn
as in
trod
uced
, alie
n, n
onin
dige
nous
, or e
xotic
spec
ies.
Non
sens
e M
utat
ion
A ge
netic
mut
atio
n, w
hich
is ty
pica
lly th
e re
sult
of a
poi
nt m
utat
ion,
that
cau
ses t
he se
quen
ce o
f nuc
leot
ides
to c
ode
for
a pr
emat
ure
stop
cod
on. T
his t
ype
of m
utat
ion
usua
lly re
sults
in a
pro
tein
pro
duct
that
is sh
orte
ned,
inco
mpl
ete,
and
of
ten
nonf
unct
iona
l.
Nuc
leic
Aci
d
A bi
olog
ical
mac
rom
olec
ule
(DN
A or
RN
A) c
ompo
sed
of th
e el
emen
ts C
, H, N
, O, a
nd P
that
car
ries g
enet
ic in
form
atio
n.
Nuc
leus
A
mem
bran
e-bo
und
orga
nelle
in e
ukar
yotic
cel
ls fu
nctio
ning
to m
aint
ain
the
inte
grity
of t
he g
enet
ic m
ater
ial a
nd,
thro
ugh
the
expr
essio
n of
that
mat
eria
l, co
ntro
lling
and
regu
latin
g ce
llula
r act
iviti
es.
Org
an
An a
nato
mic
al u
nit c
ompo
sed
of ti
ssue
s ser
ving
a c
omm
on fu
nctio
n.
Org
an S
yste
m
An a
nato
mic
al sy
stem
com
pose
d of
a g
roup
of o
rgan
s tha
t wor
k to
geth
er to
per
form
a sp
ecifi
c fu
nctio
n or
task
.
Org
anel
le
A su
buni
t with
in a
cel
l tha
t has
a sp
ecia
lized
func
tion.
Org
anic
Mol
ecul
e
A m
olec
ule
cont
aini
ng c
arbo
n th
at is
a p
art o
f or p
rodu
ced
by li
ving
syst
ems.
Org
anis
m
A fo
rm o
f life
; an
anim
al, p
lant
, fun
gus,
pro
tist o
r bac
teriu
m.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
14
Penn
sylv
ania
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artm
ent o
f Edu
catio
n
Page 1
4 April 2
014
Osm
osis
Th
e m
ovem
ent o
f wat
er o
r ano
ther
solv
ent t
hrou
gh p
erm
eabl
e m
embr
anes
from
an
area
of h
ighe
r wat
er c
once
ntra
tion
(dilu
te) t
o an
are
a of
low
er w
ater
con
cent
ratio
n (c
once
ntra
ted)
.
Pass
ive
Tran
spor
t Th
e tr
ansp
orta
tion
of m
ater
ials
acro
ss a
pla
sma
mem
bran
e w
ithou
t usin
g en
ergy
.
pH
The
mea
sure
of a
cidi
ty o
r alk
alin
ity (b
asic
ity) o
f an
aque
ous s
olut
ion
scal
ing
from
1 (h
ighl
y ac
idic
) to
14 (h
ighl
y al
kalin
e)
with
a m
idpo
int o
f 7 (n
eutr
al).
Phen
otyp
e
The
obse
rvab
le e
xpre
ssio
n of
a g
enot
ype.
Phot
osyn
thes
is
A pr
oces
s in
whi
ch so
lar r
adia
tion
is ch
emic
ally
cap
ture
d by
chl
orop
hyll
mol
ecul
es th
roug
h a
set o
f co
ntro
lled
chem
ical
reac
tions
resu
lting
in th
e po
tent
ial c
hem
ical
ene
rgy
in th
e bo
nds o
f car
bohy
drat
e m
olec
ules
.
Plas
ma
Mem
bran
e
A th
in, p
hosp
holip
id a
nd p
rote
in m
olec
ule
bila
yer t
hat e
ncap
sula
tes a
cel
l and
con
trol
s the
mov
emen
t of m
ater
ials
in
and
out
of t
he c
ell t
hrou
gh a
ctiv
e or
pas
sive
tran
spor
t.
Plas
mid
Ci
rcul
ar D
NA
mol
ecul
es th
at a
re se
para
te fr
om c
hrom
osom
al D
NA
and
can
repl
icat
e in
depe
nden
tly.
Plas
tids
A gr
oup
of m
embr
ane-
boun
d or
gane
lles c
omm
only
foun
d in
pho
tosy
nthe
tic o
rgan
isms a
nd m
ainl
y re
spon
sible
for
the
synt
hesis
and
stor
age
of fo
od.
Poin
t Mut
atio
n
A sin
gle-
base
subs
titut
ion
caus
ing
the
repl
acem
ent o
f a si
ngle
-bas
e nu
cleo
tide
with
ano
ther
nuc
leot
ide
(e
.g.,
silen
t mut
atio
n, in
whi
ch th
ere
is no
cha
nge
in a
n am
ino
acid
; miss
ense
mut
atio
n, in
whi
ch th
ere
is
a di
ffere
nt a
min
o ac
id; a
nd n
onse
nse
mut
atio
n, in
whi
ch th
ere
is an
inse
rtio
n of
a st
op c
odon
in th
e am
ino
acid
w
hich
stop
s pro
tein
synt
hesis
).
Poly
geni
c Tr
ait
A tr
ait i
n w
hich
the
phen
otyp
e is
cont
rolle
d by
two
or m
ore
gene
s at d
iffer
ent l
oci o
n di
ffere
nt c
hrom
osom
es.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
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sylv
ania
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artm
ent o
f Edu
catio
n
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5 April 2
014
Popu
latio
n
A gr
oup
of in
divi
dual
s of t
he sa
me
spec
ies l
ivin
g in
a sp
ecifi
c ge
ogra
phic
al a
rea
and
repr
oduc
ing.
Popu
latio
n Dy
nam
ics
The
stud
y of
shor
t- a
nd lo
ng-t
erm
cha
nges
in th
e nu
mbe
r of i
ndiv
idua
ls fo
r a g
iven
pop
ulat
ion,
as a
ffect
ed b
y
birt
h, d
eath
, im
mig
ratio
n, a
nd e
mig
ratio
n.
Prin
cipl
e (S
cien
tific
) A
conc
ept b
ased
on
scie
ntifi
c la
ws a
nd a
xiom
s (ru
les a
ssum
ed to
be
pres
ent,
true
, and
val
id) w
here
ge
nera
l agr
eem
ent i
s pre
sent
.
Prod
ucer
(Eco
logi
cal)
An
org
anism
that
use
s a p
rimar
y en
ergy
sour
ce to
con
duct
pho
tosy
nthe
sis o
r che
mos
ynth
esis.
Prok
aryo
te
A sin
gle-
celle
d or
gani
sm th
at la
cks a
mem
bran
e-bo
und
nucl
eus a
nd sp
ecia
lized
org
anel
les.
Prot
ein
A
mac
rom
olec
ule
that
con
tain
s the
prin
cipa
l com
pone
nts o
f org
anism
s: c
arbo
n, h
ydro
gen,
oxy
gen,
and
nitr
ogen
; pe
rfor
ms a
var
iety
of s
truc
tura
l and
regu
lato
ry fu
nctio
ns fo
r cel
ls.
Prot
ein
Synt
hesi
s Th
e pr
oces
s in
whi
ch a
min
o ac
ids a
re a
rran
ged
in a
line
ar se
quen
ce th
roug
h th
e pr
oces
ses o
f tra
nscr
iptio
n of
DN
A
to R
NA
and
the
tran
slatio
n of
RN
A to
a p
olyp
eptid
e ch
ain.
Pum
ps (I
on o
r Mol
ecul
ar)
Any
of se
vera
l mol
ecul
ar m
echa
nism
s in
whi
ch io
ns o
r mol
ecul
es a
re tr
ansp
orte
d ac
ross
a c
ellu
lar m
embr
ane
requ
iring
th
e us
e of
an
ener
gy so
urce
(e.g
., gl
ucos
e, so
dium
[Na+
], ca
lciu
m [C
a+],
and
pota
ssiu
m [K
+]).
Punc
tuat
ed E
quili
briu
m
A pr
opos
ed e
xpla
natio
n in
evo
lutio
nary
bio
logy
stat
ing
that
spec
ies a
re g
ener
ally
stab
le o
ver l
ong
perio
ds o
f tim
e.
Occ
asio
nally
ther
e ar
e ra
pid
chan
ges t
hat a
ffect
som
e sp
ecie
s whi
ch c
an q
uick
ly re
sult
in a
new
spec
ies.
Rece
ssiv
e In
herit
ance
A
patt
ern
of in
herit
ance
in w
hich
the
phen
otyp
ic e
ffect
of o
ne a
llele
is o
nly
expr
esse
d w
ithin
a h
omoz
ygou
s gen
otyp
e.
In a
het
eroz
ygou
s con
ditio
n w
ith a
dom
inan
t alle
le, i
t is n
ot e
xpre
ssed
in th
e ph
enot
ype.
Ribo
som
e
A ce
llula
r str
uctu
re c
ompo
sed
of R
NA
and
prot
eins
that
is th
e sit
e of
pro
tein
synt
hesis
in e
ukar
yotic
and
pro
kary
otic
cel
ls.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
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artm
ent o
f Edu
catio
n
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6 April 2
014
Scie
nce
A
body
of e
vide
nce-
base
d kn
owle
dge
gain
ed th
roug
h ob
serv
atio
n an
d ex
perim
enta
tion
rela
ted
to th
e na
tura
l wor
ld a
nd
tech
nolo
gy.
Sele
ctiv
e Br
eedi
ng
The
proc
ess o
f bre
edin
g or
gani
sms t
hat r
esul
ts in
offs
prin
g w
ith d
esire
d ge
netic
trai
ts.
Sem
icon
serv
ativ
e Re
plic
atio
n
The
proc
ess i
n w
hich
the
DNA
mol
ecul
e un
coils
and
sepa
rate
s int
o tw
o st
rand
s. E
ach
orig
inal
stra
nd b
ecom
es a
te
mpl
ate
on w
hich
a n
ew st
rand
is c
onst
ruct
ed, r
esul
ting
in tw
o DN
A m
olec
ules
iden
tical
to th
e or
igin
al D
NA
mol
ecul
e.
Sex-
linke
d Tr
ait
A tr
ait a
ssoc
iate
d w
ith a
gen
e th
at is
loca
ted
on o
ne o
f the
sex
chro
mos
omes
(e.g
., co
lor b
lindn
ess,
hem
ophi
lia).
Sile
nt M
utat
ion
A ge
netic
mut
atio
n th
at re
sults
in a
cod
on th
at d
oes n
ot c
hang
e th
e am
ino
acid
sequ
ence
that
occ
urs,
cod
es fo
r the
sa
me
amin
o ac
id, o
r cod
es fo
r a d
iffer
ent a
min
o ac
id th
at d
oes n
ot c
ause
any
func
tiona
l cha
nge
in th
e pr
otei
ns th
at a
re
prod
uced
.
Spec
iatio
n
A pr
oces
s typ
ical
ly c
ause
d by
the
gene
tic is
olat
ion
from
a m
ain
popu
latio
n re
sulti
ng in
a n
ew g
enet
ical
ly d
istin
ct sp
ecie
s.
Spec
ies
The
low
est t
axon
omic
leve
l of b
iolo
gica
l cla
ssifi
catio
n co
nsist
ing
of o
rgan
isms c
apab
le o
f rep
rodu
ctio
n th
at re
sults
in
fert
ile o
ffspr
ing.
Spec
ific
Heat
Th
e m
easu
re o
f the
hea
t ene
rgy
requ
ired
to in
crea
se th
e te
mpe
ratu
re o
f a u
nit q
uant
ity o
f a su
bsta
nce
by a
ce
rtai
n te
mpe
ratu
re in
terv
al.
Subs
trat
e A
subs
tanc
e on
whi
ch a
n en
zym
e ac
ts.
Succ
essi
on
A se
ries o
f pre
dict
able
and
ord
erly
cha
nges
with
in a
n ec
osys
tem
ove
r tim
e.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
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ible
Con
tent
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ssar
y 20
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sylv
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artm
ent o
f Edu
catio
n
Page 1
7 April 2
014
Sym
biot
ic R
elat
ions
hip
A
rela
tions
hip
betw
een
two
orga
nism
s (i.e
., m
utua
lism
, in
whi
ch b
oth
orga
nism
s ben
efit;
par
asiti
sm, i
n w
hich
one
or
gani
sm b
enef
its a
nd th
e ot
her o
rgan
ism is
har
med
; and
com
men
salis
m, i
n w
hich
one
org
anism
ben
efits
and
the
othe
r or
gani
sm d
oes n
ot b
enef
it or
is n
ot h
arm
ed).
Syst
em
A se
t of i
nter
actin
g or
inte
rdep
ende
nt c
ompo
nent
s, re
al o
r abs
trac
t, th
at fo
rm a
n in
tegr
ated
who
le. A
n op
en sy
stem
is
able
to in
tera
ct w
ith it
s env
ironm
ent.
A cl
osed
syst
em is
isol
ated
from
its e
nviro
nmen
t.
Tem
pera
ture
A
mea
sure
of t
he a
vera
ge k
inet
ic e
nerg
y (e
nerg
y of
mot
ion)
of p
artic
les i
n a
sam
ple
of m
atte
r. Th
is ph
ysic
al p
rope
rty
can
dete
rmin
e th
e ra
te a
nd e
xten
t to
whi
ch c
hem
ical
reac
tions
can
occ
ur w
ithin
livi
ng sy
stem
s. It
is c
omm
only
mea
sure
d in
de
gree
s Cel
sius (
°C) o
r Fah
renh
eit (
°F).
Terr
estr
ial
A te
rm th
at c
an d
escr
ibe
an o
rgan
ism a
ssoc
iate
d w
ith a
land
env
ironm
ent.
Theo
ry (S
cien
tific
) An
exp
lana
tion
of o
bser
vabl
e ph
enom
ena
base
d on
ava
ilabl
e em
piric
al d
ata
and
guid
ed b
y a
syst
em o
f log
ic th
at in
clud
es
scie
ntifi
c la
ws;
pro
vide
s a sy
stem
of a
ssum
ptio
ns, a
ccep
ted
prin
cipl
es, a
nd ru
les o
f pro
cedu
re d
evise
d to
ana
lyze
, pre
dict
, or
oth
erw
ise e
xpla
in th
e na
ture
or b
ehav
ior o
f a sp
ecifi
c se
t of p
heno
men
a.
Ther
mor
egul
atio
n Th
e m
aint
enan
ce o
f int
erna
l hom
eost
asis
by k
eepi
ng a
n or
gani
sm’s
bod
y te
mpe
ratu
re w
ithin
a c
erta
in ra
nge,
eve
n w
hen
exte
rnal
env
ironm
enta
l tem
pera
ture
s var
y.
Tiss
ue
An a
nato
mic
al u
nit c
ompo
sed
of c
ells
orga
nize
d to
per
form
a si
mila
r fun
ctio
n.
Tran
scrip
tion
Th
e pr
oces
s in
whi
ch a
stra
nd o
f mes
seng
er R
NA
(mRN
A) is
synt
hesiz
ed b
y us
ing
the
gene
tic in
form
atio
n fo
und
on a
st
rand
of D
NA
as a
tem
plat
e.
Tran
slat
ion
Th
e pr
oces
s in
whi
ch th
e m
esse
nger
RN
A (m
RNA)
mol
ecul
e on
a ri
boso
me
is de
code
d to
pro
duce
a se
quen
ce o
f am
ino
acid
s for
pro
tein
synt
hesis
.
Tran
sloc
atio
n
The
proc
ess i
n w
hich
a se
gmen
t of a
chr
omos
ome
brea
ks o
ff an
d at
tach
es to
ano
ther
chr
omos
ome.
Key
ston
e Ex
ams:
Bio
logy
Asse
ssm
ent A
ncho
r &
Elig
ible
Con
tent
Glo
ssar
y 20
14
Penn
sylv
ania
Dep
artm
ent o
f Edu
catio
n
Page 1
8 April 2
014
Tran
spira
tion
The
mov
emen
t of w
ater
from
with
in a
pla
nt, t
ypic
ally
thro
ugh
the
leav
es a
nd st
ems,
to th
e at
mos
pher
e in
the
form
of
wat
er v
apor
.
Trop
hic
Leve
l Th
e po
sitio
n of
an
orga
nism
in re
latio
n to
the
flow
of e
nerg
y an
d in
orga
nic
nutr
ient
s thr
ough
an
ecos
yste
m
(e.g
., pr
oduc
er, c
onsu
mer
, and
dec
ompo
ser)
.
Uni
cellu
lar
Mad
e up
of a
sing
le c
ell.
Vest
igia
l Str
uctu
re
A ph
ysic
al c
hara
cter
istic
in o
rgan
isms t
hat a
ppea
rs to
hav
e lo
st it
s orig
inal
func
tion
as a
spec
ies h
as c
hang
ed o
ver t
ime.
Cover photo © Hill Street Studios/Harmik Nazarian/Blend Images/Corbis.
Copyright © 2014 by the Pennsylvania Department of Education. The materials contained in this publication may be
duplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplication
of materials for commercial use.
Keystone Exams: Biology
Assessment Anchors and Eligible Contentwith Sample Questions and Glossary
April 2014
Recommended