Embed Size (px)
Citation preview
2017 TEXAS STAAR TEST – END OF COURSE – BIOLOGY
Total Possible Score: 54 Needed Correct to Pass: 33
Needed Correct to Master: 45
Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf .
When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above.
Provided as a public service by Former State Representative Scott Hochberg.
No tax dollars were used for this web site.
®STAAR State of Texas
Assessments of Academic Readiness
Biology
Administered May 2017
RELEASED
Copyright © 2017, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.
BIOLOGY
Biology
Page 3
DIRECTIONS
Read each question carefully. Determine the best answer to the question from the four answer choices provided. Then fill in the answer on your answer document.
1 The picture shows a student using a microscope to study a prepared slide of a single-celled organism.
© T
mcp
hoto
s/D
ream
stim
e.co
m
A single-celled organism can be classified as a prokaryote based on the absence of —
A a cell membrane
B ribosomes
C chromosomes
D a nucleus
Biology
Page 4
2 Different types of mutations can occur in DNA. The diagram represents a type of mutation.
DNA GACTAGCAC DNA GACTAAGCAC
Mutation
Which statement describes the mutation in the diagram?
F A silent mutation results in the insertion of a different amino acid.
G A substitution occurs with the adenine base.
H A deletion of a cytosine base occurs.
J A base is inserted into one strand of the DNA.
Biology
Page 5
!
3 A remora is a fish that has an adhesive disk on the back of its head that it uses to attach itself to a large shark. When food floats away from the shark’s mouth as it feeds, the remora collects the scraps. Drawings of a shark with a remora attached and a remora’s adhesive disk are shown below.
Shark with Remora Remora Fish
Top view of fish
Adhesive disk
Remora
The relationship between the remora and the shark is an example of —
A predation
B parasitism
C commensalism
D competition
Biology
Page 6
4 Invasive plant species affect the interactions of living and nonliving components of an ecosystem, so the removal of invasive plants is often necessary. The goal of most plant-control methods is to disrupt or inhibit the function of different plant systems. For example, insects can be used to chew through roots in order to reduce a plant’s ability to absorb water.
Which of these functions would be most immediately affected by a reduction in water uptake by roots?
F Disease resistance
G Seed dispersal
H Sunlight absorption
J Photosynthesis
Biology
Page 7
5 The picture shows a pika, a small mammal found in grassland ecosystems. The vast grasslands of the Tibetan plateau are home to the plateau pika. The numerous pikas are prey for many predators of the grasslands, which serve as a major watershed for much of the area. The watershed drains large quantities of groundwater during the rainy season, or the monsoon season. Pikas have extensive burrows that help drain groundwater rapidly and are used as nesting sites by many bird species. However, many people advocate the eradication of the plateau pikas because they compete with livestock for grass.
© J
ean-
fran
cois
Riv
ard/
Dre
amst
ime.
com
Which of these will most likely happen if the plateau pikas are completely removed from the Tibetan plateau grasslands?
A The ecosystem will become unstable because predators will have fewer prey, the birds will have fewer nesting sites, and the area downriver will become vulnerable to flooding without the burrows to aerate the soil and provide drainage for monsoon rains.
B The ecosystem will become more stable because the pika will be replaced by other species of small mammals that can fill the niche, bird species will adapt to nesting aboveground, and the soils will become compacted without the burrows.
C The ecosystem will become unstable because the predators will migrate to nearby ecosystems, the birds will nest in nearby trees, and the soils will be aerated by other small mammals.
D The ecosystem will become more stable because the pika will no longer be there to eat the grasses, the birds will migrate to other ecosystems during nesting season, and the soils will be able to absorb more of the monsoon rains without the pika burrows.
Biology
Page 8
aa Aa
aa
Aa
AA
6 Albinism is an autosomal recessive condition. Which circle graph shows the genotype probability when an albino female mates with a male that is heterozygous for the albinism trait?
F H
G J
Aa
aa
Biology
Page 9
7 Part of the cell cycle is shown in this simplified model.
This part of the cell cycle is best described as the process that —
A duplicates the DNA
B completes cell division
C maintains genetic homeostasis
D synthesizes new molecules
Biology
Page 10
Enzy
me
Activ
ity
0 20 40 60 80 100 Temperature (°C)
Source: Chien et al., “Deoxyribonucleic Acid Polymerase from the Extreme Thermophile
Thermus aquaticus,” Journal of Biology, 1976
8 Taq polymerase is an enzyme used in the polymerase chain reaction (PCR) to replicate fragments of DNA. A study published in 1976 examined the properties of Taq polymerase after the enzyme was isolated from Thermus aquaticus, a thermophilic bacterium that lives in the hot springs of Yellowstone National Park. The graph shows one of the results of the study.
Which statement about enzyme activity is best supported by this graph?
F An enzyme must be composed of multiple polypeptides, or subunits, to be active.
G An enzyme’s rate of activity increases with time until it becomes inactive.
H An enzyme functions best under specific temperature conditions.
J An enzyme works equally well in bacteria that are adapted to high temperatures and in eukaryotic cells such as human cells.
9 The human immunodeficiency virus (HIV) often infects and destroys CD4 T cells. These CD4 T cells are one of many kinds of white blood cells that are an important part of the immune system.
The most common danger related to the destruction of CD4 T cells is —
A an increase in the risk of high blood pressure
B an increase in the threat of diseases caused by microorganisms and viruses
C a decrease in the flow of blood to vital organs
D a decrease in the amount of oxygen being transported to tissues
Biology
Page 11
10 Common baboons live on the savanna in breeding groups called troops. While females tend to stay with the troop, younger or less dominant males may leave to join a neighboring troop. Which of these is a likely outcome of movement by young males?
F Gene flow occurs between populations.
G Allele frequencies suddenly change.
H Relative genotypic frequencies reach a constant state.
J Intermediate phenotypes increase in the species.
11 An estuary collects sediments from the ocean and rivers that feed into it. The sediments swirl around and then settle to form a mudflat. Eel grass is then established on the mudflat. The ecosystem changes over time and ultimately develops into a salt marsh that contains mangrove trees.
Which of the following is likely NOT involved in this example of ecological succession?
A The rotting remains of plants add to the fertility of the soil.
B The soil becomes so fertile that eel grass is replaced by other plant species.
C The roots from plants help stabilize the sediment, keeping it in place.
D The concentration of salt becomes so high that all plant life is destroyed.
12 Differences in traits such as hair texture are determined by differences in —
F the location of sugar groups in DNA
G the sequence of nucleotides in DNA
H the number of nitrogenous bases in DNA
J the molecules attached to the phosphate in DNA
Biology
Page 12
Element Abundant?
Carbon Fluorine Hydrogen
Iodine Nitrogen Oxygen Phosphorus
Element Abundant?
Carbon Fluorine Hydrogen
Iodine Nitrogen Oxygen Phosphorus
Element Abundant?
Carbon Fluorine Hydrogen
Iodine Nitrogen Oxygen Phosphorus
Element Abundant?
Carbon Fluorine Hydrogen
Iodine Nitrogen Oxygen Phosphorus
13 Students were given a list of seven elements and asked to identify the four elements that are most abundant in biomolecules. Which table correctly identifies the four most-abundant elements in biomolecules?
A C
B D
Biology
Page 13
Num
ber
of R
eptil
e Ta
xa
150
125
100
75
50
25
Reptile Fossil Tracks
0 Early Late
Permian Early Late
Triassic Early Late
Jurassic Early Late Cretaceous
225–280 million 195–225 million 135–195 million 65–135 million years ago years ago years ago years ago
14 The graph shows the number of taxa of reptiles whose fossilized tracks have been found.
Which statement is best supported by these data?
F Competition for food and shelter among reptile species was very low during the Triassic period.
G A great extinction occurred during the Jurassic period.
H Environmental conditions for speciation were most favorable for reptiles during the Permian period.
J Reptiles adapted to a terrestrial environment during the Cretaceous period.
Biology
Page 14
15 The picture shows bean-shaped glands called nodes. The clusters of cells in nodes include macrophages that break down viruses and other potentially harmful materials. Nodes also contain cells that produce protein particles capable of capturing harmful materials that flow in tissue fluid through the nodes. Different parts of the body are drained by nodes in different regions of the body.
© B
lue
Ring
Med
ia P
ty L
td/D
ream
stim
e.co
m
Which body systems are directly responsible for regulating these nodes and protecting the body from harmful materials in tissue fluid?
A Immune and lymphatic systems
B Digestive and nervous systems
C Endocrine and digestive systems
D Circulatory and nervous systems
Biology
Page 15
Precipitation Wind Sunlight
Sea ice Sink of
Circulation mixes up CO2 from the deep.
Phytoplankton Warm water
holds less CO2.
Cold water holds more CO2.
CO2
Org
anic
mat
ter
Source of CO2
16 This diagram demonstrates why the ocean is a large carbon sink.
An increase in the amount of carbon dioxide in the atmosphere can cause atmospheric temperatures to increase. Which statement explains how this could affect the ocean as a carbon sink?
F Less atmospheric carbon dioxide would be available to phytoplankton.
G Dissolved carbon dioxide gas in the ocean would increase because surface winds would cause a deeper circulation pattern, making more room for the gas.
H Less carbon dioxide gas would be contained in the ocean because increasing precipitation would dilute the carbon entering the ocean.
J Less carbon dioxide would be dissolved in the ocean because increasing atmospheric temperatures would cause ocean temperatures to increase.
17 Which molecule synthesized by plants is a major source of energy for cellular processes in both plants and animals?
A Wax
B Nucleic acid
C Glucose
D Chlorophyll
Biology
Page 16
18 Researchers combined sequences of fruit-fly DNA from a gene for a particular trait with frog DNA. The mixture was heated to separate the DNA strands. Cooling allowed the single strands to form pairs. The researchers observed that some of the fruit-fly DNA paired with frog DNA.
Fruit fly
Recombined fruit-fly and frog sequence
DNA sequence from a gene
Strands separate when Frog mixed and heated
Frog DNA
The results provide evidence that —
F similar nucleotides are present in both fruit-fly and frog DNA
G fruit flies and frogs can be made to develop some of the same physical traits
H heat can cause mutations in the DNA sequences of organisms
J the replication of genetic material can occur at any temperature
19 From a single fertilized ovum undergoing a series of rapid cell divisions, a human infant develops. The embryonic cells become specialized for a variety of functions. Which of these statements best describes how different cell types develop?
A Each cell type contains only the active parts of the DNA needed for that cell type.
B Each cell type has only one chromosome containing the DNA needed for that cell type.
C Each cell has an identical copy of DNA with enzymes controlling the expression of specific genes, leading to a variety of cells.
D Each cell has multiple copies of DNA that are affected in different ways by the environment to change the function of the cell at regular intervals.
Biology
Page 17
20 The diagram demonstrates a feedback process involving antidiuretic hormone (ADH). ADHincreases the permeability of parts of the nephrons of the kidney, resulting in less water inthe urine.
Blood enters kidney.
Blood
Hypothalamus produces ADH when
blood is concentrated.
ADH changes permeability of
kidney.
Water is reabsorbed into
blood.Urine is more concentrated.
This feedback loop is likely to be activated when —
F the body experiences dehydration
G blood glucose levels are stable
H body temperature drops
J the urinary tract is infected
Biology
Page 18
21 In the 1940s, the scientist J. B. S. Haldane linked many human red blood cell disorders with the tropical regions where malaria occurs. Haldane hypothesized that the widespread presence of these red blood cell disorders as well as traits that protect individuals from malaria were the result of natural selection. Haldane’s hypothesis was later confirmed by the research of A. C. Allison.
The resistance to malaria carried by individuals in areas where malaria is widespread is the result of —
A a vaccine against malaria
B the individuals’ genetic composition
C antibiotic medications
D the individuals’ behavior in avoiding those with the infection
Biology
Page 19
Gas Trouble?
Take our supplement when eating meals high in complex carbohydrates to prevent the discomfort of intestinal gas.
Su p p l e m e nt
22 Some foods that are rich in complex carbohydrates can be difficult to digest. Gas often forms as the foods are slowly digested by bacteria in the large intestine. The advertisement is for a nutritional supplement that prevents intestinal gas.
Which of the following represents evidence that could be used to support the claims about this product?
F Complex carbohydrates are found in vegetables and grains, which are good sources of fiber, vitamins, antioxidants, and minerals. Vegetables and grains are known to reduce the risk of heart disease.
G Some nutritional supplements provide vitamins and minerals that are missing from a person’s diet. These types of nutritional supplements contain important nutrients that reduce the risk of malnutrition.
H Consuming enzymes specific for carbohydrate digestion helps the body digest complex carbohydrates more quickly in the stomach and small intestine.
J Some nutritional supplements add beneficial bacteria to a person’s diet. These bacteria populate the stomach and prevent carbohydrate digestion.
Biology
Page 20
23 Researchers studying populations of lizards from the genus Gallotia on the Canary Islands compared the protein cytochrome b in different populations. The table shows the number of differences in the cytochrome b protein between different populations.
Changes in Cytochrome b
G. stehlini
G. atlantica
G. gallotipalmae
G. gallotieisentrauti
G. gallotigalloti
G. bravoana
G. simonyi
G. stehlini
G. atlantica 36
G. gallotipalmae 41 25
G. gallotieisentrauti 40 23 8
G. gallotigalloti 40 19 10 6
G. bravoana 45 24 19 19 15
G. simonyi 49 28 19 21 17 4
Which conclusion about the relatedness of the lizards do these data support?
A G. atlantica and G. stehlini are the least closely related.
B G. simonyi and G. bravoana are the most closely related.
C G. galloti eisentrauti and G. galloti palmae are the most closely related.
D G. galloti eisentrauti and G. galloti galloti are the least closely related.
Biology
Page 21
24 The energy pyramid below shows the energy made available by producers.
Producers (10,000 joules)
Primary consumers
Secondary consumers
Tertiary consumers
Based on the energy flow between trophic levels in an energy pyramid, how much energy would be expected to be found at the secondary consumer level in this pyramid?
F 100 joules
G 500 joules
H 1,000 joules
J 50 joules
Biology
Page 22
Compound Leaves Simple Leaves
Unknown Leaf
25 Simple leaves have a single leaf on a petiole, or stem, while compound leaves have more than one leaflet on a petiole. This unknown leaf can be identified using the dichotomous key.
Step Characteristic Identification
1a Compound leaf Go to 2 1b Simple leaf Go to 3 2a Leaf pointed at the tip Ungnadia speciosa 2b Leaf rounded at the tip Sophora secundiflora 3a Leaf length four or more times greater than width Salix nigra 3b Leaf length less than four times the width Go to 4 4a Leaf pointed at the tip Arbutus xalapensis 4b Leaf rounded at the tip Quercus laceyi
Which tree does the unknown leaf come from?
A Ungnadia speciosa
B Sophora secundiflora
C Salix nigra
D Quercus laceyi
Biology
Page 23
Unknown Sample Sample Sample Sample Sample 1 2 3 4
26 In gel electrophoresis a DNA sample from an unknown donor is placed in a small well at one end of a special gel-coated plate. Samples from known donors are placed in other wells on the plate. An electric current is passed through the plate, causing the DNA fragments to separate. The size and location of the separated fragments can be compared for similarities. The more similar the locations and sizes of the fragments, the more closely the donors of the samples are related. The diagram shows four samples being compared with an unknown sample.
The donor of which sample is most closely related to the donor of the unknown sample?
F Sample 1
G Sample 2
H Sample 3
J Sample 4
Biology
Page 24
27 A student reads this advertisement for a product containing a plant micronutrient that can be added to soil.
Miracle Micro-B contains 2.0 g of boron, a micronutrient that is vital to reproduction in plants. We recommend continuous application of Miracle Micro-B to your garden plants or crops.
© H
alil
I. I
nci/
Dre
amst
ime.
com
Based on this information, the student can conclude that boron is absorbed by plant roots from soil and then —
A transported to reproductive tissues by the plant’s shoot system
B stored in plant stems until the flowers are pollinated
C concentrated in the roots until the plant’s reproductive tissues mature
D transported by the phloem to the stomata in leaves, where it attracts pollinators
28 The surface of the stomach is lined with epithelial cells called surface mucous cells. These cells produce a thick mucus that coats the epithelium on the inside surface of the stomach. What is the purpose of the mucous coating?
F It allows the epithelium to aid in the process of digestion.
G It causes the epithelium to expand as food enters the stomach.
H It protects the epithelium from the acid content of the stomach.
J It traps nutrients inside the epithelium as food passes through the stomach.
Biology
Page 25
29 In Holstein cattle the allele for black hair color (B) is dominant over the allele for red hair color (b), and the allele for polled (P), or lacking horns, is dominant over the allele for having horns (p).
What is the expected phenotypic ratio of the offspring of a BbPp × BbPp cross if these alleles sort independently?
A 16 black/polled : 0 black/horned : 0 red/polled : 0 red/horned
B 12 black/polled : 0 black/horned : 0 red/polled : 4 red/horned
C 4 black/polled : 4 black/horned : 4 red/polled : 4 red/horned
D 9 black/polled : 3 black/horned : 3 red/polled : 1 red/horned
30 A student researching bacteria concluded a report with the claim in the box.
All bacteria disrupt the health of organisms they inhabit, including humans.
Which statement correctly addresses the validity of the claim?
F The claim is valid because many studies and experiments have shown that bacteria disrupt homeostasis.
G The claim is invalid because there are many types of bacteria that help organisms maintain homeostasis.
H The claim is invalid because only microorganisms such as viruses disrupt the health of organisms.
J The claim is valid because bacteria cause disease.
Biology
Page 26
31 Which of the following is an example of the endocrine system directly interacting with the nervous system?
A The vertebrae protect the spinal cord from injury.
B Hormones provide feedback that affects neural processing.
C Sensory receptors in bones send signals about body position to the brain.
D The brain sends signals that control the speed at which food moves through the intestines.
32 Roads are often built through forests for industrial purposes or as land is developed for residential and commercial needs. How would road construction through a forest most likely affect the ecosystem?
F Non-native species would replace native species.
G The number of primary consumers would increase.
H The natural succession of vegetation would change.
J All producers would be eliminated from the community.
Biology
Page 27
33 People who have leukemia, a cancer that affects white blood cells, are often given Cytarabine. This drug inhibits the synthesis of DNA. Which phase of the cell cycle is most affected by Cytarabine?
A G1 phase
B S phase
C G2 phase
D M phase
Biology
Page 28
Mitochondrion
Nucleus
Endoplasmic reticulum Bacteria Chloroplast
34 The diagram represents a theory about cells.
Which theory is represented in this diagram?
F The theory that all living organisms are made of cells
G The theory that all living organisms share the same basic genetic components
H The theory that organisms function best when their internal conditions are maintained within narrow limits
J The theory that complex cells evolved after primitive cells engulfed bacterial cells that continued functioning
Biology
Page 29
35 Recent studies in bone research indicate that using ultrasound on a broken bone can decrease the healing time by 25%. Which of these are the most basic levels of organization involved when a bone heals?
A Cells and tissue
B Cells and organ system
C Organ system and organism
D Tissue and organ system
36 Which of these is the direct result of an error in the transcription of a DNA nucleotide?
F The nuclear membrane is ruptured.
G Amino acids do not bond to tRNA.
H A codon sequence is incorrect.
J Transportation of mRNA does not occur.
Biology
Page 30
37 Four common relationships between organisms are listed in the box.
1. Bees pollinate plants as they move from flower to flower gathering nectar.
2. Green algae grow on the backs of spider crabs living in shallow water, camouflaging the spider crabs while the crabs protect the algae from predators.
3. Fleas live on the skin of dogs and obtain nutrients from the dogs’ blood.
4. Nitrogen-fixing bacteria obtain nutrients from their host plants and use the nutrients to supply nitrogen to the plants.
Which statements best describe these relationships?
A Relationships 1 and 4 are examples of mutualism. Relationship 2 is an example of commensalism. Relationship 3 is an example of parasitism.
B Relationships 1 and 2 are examples of commensalism. Relationships 3 and 4 are examples of mutualism.
C Relationship 1 is an example of commensalism. Relationships 2 and 4 are examples of mutualism. Relationship 3 is an example of predation.
D Relationships 1, 2, and 4 are examples of mutualism. Relationship 3 is an example of parasitism.
Biology
Page 31
Control Group Experimental Group
Day 1 Day 7 20 mm 26 mm
Shade Shade
Day 1 Day 7 20 mm 24 mm
38 A student conducted an investigation to study phototropism in grasses. The only difference between the control group and the experimental group was light conditions. The control group was provided full light, while the experimental group was shaded on one side. The diagrams show the average heights and positions of blades of grass in the investigation.
Which statement best explains why the grass tips of the experimental group bent toward the light?
F Water evaporated faster on the side of the plant having full light.
G Light sensors in the grass tips stimulated a hormone in the shoot system.
H The xylem in the root system absorbed more nutrients from the shaded side.
J The side facing the light has a greater chance of absorbing carbon dioxide from the atmosphere.
Biology
Page 32
R r
R RR Rr
Rr rr r
t
R
T Tt t R r rR
t T T
r R r
39 Which diagram demonstrates how crossing-over contributes to genetic variety during meiosis?
A C
Daughter molecule
Old strands
Daughter
New strands
molecule
D B Equator of cell
Spindle fiber Pole of cell
Biology
Page 33
40 The picture shows a contractile vacuole of a unicellular freshwater organism. The contractile vacuole regulates the flow of water into and out of the cell in an aquatic environment.
Contractile vacuole
© V
ladi
mir
Zadv
insk
ii/D
ream
stim
e.co
m
What conditions cause the contractile vacuole to fill with water?
F The concentration of water is greater outside the cell than inside the cell.
G The temperature of water in the vacuole is higher than the temperature of its environment.
H The concentration of water inside the cell is the same as the concentration outside the cell.
J The temperature of water in the vacuole is lower than the temperature of its environment.
Biology
Page 34
41 The rocky material left behind by a retreating glacier forms what is called a moraine. When primary succession occurs on a moraine, which life-forms will help create the soil by breaking down bare rock?
A Insects
B Lichens
C Grasses
D Deciduous trees
42 Organisms are classified today using the Linnaean system, and the following table shows the taxonomic classification of two marine organisms living along the Pacific Coast.
Taxonomic Classification
Common dolphin Killer whale
Animalia Animalia Chordata Chordata Vertebrata Vertebrata Mammalia Mammalia Cetacea Cetacea Delphinidae Delphinidae Delphinus Orcinus delphis orca
Taxonomic classification is important to marine biologists because it provides a way to —
F prove that marine evolution occurs
G discover and name every marine organism on Earth
H designate Latin as the universal language of marine biology
J identify marine organisms and find evolutionary relationships between them
Biology
Page 35
Ferritin Glycogen
Ferritin is a protein containing iron, which is needed by all living things. Iron is found in hemoglobin and in cytochromes, which function in metabolism. Free iron can damage proteins, lipids, and nucleic acids.
Glycogen is a carbohydrate that consists of glucose molecules. It can be hydrolyzed as glucose as needed by an organism.
43 Proteins and carbohydrates have many functions in the body of an organism. Specific proteins and carbohydrates perform specific tasks. Information about a protein and a carbohydrate is given below.
How are ferritin and glycogen similar in their primary functions for an organism?
A Both store materials needed by the organism.
B Both store energy used by the organism.
C Both support the structure of the organism.
D Both store information for the organism.
Biology
Page 36
mRNA 5’ 3’
A G C U G A C C U A G C G G A C A A
C G C
Ala
CCA
G A U
C C A
AspAla LeuLeu
44 A model of a biological process is shown.
What is the purpose of this process?
F To replicate the DNA of an organism before cell division
G To assemble nucleotides in an mRNA chain along a DNA template
H To synthesize amino acids used to unzip strands of DNA and copy the genetic code
J To translate the genetic code into a specific sequence of amino acids
Biology
Page 37
45 Scientists conducted an investigation to study the possible effects of air pollution on chlorophyll a and chlorophyll b in plants. The scientists gathered plants from polluted areas and unpolluted areas and then measured the presence of chlorophyll in 50 mg of plant leaves. The results are shown in the graph.
Concentration of Chlorophyll
1.8
1.6
1.4
1.2
1.0
0.8
0.6
0.4
0.2
0
Conc
entr
atio
n of
Pig
men
t pe
r Le
af (
mg/
g)
KEY
Chlorophyll a
Chlorophyll b
Polluted Unpolluted area area
Location Source: Giri et al., “Effect of Air Pollution on Chlorophyll Content of
Leaves,” Current Agriculture Research Journal, 2013
Which inference do these data support?
A Gene expression for chlorophyll is not affected by pollution.
B Plants in polluted areas can adapt in order to survive.
C Photosynthesis decreases in response to air pollution.
D Cellular respiration increases in plants in polluted areas.
46 Viruses can be transmitted through air, water, food, insect bites, and direct skin contact. Once a virus gains entry to the body, it invades a host cell in order to —
F deactivate the host cell’s defenses
G synthesize antibodies for defense
H metabolize host proteins and grow
J access cellular processes for replication
Biology
Page 38
47 The table shows the survival rate of two types of beetles in the same environment over a period of three years.
Survival Rates
Year Green Beetle (%)
Brown Beetle (%)
1 78 31 2 83 29 3 77 28
Which statement about the beetles in this environment is best supported by the data?
A Green beetles are more fit for the environment than brown beetles are.
B Brown beetles undergo a greater number of unfavorable mutations than green beetles do.
C Green beetles have a greater gene frequency among their population than brown beetles have.
D Brown beetles have a shorter life cycle than green beetles have.
48 Photosynthesis and cellular respiration both involve the use and release of gases. Which statement correctly identifies the role of gases in the two processes?
F Photosynthesis and cellular respiration both use carbon dioxide and release oxygen.
G Photosynthesis and cellular respiration both use oxygen and release carbon dioxide.
H Cellular respiration uses oxygen and releases carbon dioxide, while photosynthesis uses carbon dioxide and releases oxygen.
J Cellular respiration uses carbon dioxide and releases oxygen, while photosynthesis uses oxygen and releases carbon dioxide.
Biology
Page 39
Fossils of Some Cetaceans
Oldest
Ambulocetus natans
Rodhocetus balochistanensis
Basilosaurus isis Youngest
49 Cetaceans are whales and their relatives. The diagram shows some fossils of cetaceans.
Which statement provides the best evidence that Ambulocetus natans is an ancestor of Basilosaurus isis?
A Homologous structures occur in each fossil.
B Similar nitrogenous bases are found in the DNA of each fossil.
C The fossils were found in different locations.
D The youngest fossil is larger than the older fossils.
Biology
Page 40
G A T C G A T C
G A T C G A T C
50 A student studying interactions between body systems constructs this table. The student plans to fill out the table with phrases that describe an interaction between each pair of systems.
Skeletal Circulatory Muscular Digestive Respiratory Urinary Nervous
Skeletal Circulatory
Muscular
Digestive X
Respiratory
Urinary
Nervous
Which of these phrases could be placed in the position marked with an X?
F Provides nutrients to kidney cells
G Provides nutrients to brain cells
H Provides nutrients to nerve cells
J Provides nutrients to muscle cells
51 A student used poster board to construct this model of a section of DNA.
Which statement describes this model of DNA?
A The model is inaccurate because the base pairs are incorrect.
B The model is accurate because it contains correctly paired bases.
C The model is accurate because it shows each base splitting to form a double helix.
D The model is inaccurate because some typical bases in DNA are missing.
Biology
Page 41
Producers Longleaf woodoats, water oaks Primary consumers Field sparrows, white-footed mice, beetles, ants
Secondary consumers Striped skunks, Louisiana milk snakes, eastern gray squirrels, white-tailed deer
Top predators Striped skunks, great horned owls, red-tailed hawks
Producers Longleaf woodoats, water oaks
Primary consumers Field sparrows, white-tailed deer, eastern gray squirrels, white-footed mice, beetles, ants
Secondary consumers Striped skunks, Louisiana milk snakes Top predators Great horned owls, red-tailed hawks
Producers Longleaf woodoats, water oaks, beetles, ants
Primary consumers Field sparrows, white-tailed deer, eastern gray squirrels, white-footed mice
Secondary consumers Striped skunks, Louisiana milk snakes Top predators Striped skunks, great horned owls, red-tailed hawks
Producers Striped skunks, great horned owls, red-tailed hawks Primary consumers Striped skunks, Louisiana milk snakes
Secondary consumers Field sparrows, white-tailed deer, eastern gray squirrels, white-footed mice, beetles, ants
Top predators Longleaf woodoats, water oaks
52 The diagram shows a partial East Texas food web.
Red-tailed hawks
Louisiana milk Great horned
Striped skunks
deer Beetles
Longleaf woodoats Water oaks Ants
Field sparrows
White-tailed
snakes owls
Eastern gray squirrels
White-footed mice
Which table correctly classifies these organisms?
F
G
H
J
Biology
Page 42
53 The classifications of four trees are shown in the table.
Common Name Order Family Genus Species
Taiwan beech Fagales Fagaceae Fagus hayatae Lodgepole pine Pinales Pinaceae Pinus contorta Taiwan catkin yew Pinales Taxaceae Amentotaxus formosana Japanese maple Sapindales Sapindaceae Acer palmatum
Which two trees are the most closely related?
A Taiwan beech and Taiwan catkin yew
B Taiwan catkin yew and lodgepole pine
C Lodgepole pine and Japanese maple
D Japanese maple and Taiwan beech
Biology
Page 43
54 The arctic fox inhabits northern areas of North America. The same arctic fox is shown in the drawing at different times of the year.
January July
What causes this change in fur color?
F The alleles for fur color change as the arctic fox grows older.
G Gene expression for fur color is regulated by latitude.
H The arctic fox has two traits for fur color that are determined at birth.
J Gene expression for fur color is regulated by temperature.
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS Biology
Page 44 ON THE ANSWER DOCUMENT. STOP
STAAR Biology
May 2017
STAAR® Biology 2017 Release
Answer Key Paper
Item Number
Reporting Category
Readiness or Supporting
Content Student Expectation
Process Student Expectation
Correct Answer
1 1 Supporting B.4(A) B.2(F) D 2 2 Readiness B.6(E) B.2(G) J 3 5 Readiness B.12(A) C 4 4 Readiness B.10(B) J 5 5 Readiness B.12(F) B.2(G) A 6 2 Readiness B.6(F) B.2(F) F 7 1 Readiness B.5(A) B.2(G) B 8 4 Supporting B.9(C) B.2(G) H 9 1 Readiness B.4(C) B
10 3 Supporting B.7(F) F 11 5 Readiness B.11(D) D 12 2 Readiness B.6(A) G 13 1 Readiness B.9(A) B.2(G) A 14 3 Supporting B.7(B) B.2(G) G 15 4 Readiness B.10(A) A 16 5 Supporting B.12(E) B.2(G) J 17 1 Readiness B.4(B) C 18 2 Supporting B.6(B) B.3(F) F 19 1 Supporting B.5(C) C 20 4 Supporting B.11(A) B.2(G) F 21 3 Readiness B.7(E) B.3(F) B 22 4 Supporting B.9(C) B.3(C) H 23 3 Readiness B.7(A) B.2(G) B 24 5 Readiness B.12(C) B.2(G) F 25 3 Readiness B.8(B) B.2(F) D 26 2 Supporting B.6(H) B.3(D) H 27 4 Readiness B.10(B) A 28 1 Supporting B.5(B) H 29 2 Readiness B.6(F) D 30 5 Supporting B.11(C) G 31 4 Readiness B.10(A) B 32 5 Readiness B.12(F) H 33 1 Readiness B.5(A) B 34 3 Supporting B.7(G) B.2(C) J 35 4 Supporting B.10(C) A 36 2 Readiness B.6(E) B.2(G) H 37 5 Readiness B.12(A) B.2(G) D 38 4 Readiness B.10(B) G 39 2 Supporting B.6(G) B.2(G) C 40 1 Readiness B.4(B) F 41 5 Readiness B.11(D) B 42 3 Supporting B.8(A) J 43 1 Readiness B.9(A) A 44 2 Supporting B.6(C) B.2(H) J 45 5 Supporting B.11(B) B.2(G) C 46 1 Readiness B.4(C) J 47 3 Readiness B.7(E) B.2(F) A 48 4 Supporting B.9(B) H 49 3 Readiness B.7(A) B.2(G) A 50 4 Readiness B.10(A) B.2(G) J 51 2 Readiness B.6(A) A 52 5 Readiness B.12(C) B.2(G) H 53 3 Readiness B.8(B) B.2(G) B 54 2 Supporting B.6(D) J
Copyright © 2017, Texas Education Agency (TEA). All rights reserved.
Biology Assessment
Eligible Texas Essential Knowledge and Skills
Texas Education Agency Student Assessment Division
Fall 2010
STAAR Biology Assessment
Reporting Category 1: Cell Structure and Function The student will demonstrate an understanding of biomolecules as building blocks of cells, and that cells are the basic unit of structure and function of living things.
(B.4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to
(A) compare and contrast prokaryotic and eukaryotic cells; Supporting Standard
(B) investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; and Readiness Standard
(C) compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza. Readiness Standard
(B.5) Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to
(A) describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms; Readiness Standard
(B) examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium; Supporting Standard
(C) describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation; and Supporting Standard
(D) recognize that disruptions of the cell cycle lead to diseases such as cancer. Supporting Standard
STAAR Biology Page 2 of 10
Texas Education Agency Student Assessment Division
Fall 2010
(B.9) Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to
(A) compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; and Readiness Standard
(D) analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life. Supporting Standard
STAAR Biology Page 3 of 10
Texas Education Agency Student Assessment Division
Fall 2010
Reporting Category 2: Mechanisms of Genetics The student will demonstrate an understanding of the mechanisms of genetics.
(B.6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to
(A) identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA; Readiness Standard
(B) recognize that components that make up the genetic code are common to all organisms; Supporting Standard
(C) explain the purpose and process of transcription and translation using models of DNA and RNA; Supporting Standard
(D) recognize that gene expression is a regulated process; Supporting Standard
(E) identify and illustrate changes in DNA and evaluate the significance of these changes; Readiness Standard
(F) predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance; Readiness Standard
(G) recognize the significance of meiosis to sexual reproduction; and Supporting Standard
(H) describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms. Supporting Standard
STAAR Biology Page 4 of 10
Texas Education Agency Student Assessment Division
Fall 2010
Reporting Category 3: Biological Evolution and Classification The student will demonstrate an understanding of the theory of biological evolution and the hierarchical classification of organisms.
(B.7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to
(A) analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental; Readiness Standard
(B) analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record; Supporting Standard
(C) analyze and evaluate how natural selection produces change in populations, not individuals; Supporting Standard
(D) analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success; Supporting Standard
(E) analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; Readiness Standard
(F) analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination; and Supporting Standard
(G) analyze and evaluate scientific explanations concerning the complexity of the cell. Supporting Standard
(B.8) Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to
(A) define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community; Supporting Standard
STAAR Biology Page 5 of 10
Texas Education Agency Student Assessment Division
Fall 2010
(B) categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; and Readiness Standard
(C) compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals. Supporting Standard
STAAR Biology Page 6 of 10
Texas Education Agency Student Assessment Division
Fall 2010
Reporting Category 4: Biological Processes and Systems The student will demonstrate an understanding of metabolic processes, energy conversions, and interactions and functions of systems in organisms.
(B.9) Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to
(B) compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter; and Supporting Standard
(C) identify and investigate the role of enzymes. Supporting Standard
(B.10) Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to
(A) describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals; Readiness Standard
(B) describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants; and Readiness Standard
(C) analyze the levels of organization in biological systems and relate the levels to each other and to the whole system. Supporting Standard
(B.11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to
(A) describe the role of internal feedback mechanisms in the maintenance of homeostasis. Supporting Standard
STAAR Biology Page 7 of 10
Texas Education Agency Student Assessment Division
Fall 2010
Reporting Category 5: Interdependence within Environmental Systems The student will demonstrate an understanding of the interdependence and interactions that occur within an environmental system and their significance.
(B.11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to
(B) investigate and analyze how organisms, populations, and communities respond to external factors; Supporting Standard
(C) summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems; and Supporting Standard
(D) describe how events and processes that occur during ecological succession can change populations and species diversity. Readiness Standard
(B.12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to
(A) interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms; Readiness Standard
(B) compare variations and adaptations of organisms in different ecosystems; Supporting Standard
(C) analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids; Readiness Standard
(D) recognize that long-term survival of species is dependent on changing resource bases that are limited; Supporting Standard
(E) describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles; and Supporting Standard
(F) describe how environmental change can impact ecosystem stability. Readiness Standard
STAAR Biology Page 8 of 10
Texas Education Agency Student Assessment Division
Fall 2010
Scientific Process Skills
These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1–5 and will be identified along with content standards.
(B.1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to
(A) demonstrate safe practices during laboratory and field investigations; and
(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
(B.2) Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to
(A) know the definition of science and understand that it has limitations, as specified in chapter 112.34, subsection (b)(2) of 19 TAC;
(B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;
(C) know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed;
(D) distinguish between scientific hypotheses and scientific theories;
(E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;
(F) collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses,
STAAR Biology Page 9 of 10
Texas Education Agency Student Assessment Division
Fall 2010
Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures;
(G) analyze, evaluate, make inferences, and predict trends from data; and
(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.
(B.3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;
(C) draw inferences based on data related to promotional materials for products and services;
(D) evaluate the impact of scientific research on society and the environment;
(E) evaluate models according to their limitations in representing biological objects or events; and
(F) research and describe the history of biology and contributions of scientists.
STAAR Biology Page 10 of 10
Texas Education Agency Student Assessment Division
Fall 2010
