Biology Keystone
Information About the Test
2013-2014
http://www.pdesas.org/module/assessment/keyston
e.aspx
Dates of the Test
2013-2014
• Module 1
– May 20, 2014
• Module 2
– May 22, 2014
Days Leading Up To The Test
• Students should review all the materials that have
been covered during the year…especially those topics
that have given the student trouble in understanding
• Students should seek help from biology teachers or
peers to gain deeper understanding / review materials
– Hold review sessions at homes, coffee shops…
www.gallagherbiology.wikispaces.com
(Keystone Review Page)
Night/Morning Before The Tests
• Get a great night’s sleep – do not stay up later
than you are used to (try to go to bed earlier if
possible)
• Eat a breakfast on the morning of the tests
– Provides blood sugar to stimulate the brain
• Make sure you have wooden #2 pencils
– Mechanical pencils aren’t as good
At The Testing Site
• DO NOT BRING YOUR CELL PHONES
• FOLLOW ALL DIRECTIONS
• REMEMBER: YOU MAY NOT ASK QUESTIONS
DURING THE TEST
CONTENT
2012 - 2013
Module 1 Topics
• Basic Biological Principles
– Characteristics of life; prokaryotic v. eukaryotic cells; relationship of
structure and function; levels of organization (organelle  organism)
• Chemical Basis of Life
– Properties of water and how they support life; carbon; monomers v.
polymers; the 4 macromolecules; enzymes; environmental conditions
that effect enzymes
• Bioenergetics
– Roles of chloroplasts and mitochondria in energy transformation;
photosynthesis; cellular respiration; ATP
• Homeostasis and Transport
– Plasma membrane and selective permeability; passive transport; active
transport; the organelles and their functions; homeostasis mechanisms
Module 2 Topics
• Cell Growth and Reproduction
– The cell cycle; mitosis v. meiosis; DNA replication; relate DNA, Genes,
Alleles, & Chromosomes
• Genetics
– Predict patterns of inheritance (simple and complex patterns); types /
categories of mutations; transcription and translation; creation and
transport of proteins through a cell; genetic technology
• Theory of Evolution
– Natural selection’s effects on allele frequency; reproductive isolation;
sources of genetic variation; speciation; evidence supporting evolution;
hypothesis, theory, law, inference, principle, fact, observation
• Ecology
– Levels of ecological organization (organism biosphere); biotic and
abiotic factors in aquatic and terrestrial ecosystems; energy flow;
interactions between organisms in ecosystems; biogeochemical cycles;
human impact on ecosystems; limiting factors in an ecosystem
Test Format
2012 - 2013
Test Format For Each Module
• Each module is composed of 27 questions
– 24 Multiple Choice Questions
• Each multiple choice question is worth 1 point
– 3 Constructed Response Questions
• Each constructed response question is worth up to 3
points
– Graded on a scale of 0-3
Sample Multiple Choice Question
1. Which statement best describes a difference between
prokaryotic cells and eukaryotic cells?
• The presence of both DNA and ribosomes in
prokaryotic cells indicates that they are more complex
than eukaryotic cells.
• The larger size of prokaryotic cells indicates that they
are more complex than eukaryotic cells.
• The presence of membrane-bound organelles in
eukaryotic cells indicates that they are more complex
than prokaryotic cells.
• The larger size of eukaryotic cells indicates that they
are more complex than prokaryotic cells.
Answer and Reasoning
• Both cell types contain DNA and ribosomes;
prokaryotes have less-complex cell organization.
• Prokaryotes have less-complex cell organization and
are generally smaller than eukaryotes.
• Key: Eukaryotes are more complex because they have
organelles that are membrane bound, such as the
nuclei which contain their DNA. Prokaryotes have DNA,
but it is not bound by a membrane as in eukaryotes.
• A high surface-area-to-volume ratio usually increases
cell efficiency; therefore, larger cells are usually less
efficient than smaller cells.
Sample Constructed Response
Question
• Compare the structure and function of
carbohydrates, lipids, proteins, and nucleic
acids in organisms.
Part A -Describe the general composition of a
protein molecule.
Part B - Describe how the structures of proteins
differ from the structures of carbohydrates.
Part C - Describe how the functions of proteins
differ from the functions of carbohydrates.
•
•
•
Score
Student Response Descriptions
3
– The response demonstrates a thorough understanding of the structures and functions of
carbohydrates and proteins by describing each of the following:
– the general composition of a protein molecule, and
– how the structures of proteins differ from carbohydrates, and
– how the functions of proteins differ from carbohydrates.
– The response is clear, complete, and correct.
•
2
– The response demonstrates a partial understanding of the structures and functions of carbohydrates
and proteins by describing any two of the following:
– the general composition of a protein molecule,
– how the structures of proteins differ from carbohydrates,
– how the functions of proteins differ from carbohydrates.
– The response may contain some work that is incomplete or unclear.
•
1
– The response demonstrates a minimal understanding of the structures and functions of
carbohydrates and proteins by describing any one of the following:
– the general composition of a protein molecule,
– how the structures of proteins differ from carbohydrates,
– how the functions of proteins differ from carbohydrates.
– The response may contain some work that is incomplete or unclear.
•
0
– The response provides insufficient evidence to demonstrate any understanding of the concept being
tested.
Note: No deductions should be taken for misspelled words or grammatical errors.
GENERAL DESCRIPTION OF 3-POINT SCORING GUIDELINES FOR BIOLOGY
3 POINTS
• The response demonstrates a thorough understanding of the scientific content, concepts, and/or
procedures required by the task(s).
• The response provides a clear, complete, and correct response as required by the task(s). The response may
contain a minor blemish or omission in work or explanation that does not detract from demonstrating a
thorough understanding.
2 POINTS
• The response demonstrates a partial understanding of the scientific content, concepts, and/or procedures
required by the task(s).
• The response is somewhat correct with partial understanding of the required scientific content, concepts,
and/or procedures demonstrated and/or explained. The response may contain some work that is
incomplete or unclear.
1 POINT
• The response demonstrates a minimal understanding of the scientific content, concepts, and/or procedures
required by the task(s).
• The response is somewhat correct with minimal understanding of the required scientific content, concepts,
and/or procedures demonstrated and/or explained. The response may contain some work that is
incomplete or unclear.
0 POINTS
• The response provides insufficient evidence to demonstrate any understanding of the scientific content,
concepts, and/or procedures required by the task(s).
• The response may show only information copied or rephrased from the question or insufficient correct
information to receive a score of 1.
STRATEGY
2012 - 2013
Multiple Choice Strategy
• Take a deep breath
• Read the question and make sure you understand what it is
really asking
– Question may throw a lot of information at you … cross out what
you think is not important
– Re-write what the question is actually asking and think of your
answer before looking at choices. You are less likely to be
influenced by wrong answers when you already have an idea
about the answer.
– Understand the terms that are in the question
• Underline or write on a piece of scratch paper key terms
• If you don’t recognize a word…think it through…break the word down
into its roots or into smaller parts that you may know/recognize
– EX: PHOTOPHOSPHORYLATION
• Questions may ask for best or most likely
answer
– Work backwards and ELIMINATE the answers that
don’t work or don’t make sense first
• If a question involves a graph or table
– Identify what the relationship the graph or table is
trying to show then answer the question
Interpreting Terms for Constructed
Response
• Describe – provide a thorough description
– Characteristics and components; give details
• Compare – provide likenesses
• Contrast – provide differences
• Explain – provide a thorough explanation
– Go through the process or cycle; give details
• Identify – provide names, parts
• Predict – using your problem solving skills,
provide a possible solution or answer
– EX: Solving a Punnett square, you are predicting
Constructed Response Strategy
• Take a deep breath
• Write some general ideas down first on a
scratch piece of paper…organize them…then
write your response
• Read your response and make sure it answers
the prompt
– Did you provide the information that the prompt
requested (using the terms on the previous slide)