Biology EOC Practice Test Answer Key

Item 1 Alignment: HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain

relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new

ecosystem.

• SEP: Engaging in Argument from Evidence

• DCI: LS2.C: Ecosystem Dynamics, Functioning, and Resilience

• CCC: Stability and Change

Answers:

Item 2 Alignment: HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain

homeostasis.

• SEP: Planning and Carrying out Investigations

• DCI: LS1.A: Structure and Function

• CCC: Stability and Change

Options:

• Subject:

o A

o B

o C

• Measurement Time:

o 8:30 a.m.

o 9:30 a.m.

o 10:30 a.m.

o 11:30 a.m.

o 12:30 p.m.

o 1:30 p.m.

o 2:30 p.m.

Answer:

May vary, depending on student selections.

Possible points:

(1 point) The student tested all three subjects.

(1 point) The student selected at least one measurement time immediately before the meal (10:30 a.m. or 11:30 a.m.).

(1 point) The student selected one measurement time immediately before the meal for two or three subjects (example:

the student tested subject C at 10:30 a.m. and subject B at 10:30 a.m.)

(1 point) The student selected at least one measurement right after the meal (12:30 p.m.).

(1 point) The student selected one measurement time immediately after the meal for two or three subjects (example:

the student tested subject C at 12:30 p.m. and subject B at 12:30 p.m.)

(1 point) The student selected at least one measurement later in the day or earlier before the meal (8:30 a.m., 9:30 a.m.,

1:30 p.m., 2:30 p.m.).

(1 point) The student selected at least one measurement later in the day or earlier before the meal for two or three

subjects (example: the student tested subject C at 2:30 p.m. and subject B at 2:30 p.m.).

(1 point) The student tested one subject at three different time points: one immediately before the meal, one

immediately after the meal (12:30 p.m.) and one later after the meal or well earlier before the meal.

This is an example of an output table that would receive all points:

Answer:

Answers will vary based on the student’s trials in part A.

Example for trials shown in example above (4 points):

Answer:

Answer: D

Item 3 Alignment: HS-LS1-6: Construct explanations and revise, as needed, based on evidence for: 1) how carbon, hydrogen,

and oxygen may combine with other elements to form amino acids and/or other large carbon-based molecules, and 2)

how other hydrocarbons may also combine to form large carbon-based molecules.

• SEP: Constructing Explanations and Designing Solutions

• DCI: LS1.C: Organization for Matter and Energy Flow in Organisms

• CCC: Energy and Matter

Answer: D

Answers:

Answers:

Options:

• Tick consumes the blood of a guinea pig.

• Chains of amino acids are linked and folded.

• Proteins in the blood are broken down into smaller molecules and atoms.

• Amino acids are attached in long chains according to the mRNA sequence.

• Elements from the sugar molecules in the blood are rearranged into amino acids.

• Sugar molecules in the blood are broken down into smaller molecules and atoms.

• Elements from the protein molecules in the blood are rearranged into amino acids.

Answer:

Item 4 Alignment: HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the

environment and biodiversity.

• SEP: Constructing Explanations and Designing Solutions

• DCI: LS2.C: Ecosystem Dynamics, Functioning, and Resilience

• CCC: Stability and Change

Answer:

Options:

• Solution Combinations:

o Catch restrictions and restore seagrass beds

o Catch restrictions and natural predator removal

o Restore seagrass beds and natural predator removal

• Explanation:

o Increased nutrients, habitat diversity and biodiversity

o Increased nutrients and biodiversity; decreased predators

o Increased habitat availability and biodiversity; decreased predators

Answer:

Item 5 Alignment: HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems

and life on Earth.

• SEP: Engaging in Argument from Evidence

• DCI: ESS2.E: Biogeology

• CCC: Stability and Change

Answer:

Answers:

Answer:

Answer: B

Item 6 Alignment: HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of

populations.

• SEP: Constructing Explanations and Designing Solutions

• DCI: LS4.C: Adaptation

• CCC: Cause and Effect

Options:

• Years

o 1996

o 1997

o 2000

o 2001

o 2002

o 2003

• Average Annual Precipitation:

o Precipitation was consistently above average in Days 1 – 50.

o Precipitation was consistently above average in Days 51 – 100.

o Precipitation was consistently below average in Days 1 – 50.

o Precipitation was consistently below average in Days 51 – 100.

Answer: Answers may vary, depending on the years chosen.

Example:

Answer: C

Options:

• “After a multiyear drought in California starting in the year 200, some wild mustard plants begin to flower earlier

in the season.”

• “Flowering mustard plants and their young offspring plants need plenty of water to grow.”

• “Table 1 shows the difference in average seasonal precipitation in the first and last 50 days of a typical growing

season.”

• “Table 1. Difference in Precipitation Compared to the Long-Term Seasonal Averages”

• “The scientists also planted seeds collected in 1997 and 2004 in identical greenhouse conditions.”

• “Table 2 shows the number of days from germination to first flowering for all the seeds planted.”

• “Table 2. Days to First Flowering”

Answer: Answer may vary, depending on selection in part B.

Example:

If student selected C in part B, then they can earn a point by selecting one of the following:

• “Flowering mustard plants and their young offspring plants need plenty of water to grow.”

• “Table 1 shows the difference in average seasonal precipitation in the first and last 50 days of a typical growing

season.”

• “Table 1. Difference in Precipitation Compared to the Long-Term Seasonal Averages”

Options:

1st dropdown:

• seed dispersal

• maturation rate

• plant flowering time

• absorption of precipitation by soil

2nd dropdown:

• time of germination

• individual plant genes

• wider area covered by plants

• distribution of genes in the population

Answers:

1st dropdown: plant flowering time

2nd dropdown: distribution of genes in the population

Answer: B

Answer: