2022-2023 Pennsylvania Department of Education Keystone Biology Item and Scoring Sampler

Pennsylvania

Keystone Exams

Pennsylvania Department of Education Bureau of Curriculum, Assessment and Instruction—August 2022

Biology

Item and Scoring Sampler

2022–2023

Keystone Biology Item and Scoring Sampler—August 2022

TABLE OF CONTENTS

INFORMATION ABOUT BIOLOGY

Introduction .................................................................1

About the Keystone Exams .....................................................1

Alignment ...............................................................2

Depth of Knowledge .......................................................2

Exam Format .............................................................2

Item and Scoring Sampler Format ................................................3

Biology Exam Directions .......................................................4

General Description of Scoring Guidelines for Biology ................................5

BIOLOGY MODULE 1

Multiple-Choice Items .........................................................6

Constructed-Response Item ...................................................21

Constructed-Response Item ...................................................28

Biology Module 1—Summary Data ..............................................42

BIOLOGY MODULE 2

Multiple-Choice Items ........................................................44

Constructed-Response Item ...................................................58

Constructed-Response Item ...................................................70

Biology Module 2—Summary Data ..............................................82

Keystone Biology Item and Scoring Sampler—August 2022

INFORMATION ABOUT BIOLOGY

INTRODUCTION

The Pennsylvania Department of Education (PDE) provides districts and schools with tools to assist

in delivering focused instructional programs aligned to the Pennsylvania Standards (PS). These tools

include the standards, Assessment Anchor documents, Keystone Exams Test Definition, Classroom

Diagnostic Tool, Standards Aligned System, and content-based item and scoring samplers. This

2022 Biology Item and Scoring Sampler is a useful tool for Pennsylvania educators in preparing

students for the Keystone Exams by providing samples of test item types and scored student

responses. The Item Sampler is not designed to be used as a pretest, a curriculum, or any other

benchmark for operational testing.

This Item and Scoring Sampler contains released operational multiple-choice and constructed-

response items that have appeared on previously administered Keystone Exams. These items will

not appear on any future Keystone Exams. Released items provide an idea of the types of items that

have appeared on operational exams and that will appear on future operational Keystone Exams.

Each item has been through a rigorous review process to ensure alignment with the Assessment

Anchors and Eligible Content. This sampler includes items that measure a variety of Assessment

Anchor and Eligible Content statements, but it does not include sample items for all Assessment

Anchor and Eligible Content statements.

The items in this sampler may be used

as samples of item types that students will encounter in

operational testing. Classroom teachers may find it beneficial to have students respond to the

constructed-response items in this sampler. Educators can then use the sampler as a guide to score

the responses either independently or together with colleagues.

This Item and Scoring Sampler is available in Braille format. For more information regarding Braille,

call (717)-901-2238.

ABOUT THE KEYSTONE EXAMS

The Keystone Exams are end-of-course assessments currently designed to assess proficiencies

in Algebra I, Biology, and Literature. For detailed information about how the Keystone Exams are

being integrated into the Pennsylvania graduation requirements, please contact the Pennsylvania

Department of Education or visit the PDE website at http://www.education.pa.gov.

The permission to copy and/or use these materials does not extend to commercial purposes.

Keystone Biology Item and Scoring Sampler—August 2022

INFORMATION ABOUT BIOLOGY

Alignment

The Biology Keystone Exam consists of questions grouped into two modules: Module 1—Cells and

Cell Processes and Module 2—Continuity and Unity of Life. Each module corresponds to specific

content, aligned to statements and specifications included in the course-specific Assessment

Anchor documents. The Biology content included in the Keystone Biology multiple-choice items will

align with the Assessment Anchors as defined by the Eligible Content statements. The process skills,

directives, and action statements will also specifically align with the Assessment Anchors as defined

by the Eligible Content statements.

The content included in Biology constructed-response items aligns with content included in the

Eligible Content statements. The process skills, directives, and action statements included in the

performance demands of the Biology constructed-response items align with specifications included

in the Assessment Anchor statements, the Anchor Descriptor statements, and/or the Eligible Content

statements. In other words, the verbs or action statements used in the constructed-response items

or stems can come from the Eligible Content, Anchor Descriptor, or Assessment Anchor statements.

Depth of Knowledge

Webb’s Depth of Knowledge (DOK) was created by Dr. Norman Webb of the Wisconsin Center for

Education Research. Webb’s definition of DOK is the cognitive expectation demanded by standards,

curricular activities, and assessment tasks. Webb’s DOK includes four levels, from the lowest (recall)

level to the highest (extended thinking) level.

Depth of Knowledge

Level 1 Recall

Level 2 Basic Application of Skill/Concept

Level 3 Strategic Thinking

Level 4 Extended Thinking

Each Keystone item has been through a rigorous review process and is assigned a DOK level. For

additional information about DOK, please visit the PDE website at http://static.pdesas.org/content/

documents/Keystone_Exams_Understanding_Depth_of_Knowledge_and_Cognitive_Complexity.pdf.

Exam Format

The Keystone Exams are delivered in a paper-and-pencil format as well as in a computer-based

online format. The multiple-choice items require students to select the best answer from four

possible answer options and record their answers in the spaces provided. The correct answer for

each multiple-choice item is worth onepoint. The constructed-response items require students

to develop and write (or construct) their responses. Constructed-response items in Biology are

scored using item-specific scoring guidelines based on a 0–3-point scale. Each multiple-choice item

is designed to take about one minute to one and a half minutes to complete. Each constructed-

response item is designed to take about eight minutes to complete. The estimated time to respond

to a test question is the same for both test formats. During an actual exam administration, students

are given additional time as necessary to complete the exam.

Keystone Biology Item and Scoring Sampler—August 2022

INFORMATION ABOUT BIOLOGY

ITEM AND SCORING SAMPLER FORMAT

This sampler includes the test directions and scoring guidelines that appear in the Keystone Exams.

Each sample multiple-choice item is followed by a table that includes the alignment, the answer

key, the DOK, the percentage

of students who chose each answer option, and a brief answer

option analysis or rationale. Each constructed-response item is followed by a table that includes

the item alignment, the DOK, and the mean student score. Additionally, each of the included item-

specific scoring guidelines is combined with sample student responses representing each score

point to form a practical item-specific scoring guide. The General Description of Scoring Guidelines

for Biology used to develop the item-specific scoring guidelines should be used if any additional

item-specific scoring guidelines are created for use within local instructional programs. The student

responses in this item and scoring sampler are actual student responses; however, the handwriting

has been changed to protect the students’ identities and to make the item and scoring sampler

accessible to as many people as possible.

Example Multiple-Choice Item Information Table

Item Information

Alignment Assigned AAEC

Answer Key Correct Answer

Depth of Knowledge Assigned DOK

p-value A Percentage of students who selected option A

p-value B Percentage of students who selected option B

p-value C Percentage of students who selected option C

p-value D Percentage of students who selected option D

Option Annotations Brief answer option analysis or rationale

Example Constructed-Response Item Information Table

Alignment

Assigned

AAEC

Depth of Knowledge

Assigned

DOK

Mean Score

Average

Score

All p-value percentages listed in the item information tables have been rounded.

Keystone Biology Item and Scoring Sampler—August 2022

INFORMATION ABOUT BIOLOGY

BIOLOGY EXAM DIRECTIONS

Directions:

Below are the exam directions available to students. These directions may be used to help students

navigate through the exam.

There are two types of questions in this module.

Multiple-Choice Questions:

These questions will ask you to select an answer from among four choices.

• Read each question, and choose the correct answer.

• Only one of the answers provided is correct.

• Record your answer in the Biology answer booklet.

Constructed-Response Questions:

These questions will require you to write your response.

• Be sure to read the directions carefully.

• You cannot receive the highest score for a constructed-response question without

following all directions.

• If the question asks you to do multiple tasks, be sure to complete all tasks.

• If the question asks you to explain, be sure to explain. If the question asks you to

analyze, describe, or compare, be sure to analyze, describe, or compare.

• All responses must be written in the appropriate location within the response box in the

Biology answer booklet. If you use scratch paper to write your draft, be sure to transfer

your final response to the Biology answer booklet.

In addition, a module may also include scenarios. A scenario contains text, graphics, charts, and/or

tables describing a biological concept, an experiment, or other scientific research. You can use the

information contained in a scenario to answer certain exam questions. Before responding to any

scenario questions, be sure to study the entire scenario and follow the directions for the scenario.

You may refer back to the scenario at any time when answering the scenario questions.

If you finish early, you may check your work in Module 1 [or Module 2] only.

• Do not look ahead at the questions in Module 2 [or back at the questions in Module 1] of

your exam materials.

• After you have checked your work, close your exam materials.

You may refer to this page at any time during this portion of the exam.

Keystone Biology Item and Scoring Sampler—August 2022

INFORMATION ABOUT BIOLOGY

GENERAL DESCRIPTION OF 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 as 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.

Keystone Biology Item and Scoring Sampler—August 2022

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BIOLOGY MODULE 1

MULTIPLE-CHOICE ITEMS

1. Which characteristic is shared by all prokaryotic and eukaryotic organisms?

A. contain genetic material

B. contain membrane-bound organelles

C. use the same method of reproduction

D. use the same method of obtaining nutrition

Item Information

Alignment BIO.A.1.1.1

Answer Key A

Depth of Knowledge 2

p-value A 56% (correct answer)

p-value B 23%

p-value C 12%

p-value D 9%

Option Annotations A. Key: Prokaryotes and eukaryotes both have genetic material, but it

is present in different forms among these groups.

B. Membrane-bound organelles are absent in prokaryotes but present

in eukaryotes.

C. Prokaryotes divide by binary fission; eukaryotes divide through the

process of mitosis.

D. Prokaryotes and eukaryotes both require energy, but the methods

used to obtain nutrients are not the same for all organisms.

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2. Which conclusion is best supported by the presence of ribosomes in prokaryotes and

eukaryotes?

A. Ribosomes have different functions in prokaryotes and eukaryotes.

B. Both prokaryotes and eukaryotes store energy to power life functions.

C. Ribosomes developed independently inside prokaryotes and eukaryotes.

D. Both prokaryotes and eukaryotes make proteins to perform life functions.

Item Information

Alignment BIO.A.1.1.1

Answer Key D

Depth of Knowledge 2

p-value A 16%

p-value B 17%

p-value C 12%

p-value D 55% (correct answer)

Option Annotations A. The function of a ribosome is to serve as the site of protein

synthesis in both eukaryotic and prokaryotic cells.

B. Energy in a cell is stored within the bonds of ATP, not ribosomes.

C. Ribosomes are the site of protein synthesis, so their development

does not explain why they are found in both prokaryotic and

eukaryotic cells.

D. Key: Ribosomes serve as the site of protein synthesis; eukaryotes

and prokaryotes are able to make proteins for cell growth and

repair.

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3. Use the diagram below to answer the question.

Some Components of a Bone

red blood

cells

bone

inside of

a bone

white blood

cells

platelets

marrow

The diagram shows a bone and some of its components. Which statement best describes a

relationship among some of these components?

A. Marrow is an organ in the skeletal system.

B. Marrow is a tissue that contains different types of cells.

C. Red blood cells, white blood cells, and platelets perform the same function.

D. Red blood cells, white blood cells, and platelets together form an organ system.

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Item Information

Alignment BIO.A.1.2.2

Answer Key B

Depth of Knowledge 2

p-value A 7%

p-value B 62% (correct answer)

p-value C 10%

p-value D 21%

Option Annotations A. Bone marrow is a tissue in bones, and bones are the organs in the

skeletal system.

B. Key: Bone marrow is a tissue in bone (an organ) and is made up of

specialized cells.

C. These different cell types have specialized forms and functions.

D. Red blood cells, white blood cells, and platelets are found in blood

and do not make up an organ system.

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4. Which statement best describes how amino acids become polymers?

A. Water is added as amino acids link to form proteins.

B. Water is released as amino acids break apart to form proteins.

C. Peptide bonds link amino acids together as proteins form.

D. Peptide bonds break between amino acids as proteins form.

Item Information

Alignment BIO.A.2.2.2

Answer Key C

Depth of Knowledge 2

p-value A 11%

p-value B 13%

p-value C 67% (correct answer)

p-value D 9%

Option Annotations A. To link amino acid monomers with peptide bonds, dehydration

synthesis releases water.

B. Hydrolysis can break peptide bonds, but this produces monomers,

not polymers.

C. Key: Amino acids become protein polymers through a condensation

(dehydration synthesis) reaction.

D. Amino acids are the monomers that link to form protein polymers.

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5. DNA replication in a eukaryotic cell occurs in the presence of the enzyme DNA polymerase.

Which effect is most likely caused by a pH change in the cell nucleus?

A. The rate of DNA replication will decrease.

B. The energy required to initiate DNA replication will decrease.

C. DNA replication will occur in the absence of certain nucleic acids.

D. DNA replication will move to the cytoplasm and be completed by other enzymes.

Item Information

Alignment BIO.A.2.3.2

Answer Key A

Depth of Knowledge 2

p-value A 42% (correct answer)

p-value B 25%

p-value C 18%

p-value D 14%

Option Annotations A. Key: Enzymes function at a specific pH; any change above or

below this optimum pH will result in decreased activity of the

enzyme.

B. One function of an enzyme is to decrease activation energy, but

if the enzyme involved in the reaction is compromised, then the

energy to initiate a reaction will increase.

C. DNA is a nucleic acid and stores the genetic material.

D. DNA synthesis occurs in the nucleus of a eukaryotic cell, not the

cytoplasm.

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6. Which statement best describes the role of ATP in a living system?

A. ATP senses and adjusts the pH in the cellular environment.

B. ATP identifies and repairs weak components of cells and tissues.

C. ATP measures and provides heat to increase reaction rates in cells.

D. ATP captures and transfers energy released by the breakdown of glucose.

Item Information

Alignment BIO.A.3.2.2

Answer Key D

Depth of Knowledge 2

p-value A 6%

p-value B 7%

p-value C 9%

p-value D 79% (correct answer)

Option Annotations A. As a molecule, ATP is an energy carrier, and it does not have

sensory capabilities.

B. As a molecule, ATP is an energy carrier, and it provides the energy

for repairs to be performed.

C. ATP does not monitor conditions in the cellular environment.

D. Key: Chemical energy is stored in the bonds of the ATP molecule,

particularly the bonds between the phosphate groups.

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7. An organism carries out both photosynthesis and cellular respiration. Which statement

describes a difference between these two processes?

A. Only cellular respiration creates chemical energy.

B. The processes occur in different types of animal cells.

C. Only photosynthesis changes light energy into chemical energy.

D. The processes occur at different times during the animal’s life cycle.

Item Information

Alignment BIO.A.3.2.1

Answer Key C

Depth of Knowledge 2

p-value A 10%

p-value B 7%

p-value C 76% (correct answer)

p-value D 8%

Option Annotations A. Photosynthesis and cellular respiration transform chemical energy.

B. Photosynthesis occurs in plant cells, not animal cells.

C. Key: Photosynthesis uses radiant energy from the Sun and converts

it into chemical energy in the form of glucose.

D. Photosynthesis occurs in plant cells, not animal cells.

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8. Which statement best describes both mitochondria and chloroplasts?

A. They both contain their own RNA and are involved in transcription.

B. They both contain their own DNA and are involved in energy conversions.

C. They both contain their own DNA and are involved in controlling the activities of a cell.

D. They both contain their own RNA and are involved in storage of nuclear genetic material.

Item Information

Alignment BIO.A.3.1.1

Answer Key B

Depth of Knowledge 2

p-value A 12%

p-value B 59% (correct answer)

p-value C 18%

p-value D 11%

Option Annotations A. They both contain RNA, but chloroplasts are involved in

photosynthesis and mitochondria produce cell energy in cellular

respiration.

B. Key: Mitochondria and chloroplasts both contain DNA and both

form ATP.

C. The nucleus controls the activities of a cell.

D. The nucleus of the cell stores the genetic material.

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9. A molecule is produced within a ribosome in a cell. What most likely happens to the newly

formed molecule once it is inside the Golgi apparatus of the cell?

A. It will be used to form new genetic material.

B. It will be stored for the cell’s future energy needs.

C. It will be modified before it is packaged for transport.

D. It will be broken down so its components can be reused.

Item Information

Alignment BIO.A.4.1.3

Answer Key C

Depth of Knowledge 2

p-value A 12%

p-value B 17%

p-value C 60% (correct answer)

p-value D 11%

Option Annotations A. The Golgi apparatus does not replicate DNA for new genetic

material.

B. The Golgi apparatus does not have the ability to store cell materials

or energy molecules.

C. Key: The Golgi apparatus functions to process proteins and sort

them for transport.

D. The Golgi apparatus does not have the ability to break down

molecules; this is the role of lysosomes.

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10. In the human body, the steroid aldosterone is released by the adrenal glands to help regulate

sodium and potassium levels. This regulation helps control blood pressure and the balance of

fluids in blood. Which statement best describes this process of regulation within the body?

A. It is a feedback system that maintains homeostasis.

B. It is a response that is only a result of medical intervention.

C. It is a response by the body that is used only in extreme situations.

D. It is a feedback system that moves the body further from equilibrium.

Item Information

Alignment BIO.A.4.2.1

Answer Key A

Depth of Knowledge 2

p-value A 72% (correct answer)

p-value B 7%

p-value C 13%

p-value D 8%

Option Annotations A. Key: The hormone aldosterone helps regulate blood volume as part

of the negative feedback loop for water balance (homeostasis) in

the human body.

B. This regulation is a natural response by the body involving

interaction between the endocrine, circulatory, and excretory

systems.

C. Human body systems are constantly monitoring and responding to

changing environmental conditions, which means that this response

is part of the normal homeostatic process.

D. Positive feedback loops are less common in types of homeostasis

because they reinforce changes that push a variable further from

the steady state.

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11. Which statement best explains why most biological macromolecules contain carbon?

A. The long chains formed by carbon can be combusted with oxygen as a source of energy.

B. Carbon exists across the universe and is produced in the interior of stars during their life

cycles.

C. Carbon can share electrons with up to four different atoms and form three types of bonding

patterns.

D. The chemical and physical characteristics of carbon-containing molecules change as they

move through the carbon cycle.

Item Information

Alignment BIO.A.2.2.1

Answer Key C

Depth of Knowledge 2

p-value A 12%

p-value B 5%

p-value C 71% (correct answer)

p-value D 12%

Option Annotations A. Hydrocarbon chains are just one of many forms carbon can take,

and hydrogen is one of many atoms with which carbon can bond.

B. Carbon’s continual formation as stars evolve makes it universally

available to be incorporated into different molecules as a function

of its chemical characteristics.

C. Key: This ability to bond with many different atoms in different

forms and structures gives carbon the unique role of being present

in many molecules.

D. This characteristic allows carbon to be present in various forms on

Earth.

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Directions: Use the information presented on page 18 to answer questions 12 and13.

Arsenic-Loving Bacteria or Not

For many years, scientists thought that carbon (C), hydrogen (H), nitrogen (N), oxygen (O), sulfur (S),

and phosphorus (P) were necessary building blocks for all living things. These elements are required

to make many biological molecules. Recently, a scientist working for the National Aeronautics and

Space Administration (NASA) claimed to have discovered a bacterium that could use arsenate

(AsO

) instead of phosphate (PO

) as a building block for biological molecules. This bacterium,

GFAJ-1, lives in Mono Lake, a briny body of water located in central California.

Chemical Composition of Mono Lake

Element Concentration (g/L) Element Concentration (g/L)

Sodium 39.3 Phosphate 0.088

Chloride 23.0 Fluoride 0.065

Sulfate 13.1 Magnesium 0.044

Potassium 1.8 Silica 0.028

Boron 0.474 Arsenic 0.017

The NASA scientist collected mud from Mono Lake and added it to a container of salt medium.

This medium did not have PO

but did have a high concentration of AsO

. After diluting the mud

sample several times and adding more AsO

, the scientist thought PO

levels were too low for

any microbe to use. However, the scientist discovered one type of microbe, the bacterium GFAJ-1,

in the mud mixture that seemed to thrive when other microbes struggled to survive.

GFAJ-1

Further tests on GFAJ-1 seemed to confirm that the AsO

had taken the place of PO

in some

biological molecules, such as DNA, RNA, proteins, lipids, and carbohydrates. Other scientists were

unable to reproduce the NASA scientist’s results. They thought the samples used by the NASA

scientist likely contained PO

contaminants that could still support GFAJ-1 growth. Finally, the

scientists determined the bacterium used a special protein to discriminate between PO

and

AsO

. This protein allowed the bacterium to reject the arsenate and accept the phosphate even

when the arsenate molecules outnumbered the phosphate molecules 4,500 to 1. Thus GFAJ-1

turned out to be a bacterium that was highly resistant to AsO

and not an arsenic-loving bacterium.

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12. Which statement best explains how a property of water influences the chemical composition of

Mono Lake?

A. The nonpolar nature of water molecules allows water to neutralize ions.

B. The nonpolar nature of water molecules allows water to engulf the salts.

C. The polar nature of water molecules allows water to repel different salts.

D. The polar nature of water molecules allows water to form bonds with ions.

Item Information

Alignment BIO.A.2.1.1

Answer Key D

Depth of Knowledge 2

p-value A 16%

p-value B 15%

p-value C 18%

p-value D 51% (correct answer)

Option Annotations A. Water molecules are polar and do not dissolve ions by undergoing

an acid-base reaction with them.

B. Water molecules are polar and tend to form hydrogen bonds with

each other to form cages around small, nonpolar molecules, not

salts.

C. Water molecules are polar, but they attract ions in salts, forming

covalent bonds with metal ions and hydrogen bonds with negative

ions.

D. Key: Water is polar and dissolves the compounds in the water.

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13. Based on the final conclusion scientists reached about GFAJ-1, what would happen to energy

production by the bacterium when given an arsenate-rich, phosphate-free medium?

A. Neither ADP nor ATP would be produced because the bacterium can only use PO

, and

this would cause energy production to stop.

B. ADP and P

would continue to be converted into ATP using AsO

instead of PO

, and

this conversion would maintain energy production.

C. Neither ADP nor ATP would be produced because the bacterium has no mitochondria to

produce PO

, and this would cause energy production to stop.

D. ADP and P

would continue to be converted into ATP using PO

produced by the

mitochondria, and this conversion would maintain energy production.

Item Information

Alignment BIO.A.3.2.2

Answer Key A

Depth of Knowledge 2

p-value A 41% (correct answer)

p-value B 27%

p-value C 15%

p-value D 17%

Option Annotations A. Key: In the absence of phosphate, the bacterium would be unable

to produce energy.

B. The absence of phosphate and the toxicity of the arsenate would

prevent any synthesis of ADP, P

, or ATP.

C. GFAJ-1 has no mitochondria and absorbs PO

from the

environment.

D. Bacteria do not have mitochondria, and mitochondria do not

produce PO

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CONSTRUCTED-RESPONSE ITEM

14. Use the chart below to answer the question.

Observed Cell Features

Cell 1 Cell 2

• nucleoid

• cytoplasm

• plasma membrane

• mitochondria

• cytoplasm

• plasma membrane

Using a microscope, a scientist observed two cells and recorded several features observed for

each cell.

Part A: The scientist recorded a limited number of observations for each cell.

Based on the information, classify each cell as either a prokaryote or a

eukaryote.

Cell 1:

Cell 2:

Part B: Identify another cell structure that would be observed in both cells but is

not on the chart and describe the function of this cell structure.

Cell Structure:

Function:

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SCORING GUIDE

#14 Item Information

Alignment BIO.A.1.2.1 Depth of Knowledge 3 Mean Score 1.41

Item-Specific Scoring Guideline

Score Description

The response demonstrates a thorough understanding of comparing and contrasting

cellular structures and their functions in prokaryotic and eukaryotic cells by

• classifying each of two cells as prokaryote or eukaryote, based on a chart of

observations for each cell,

AND

• identifying another cell structure that would be observed in both cells but is not

on the chart,

AND

• describing the function of this cell structure.

The response is clear, complete, and correct.

The response demonstrates a partial understanding of comparing and contrasting

cellular structures and their functions in prokaryotic and eukaryotic cells by fulfilling

two of the bullets under the 3-point response. The response may contain some work

that is incomplete or unclear.

The response demonstrates a minimal understanding of comparing and contrasting

cellular structures and their functions in prokaryotic and eukaryotic cells by fulfilling

one of the bullets listed under the 3-point response. The response may contain some

work that is incomplete or unclear.

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.

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Responses That Will Receive Credit

Part A (1 point):

• Cell 1 is a prokaryote and Cell 2 is a eukaryote

Part B (2 points total; 1 point for identifying the structure, 1 point for its function):

• Structure: DNA

• Structure: ribosomes

• Structure: cell wall

• Structure: flagellum

• Function of DNA: carries the genetic information for the cell

• Function of DNA: carries the instructions for the cell

• Function of DNA: carries the genes that the cell needs

• Function of ribosomes: build proteins

• Function of ribosomes: perform translation

• Function of cell wall: provides cell structure

• Function of cell wall: protects the cell

• Function of cell wall: prevents the cell from bursting

• Function of flagellum: helps the cell move; cell motility

Background Information:

• Not all eukaryotic cells have a cell wall or flagellum, but many do.

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STUDENT RESPONSE

Response Score: 3 points

14. Use the chart below to answer the question.

Observed Cell Features

Cell 1 Cell 2

• nucleoid

• cytoplasm

• plasma membrane

• mitochondria

• cytoplasm

• plasma membrane

Using a microscope, a scientist observed two cells and recorded several features observed for

each cell.

Part A: The scientist recorded a limited number of observations for each cell.

Based on the information, classify each cell as either a prokaryote or a

eukaryote.

Cell 1:

Cell 2:

Part B: Identify another cell structure that would be observed in both cells but is

not on the chart and describe the function of this cell structure.

Cell Structure:

Function:

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

prokaryote

eukaryote

Flagella

The function is to help move the cell

around.

The response demonstrates a thorough understanding of comparing and contrasting cellular structures and their

functions in prokaryotic and eukaryotic cells. In Part A, the response correctly classifies each of the two cells as

prokaryote or eukaryote (Cell 1: prokaryote; Cell 2: eukaryote). In Part B, the response correctly identifies another cell

structure that would be observed in both cells but is not on the chart (Cell Structure: Flagella) and correctly describes

the function of this cell structure (Function: help move the cell around). The response is clear, complete, and correct.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

STUDENT RESPONSE

Response Score: 2 points

14. Use the chart below to answer the question.

Observed Cell Features

Cell 1 Cell 2

• nucleoid

• cytoplasm

• plasma membrane

• mitochondria

• cytoplasm

• plasma membrane

Using a microscope, a scientist observed two cells and recorded several features observed for

each cell.

Part A: The scientist recorded a limited number of observations for each cell.

Based on the information, classify each cell as either a prokaryote or a

eukaryote.

Cell 1:

Cell 2:

Part B: Identify another cell structure that would be observed in both cells but is

not on the chart and describe the function of this cell structure.

Cell Structure:

Function:

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

Prokaryote

Eukaryote

The cell membrane

It controls what enters and leaves a

cell.

The response demonstrates a partial understanding of comparing and contrasting cellular structures and their

functions in prokaryotic and eukaryotic cells. In Part A, the response correctly classifies each of the two cells as

prokaryote or eukaryote (Cell 1: Prokaryote; Cell 2: Eukaryote). In Part B, the response incorrectly identifies another

cell structure that would be observed in both cells but is not on the chart (Cell Structure: cell membrane); cell (plasma)

membrane is included on the chart, so it does not receive credit. However, the response does correctly describe the

function of this cell structure (Function: controls what enters and leaves a cell).

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

STUDENT RESPONSE

Response Score: 1 point

14. Use the chart below to answer the question.

Observed Cell Features

Cell 1 Cell 2

• nucleoid

• cytoplasm

• plasma membrane

• mitochondria

• cytoplasm

• plasma membrane

Using a microscope, a scientist observed two cells and recorded several features observed for

each cell.

Part A: The scientist recorded a limited number of observations for each cell.

Based on the information, classify each cell as either a prokaryote or a

eukaryote.

Cell 1:

Cell 2:

Part B: Identify another cell structure that would be observed in both cells but is

not on the chart and describe the function of this cell structure.

Cell Structure:

Function:

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

eukaryote

prokaryote

Rhobosome

Rhobosomes store water and energy in

thecell.

The response demonstrates a minimal understanding of comparing and contrasting cellular structures and their

functions in prokaryotic and eukaryotic cells. In Part A, the response incorrectly classifies both cells as prokaryote

or eukaryote (Cell 1: eukaryote; Cell 2: prokaryote) and does not receive any credit. In Part B, the response

correctly identifies another cell structure that would be observed in both cells but is not on the chart (Cell Structure:

Rhobosome). However, the response incorrectly describes the function of ribosomes (store water and energy in the

cell), and the function description does not receive any credit.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

STUDENT RESPONSE

Response Score: 0 points

14. Use the chart below to answer the question.

Observed Cell Features

Cell 1 Cell 2

• nucleoid

• cytoplasm

• plasma membrane

• mitochondria

• cytoplasm

• plasma membrane

Using a microscope, a scientist observed two cells and recorded several features observed for

each cell.

Part A: The scientist recorded a limited number of observations for each cell.

Based on the information, classify each cell as either a prokaryote or a

eukaryote.

Cell 1:

Cell 2:

Part B: Identify another cell structure that would be observed in both cells but is

not on the chart and describe the function of this cell structure.

Cell Structure:

Function:

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

eukaryote

prokaryote

Exocytosis

used to move materials out of the cell.

The response provides insufficient evidence to demonstrate any understanding of comparing and contrasting cellular

structures and their functions in prokaryotic and eukaryotic cells. In Part A, the response incorrectly classifies both

cells as prokaryote or eukaryote (Cell 1: eukaryote; Cell 2: prokaryote) and does not receive any credit. In Part B, the

response incorrectly identifies another cell structure that would be observed in both cells but is not on the chart (Cell

Structure: Exocytosis). Exocytosis is not a cellular structure; the accompanying description of the function (used to

move materials out of the cell) does not receive any credit.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

CONSTRUCTED-RESPONSE ITEM

15. Use the diagram below to answer the question.

photosynthesis cellular respiration

area X area Zarea Y

Two Cellular Processes

A student draws a Venn diagram to compare and contrast two cellular processes.

Part A: Select two areas from the Venn diagram and describe a characteristic that

could be placed into each of the areas.

Area: 

Characteristic: 

Area: 

Characteristic: 

Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

15. Continued. Please refer to the previous page for task explanation.

Part B: Explain why some organisms would need to perform both cellular

respiration and photosynthesis.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

SCORING GUIDE

#15 Item Information

Alignment BIO.A.3.2.1 Depth of Knowledge 3 Mean Score 1.39

Item-Specific Scoring Guideline

Score Description

The response demonstrates a thorough understanding of comparing and contrasting

the basic transformation of energy during photosynthesis and cellular respiration by

• describing a characteristic of one of three areas on a Venn diagram that shows

overlap between the processes of photosynthesis and cellular respiration,

AND

• describing a characteristic of a second of three areas on a Venn diagram

that shows overlap between the processes of photosynthesis and cellular

respiration,

AND

• explaining why some organisms would need to perform both cellular

respiration and photosynthesis.

The response is clear, complete, and correct.

The response demonstrates a partial understanding of comparing and contrasting

the basic transformation of energy during photosynthesis and cellular respiration by

fulfilling two of the bullets under the 3-point response. The response may contain

some work that is incomplete or unclear.

The response demonstrates a minimal understanding of comparing and contrasting

the basic transformation of energy during photosynthesis and cellular respiration

by fulfilling one of the bullets listed under the 3-point response. The response may

contain some work that is incomplete or unclear.

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.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

Responses That Will Receive Credit

Part A (2 points total; 1 point for each area with a characteristic):

Area X Characteristics:

• occurs only in plants, algae, and some bacteria

• happens in chloroplasts/chlorophyll

• uses sunlight energy

• generates oxygen

• makes sugars and other organic molecules/chemical energy

• includes the light-dependent reactions and/or the Calvin cycle

• fixes carbon

• uses carbon dioxide

• has two stages

Area Y Characteristics:

• both use an electron transport chain

• both use a cycle of enzymes

• both generate and use a proton-motive force (proton gradient)

• both make ATP

• both occur inside an organelle/a cell

• both use an organelle that probably originated as an endosymbiont

• both have multiple stages

• both use ATP synthase

• both use each other’s products as input

Area Z Characteristics:

• breaks down sugars or other organic molecules

• generates water

• has one stage that occurs in the cytosol

• occurs in the mitochondria

• includes glycolysis and/or the citric acid cycle

• requires oxygen

• has three/four stages

• generates carbon dioxide

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

Part B (1 point):

• Plants need to perform photosynthesis to make organic molecules as raw material for

growth, and they need to perform cellular respiration to make ATP to power the energy-

requiring processes in the cell.

• Plants need to perform photosynthesis so they have molecules for growth and sugars that

can be broken down by cellular respiration to provide the energy for cellular work.

• Cellular respiration makes ATP to power cell work; photosynthesis is how the organism

uses sunlight energy to make the organic molecules it needs.

• Since plants don’t eat, they get their organic molecules from photosynthesis; they get the

energy for cellular work from cellular respiration.

Background Information:

• Photosynthesis includes two stages. The first is called the light reactions or the light-

dependent reactions. It uses sunlight energy to make ATP and NADPH, which requires an

electron transport chain to make a proton gradient. Then the proton gradient powers an

ATP synthase. This first stage uses water and generates oxygen. The second stage is called

the Calvin cycle or the light-independent reactions. It uses the energy stored in ATP and

NADPH to fix carbon, or add inorganic carbon dioxide to an organic molecule, eventually

making PGAL (aka G3P). Two PGAL molecules make one glucose.

• In cellular respiration, the citric acid cycle is also called the Krebs cycle or the TCA cycle.

• In cellular respiration, there are four stages: glycolysis, an unnamed stage that is often

called the junction stage, the citric acid cycle, and oxidative phosphorylation. Oxidative

phosphorylation includes an electron transport chain (to generate a proton gradient) and

chemiosmosis (using the proton gradient to make ATP via ATP synthase).

• Photosynthesis makes ATP, but that ATP must stay in the chloroplast and be used to drive

the Calvin cycle; it is not available to do cellular work.

• A proton is also a hydrogen ion, or H

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

THIS PAGE IS

INTENTIONALLY BLANK.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

STUDENT RESPONSE

Response Score: 3 points

15. Use the diagram below to answer the question.

photosynthesis cellular respiration

area X area Zarea Y

Two Cellular Processes

A student draws a Venn diagram to compare and contrast two cellular processes.

Part A: Select two areas from the Venn diagram and describe a characteristic that

could be placed into each of the areas.

Area: 

Characteristic: 

Area: 

Characteristic: 

Converts light energy from the sun into

chemical energy in the form of glucose.

Occurs in the mitochondria of eukaryotic

cells

Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

15. Continued. Please refer to the previous page for task explanation.

Part B: Explain why some organisms would need to perform both cellular

respiration and photosynthesis.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

Some organisms would need to perform both

cellular respiration and photosynthesis because

photosynthesis is the only way those organisms could

obtain glucose, which is broken down during cellular

respiration in order to make ATP, which is necessary

for all cells and is not created in great enough

quantities during photosynthesis to be useful.

The response demonstrates a thorough understanding of comparing and contrasting the basic transformation

of energy during photosynthesis and cellular respiration. In Part A, the response selects two areas from the

Venn diagram and correctly describes a characteristic that could be placed into the selected areas (Area: X,

Characteristic: Converts light energy . . . into chemical energy in the form of glucose; Area: Z, Characteristic:

Occurs in the mitochondria). In Part B, the response correctly explains why some organisms would need to

perform both cellular respiration and photosynthesis (photosynthesis is the only way those organisms could

obtain glucose, which is broken down during cellular respiration in order to make ATP). The response is clear,

complete, and correct.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

STUDENT RESPONSE

Response Score: 2 points

15. Use the diagram below to answer the question.

photosynthesis cellular respiration

area X area Zarea Y

Two Cellular Processes

A student draws a Venn diagram to compare and contrast two cellular processes.

Part A: Select two areas from the Venn diagram and describe a characteristic that

could be placed into each of the areas.

Area: 

Characteristic: 

Area: 

Characteristic: 

requires sunlight and can only ocur in

plants.

Both photosynthesis and celular

respiration are proces’s that are used to obtain

energy.

Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

15. Continued. Please refer to the previous page for task explanation.

Part B: Explain why some organisms would need to perform both cellular

respiration and photosynthesis.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

An organism might not have al the resources it

neds to do one of the proces’s so it does both. For

example, if a plant can’t complete photosynthesis

because of a lack of sunlight, it might finish of by

using celular respiration.

The response demonstrates a partial understanding of comparing and contrasting the basic transformation

of energy during photosynthesis and cellular respiration. In Part A, the response selects two areas from the

Venn diagram and correctly describes a characteristic that could be placed into the selected areas (Area: X,

Characteristic: requires sunlight OR can only occur in plants; Area: Y, Characteristic: Both . . . are used to obtain

energy). In Part B, the response incorrectly explains why some organisms would need to perform both cellular

respiration and photosynthesis (lack of sunlight) and does not receive any credit.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

STUDENT RESPONSE

Response Score: 1 point

15. Use the diagram below to answer the question.

photosynthesis cellular respiration

area X area Zarea Y

Two Cellular Processes

A student draws a Venn diagram to compare and contrast two cellular processes.

Part A: Select two areas from the Venn diagram and describe a characteristic that

could be placed into each of the areas.

Area: 

Characteristic: 

Area: 

Characteristic: 

   



  









Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

15. Continued. Please refer to the previous page for task explanation.

Part B: Explain why some organisms would need to perform both cellular

respiration and photosynthesis.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.















The response demonstrates a partial understanding of comparing and contrasting the basic transformation

of energy during photosynthesis and cellular respiration. In Part A, the response selects two areas from the

Venn diagram and correctly describes a characteristic that could be placed into the selected areas (Area: X,

Characteristic: requires sunlight OR only occur in plants; Area: Y, Characteristic: Both…are used to obtain

energy). In Part B, the response incorrectly explains why some organisms would need to perform both cellular

respiration and photosynthesis (lack of sunlight) and does not receive any credit.

The response demonstrates a minimal understanding of comparing and contrasting the basic transformation

of energy during photosynthesis and cellular respiration. In Part A, the response selects two areas from the

Venn diagram and incorrectly describes a characteristic that could be placed into the selected areas (Area:X,

Characteristic: occurs in the mitochondria; Area: Y, Characteristic: Both . . . involve light energy), so it does

not receive any credit. In Part B, the response correctly explains why some organisms would need to perform

both cellular respiration and photosynthesis (To acquire certain nutrients like glucose, organisms need to

photosynthesize. Then to make ATP, those organisms would use that glucose as one of the reactants in cellular

respiration).

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

STUDENT RESPONSE

Response Score: 0 points

15. Use the diagram below to answer the question.

photosynthesis cellular respiration

area X area Zarea Y

Two Cellular Processes

A student draws a Venn diagram to compare and contrast two cellular processes.

Part A: Select two areas from the Venn diagram and describe a characteristic that

could be placed into each of the areas.

Area: 

Characteristic: 

Area: 

Characteristic: 

Require light to take place

Plants only way of producing energy

Go to the next page to finish question 15.

GO ON

Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

15. Continued. Please refer to the previous page for task explanation.

Part B: Explain why some organisms would need to perform both cellular

respiration and photosynthesis.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

Some organisms perform both because they need the

extra energy to survive in maybe a harsher climate/

environment.

The response demonstrates a partial understanding of comparing and contrasting the basic transformation

of energy during photosynthesis and cellular respiration. In Part A, the response selects two areas from the

Venn diagram and correctly describes a characteristic that could be placed into the selected areas (Area: X,

Characteristic: requires sunlight OR only occur in plants; Area: Y, Characteristic: Both…are used to obtain

energy). In Part B, the response incorrectly explains why some organisms would need to perform both cellular

respiration and photosynthesis (lack of sunlight) and does not receive any credit.

The response provides insufficient evidence to demonstrate any understanding of comparing and contrasting the

basic transformation of energy during photosynthesis and cellular respiration. In Part A, the response selects two

areas from the Venn diagram and incorrectly describes a characteristic that could be placed into the selected

areas (Area: Y, Characteristic: Require light; Area: X, Characteristic: Plants only way of producing energy), so

it does not receive any credit. In Part B, the response incorrectly explains why some organisms would need to

perform both cellular respiration and photosynthesis (need energy to survive in a harsh climate/environment) and

does not receive any credit.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE1

BIOLOGY MODULE 1—SUMMARY DATA

MULTIPLE-CHOICE

Sample

Number

Alignment Answer Key

Depth of

Knowledge

p-value

1 BIO.A.1.1.1 A 2 56% 23% 12% 9%

BIO.A.1.1.1 D 2 16% 17% 12% 55%

BIO.A.1.2.2 B 2 7% 62% 10% 21%

BIO.A.2.2.2 C 2 11% 13% 67% 9%

BIO.A.2.3.2 A 2 42% 25% 18% 14%

BIO.A.3.2.2 D 2 6% 7% 9% 79%

BIO.A.3.2.1 C 2 10% 7% 76% 8%

8 BIO.A.3.1.1 B 2 12% 59% 18% 11%

BIO.A.4.1.3 C 2 12% 17% 60% 11%

10 BIO.A.4.2.1 A 2 72% 7% 13% 8%

BIO.A.2.2.1 C 2 12% 5% 71% 12%

12 (P) BIO.A.2.1.1 D 2 16% 15% 18% 51%

13 (P) BIO.A.3.2.2 A 2 41% 27% 15% 17%

CONSTRUCTED-RESPONSE

Sample

Number

Alignment Points

Depth of

Knowledge

Mean Score

14 BIO.A.1.2.1 3 3 1.41

15 BIO.A.3.2.1 3 3 1.39

Keystone Biology Item and Scoring Sampler—August 2022

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INTENTIONALLY BLANK.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

BIOLOGY MODULE 2

MULTIPLE-CHOICE ITEMS

1. Which event describes cellular activities that would be observed during cytokinesis in an

animalcell?

A. The cytoplasm of the parent cell divides following the division of the nucleus.

B. The chromosomes line up at the equator of the spindle in their most tightly condensed

form.

C. The DNA and proteins condense and the centrioles move toward the opposite ends of the

cell to form a spindle.

D. The spindle fibers, attached to the two sister chromatids of each chromosome, contract

and separate as the chromosomes move to opposite poles of the cell.

Item Information

Alignment BIO.B.1.1.1

Answer Key A

Depth of Knowledge 2

p-value A 50% (correct answer)

p-value B 11%

p-value C 17%

p-value D 22%

Option Annotations A. Key: This is what happens during cytokinesis.

B. This activity occurs during metaphase.

C. These activities occur during prophase.

D. These activities occur during anaphase.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

2. A scientist wants to make a change to a genetic code that will lead to the removal of one amino

acid from the sequence of a protein. Which genetic material should the scientist remove?

A. three genes

B. three alleles

C. three nucleotides

D. three chromosomes

Item Information

Alignment BIO.B.1.2.2

Answer Key C

Depth of Knowledge 3

p-value A 15%

p-value B 21%

p-value C 53% (correct answer)

p-value D 11%

Option Annotations A. A gene is a segment of DNA.

B. An allele is a version of a gene.

C. Key: Removing three nucleotides would remove one amino acid

because a single amino acid is determined by a codon, and a

codon is three adjacent nucleotides.

D. A chromosome is a long DNA molecule.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

3. A specific genetic disorder is caused by nondisjunction. Which statement describes how the

genetic disorder occurs?

A. A problem with RNA replication leads to gametes with extra chromosomes.

B. A problem with chromosome separation leads to gametes with damaged chromosomes.

C. Incomplete DNA replication leads to gametes with half the usual number of chromosomes.

D. Incomplete chromosome separation leads to gametes with an abnormal number of

chromosomes.

Item Information

Alignment BIO.B.2.1.2

Answer Key D

Depth of Knowledge 2

p-value A 18%

p-value B 17%

p-value C 19%

p-value D 45% (correct answer)

Option Annotations A. Nondisjunction occurs when the chromosomes fail to separate.

B. Nondisjunction results in an abnormal number of chromosomes,

not damaged chromosomes.

C. Incomplete DNA replication is not involved in nondisjunction;

instead, the chromosomes fail to separate.

D. Key: Nondisjunction occurs when the chromosomes fail to

separate, and the resulting daughter cells have an abnormal

number of chromosomes.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

4. Which sequence of events correctly describes the process of protein synthesis?

A. DNA transcription mRNA translation proteins produced

B. DNA translation mRNA transcription proteins produced

C. mRNA transcription polypeptides form translation proteins produced

D. mRNA

translation polypeptides form transcription proteins produced

Item Information

Alignment BIO.B.2.2.1

Answer Key A

Depth of Knowledge 2

p-value A 45% (correct answer)

p-value B 29%

p-value C 14%

p-value D 12%

Option Annotations A. Key: The process of protein synthesis includes DNA being

transcribed into mRNA, which is translated into proteins.

B. Transcription occurs before translation in the production of proteins

within the cell.

C. Transcription produces mRNA, which is then translated to form

polypeptide chains.

D. Transcription occurs when DNA is used to make mRNA, before

translation occurs.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

5. A mutation present in a parent’s genetic code impacts offspring. Which statement most likely

describes the mutation?

A. The mutation can be recognized and repaired by enzymes.

B. The mutation is observed in the somatic cells of the parent.

C. The mutation changes a base without changing an amino acid.

D. The mutation alters the function of the protein made by the gene.

Item Information

Alignment BIO.B.3.1.3

Answer Key D

Depth of Knowledge 2

p-value A 10%

p-value B 18%

p-value C 17%

p-value D 56% (correct answer)

Option Annotations A. If a repair enzyme were involved, then the mutation would not be

observed in the offspring.

B. Mutations in somatic cells are not passed to offspring.

C. If the mutation changes a base without changing an amino acid,

then the mutation is silent and would not affect the offspring.

D. Key: The mutation changes the sequence of bases and prevents

the protein from working properly.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

6. Use the list below to answer the question.

Scientific Evidence

1. Some genes from the bacteriumE. colihave sequences that are similar to genes found in

humans.

2. In the 1940s, infections by the bacteriumStaphylococcus aureuscould be treated

successfully with penicillin. Today, populations exist that are completely resistant to

natural penicillin.

3. Whales have tiny bones inside the rear portion of their bodies that are very similar to the

bones found in vertebrate legs.

4. Human embryos have gill slits similar to those observed in fish embryos.

Four pieces of evidence collected by scientists are listed. How did the scientists most likely use

these pieces of evidence?

A. to support the cell theory

B. to support thetheory of evolution

C. to explain the process of DNA replication

D. to explain the process of genetic mutations

Item Information

Alignment BIO.B.3.2.1

Answer Key B

Depth of Knowledge 3

p-value A 8%

p-value B 72% (correct answer)

p-value C 6%

p-value D 13%

Option Annotations A. Cell theory would be supported with evidence of living things being

made of cells.

B. Key: Genetic code, natural selection, and anatomical and

embryological similarities are all evidence for the theory of

evolution.

C. Genetic code, natural selection, and anatomical and embryological

similarities are all evidence for the theory of evolution and do not

explain how DNA molecules are copied.

D. Genetic code, natural selection, and anatomical and embryological

similarities are all evidence for the theory of evolution and do not

explain how permanent changes to DNA occur.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

7. A scientist determined that the average air temperature in an area increased during an observed

period of time. The area included several small ponds. Which change to the water cycle

mostlikely occurred in the area during the observed period of time?

A. runoff decreased

B. evaporation increased

C. precipitation decreased

D. condensation increased

Item Information

Alignment BIO.B.4.2.3

Answer Key B

Depth of Knowledge 2

p-value A 7%

p-value B 61% (correct answer)

p-value C 19%

p-value D 14%

Option Annotations A. A decrease in runoff cannot be determined without measuring

precipitation amounts.

B. Key: Evaporation most likely increased because the temperature

increase caused an increase in the kinetic energy of the water

molecules.

C. There is no evidence presented to suggest a change in the amount

of precipitation.

D. The humidity of the air is not described, so condensation amounts

cannot be determined.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

8. A student made an observation about a plant. Which statement is an observation that the

student most likely made?

A. Plants benefit from tilting their leaves toward the Sun.

B. At 10 a.m. the plant’s leaves were tilted toward the Sun.

C. Plants that do not tilt their leaves toward the Sun will not survive.

D. The tilting of plant leaves toward the Sun evolved over a long period of time.

Item Information

Alignment BIO.B.3.3.1

Answer Key B

Depth of Knowledge 2

p-value A 28%

p-value B 54% (correct answer)

p-value C 8%

p-value D 9%

Option Annotations A. This is an inference the student could make based on multiple

observations of plants; it is not an observation.

B. Key: The student can use the sense of sight to see that the plant is

tilted at a specific time.

C. This is a hypothesis that could be tested; it is not information that is

directly noticed by the senses.

D. This is a theory, which relies on a set of scientific principles

to explain a phenomena and cannot be formed from a single

observation.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

9. Oak treehoppers are parasites of trees. Which statement describes the relationship between an

oak treehopper and a tree?

A. Both the oak treehopper and the tree are harmed by one another.

B. The oak treehopper benefits from the tree, while the tree is unaffected.

C. The tree benefits from the oak treehopper, while the oak treehopper is unaffected.

D. The oak treehopper benefits from the tree, while the tree is harmed by the oak treehopper.

Item Information

Alignment BIO.B.4.2.2

Answer Key D

Depth of Knowledge 2

p-value A 5%

p-value B 14%

p-value C 7%

p-value D 74% (correct answer)

Option Annotations A. This describes a mutually negative relationship and not a parasitic

relationship, in which one organism benefits and the other organism

is harmed.

B. This describes commensalism, a relationship in which one

organism benefits and the other organism is unaffected.

C. This describes commensalism, a relationship in which one

organism benefits and the other organism is unaffected.

D. Key: In a parasitic relationship, one organism is harmed by another

organism, the parasite, which benefits.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

10. Some scientists believe that a gradual but steady atmospheric warming has led to changes

in the reproductive rates of several moth and butterfly species in a region. These species are

producing multiple generations in one year, rather than the single generation per year they

have historically produced. Which statement describes the most likely impact of the additional

generations on the ecosystem in this region?

A. Insects will have less ability to develop genetic resistance to insecticides.

B. Insect predator populations will increase due to increased availability of prey.

C. Plants pollinated by insects will have less of a chance of producing offspring.

D. Plant and animal diversity will increase as more insects are produced each year.

Item Information

Alignment BIO.B.4.2.4

Answer Key B

Depth of Knowledge 2

p-value A 10%

p-value B 59% (correct answer)

p-value C 9%

p-value D 22%

Option Annotations A. Genetic resistance would increase only if a beneficial gene for

resistance were passed on to offspring.

B. Key: The insect population will increase, which will make a food

resource more readily available for predators and result in an

increase in the predator population.

C. Plants that benefit from the pollinators would experience increased

pollination because of the increase in the insect population.

D. Plant and animal diversity depends on natural selection, not on an

increase in the number of insects.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

11. Photosynthesis is a process that helps cycle matter through the environment. Which statement

best explains the role of photosynthesis in the carbon cycle?

A. Carbon dioxide is absorbed from the air, and carbohydrates are produced.

B. Carbon dioxide is released into the air, and carbohydrates are broken down.

C. Carbon and nitrogen are absorbed into the soil, and carbohydrates are produced.

D. Carbon and nitrogen are released from the soil, and carbohydrates are broken down.

Item Information

Alignment BIO.B.4.2.3

Answer Key A

Depth of Knowledge 2

p-value A 48% (correct answer)

p-value B 26%

p-value C 15%

p-value D 10%

Option Annotations A. Key: Plants take in carbon dioxide from the air and use sunlight

to produce chemical energy, which is stored in the bonds of

carbohydrates.

B. In photosynthesis, carbon dioxide is absorbed from the air, not

released, and carbohydrates are produced, not broken down.

C. In photosynthesis, carbon is absorbed as carbon dioxide gas from

the air, not from elemental carbon in the soil.

D. Elemental carbon and nitrogen are not produced by

photosynthesis, and carbohydrates are produced in the form of

glucose.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

Directions: Use the information presented on page 55 to answer questions12 and13.

A New Fossil Discovery

Geologists have recently unearthed fossils of a species that could provide the evolutionary link

between arthropods such as insects, spiders, and lobsters. The fossils are in a deposit called the

Burgess Shale, in the Canadian Rockies of British Columbia. The Burgess Shale is one of the most

abundant fossil deposits in the world, and it provides scientists withinformation about the middle

Cambrian period, which was approximately 508 million years ago.

Yawunik

1 cm

The fossilized organism, identified as Yawunik, was equipped with three longclaws, two of which

had opposing rows of teeth to better grip prey. These multipurpose appendages, which would

have been opened to capture prey, could be pulled in close to the body to reduce drag while

swimming. The organism had the features of an arthropod: external skeleton, segmented body, and

jointed appendages. However, it did not have the advanced traits present in other similar groups

of organisms that have survived until the present day. The discovery of 42 fossil specimens at one

location suggests Yawunik was common during the deposition of the Burgess Shale.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

12. Which statement best describes how scientists use the Yawunik fossil evidence to support its

evolutionary relationship to other arthropods?

A. They interpret the similar anatomy of other arthropods.

B. They identify the DNA of several other similar arthropods.

C. They locate other arthropod fossils in the Burgess Shale area.

D. They compare embryological development to other arthropods.

Item Information

Alignment BIO.B.3.2.1

Answer Key A

Depth of Knowledge 2

p-value A 59% (correct answer)

p-value B 13%

p-value C 13%

p-value D 15%

Option Annotations A. Key: The scientists compared the anatomical and structural

similarities to modern arthropods and other arthropod fossils.

B. The scientists used anatomical comparisons and did not

demonstrate the use of DNA fingerprinting techniques to compare

genetic material.

C. Locating other arthropods does not show an evolutionary

relationship.

D. The scientists used anatomical comparisons and did not

demonstrate the use of comparing different embryos of organisms

that were similar.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

13. Which statement describes how the Yawunik most likely interacted with other organisms in its

environment?

A. It competed with producers for sunlight.

B. It had a mutualistic relationship with phytoplankton.

C. It lived symbiotically with most small aquatic organisms.

D. It was a predator that obtained energy from other consumers.

Item Information

Alignment BIO.B.4.2.2

Answer Key D

Depth of Knowledge 2

p-value A 5%

p-value B 8%

p-value C 25%

p-value D 61% (correct answer)

Option Annotations A. The arthropod was not a plant, so it did not produce its own energy.

B. The evidence of teeth and claws to grip prey demonstrate that it

was a predator that consumed organisms.

C. The evidence of teeth and claws to grip prey demonstrate that it

was a predator that consumed organisms.

D. Key: The evidence of teeth and claws to grip prey demonstrate that

it was a predator that consumed other consumers and not plants.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

CONSTRUCTED-RESPONSE ITEM

14. A group of students went to a local park. When the students returned to their classroom, they

were asked to describe what they saw.

Student Statement 1: There were fourteen trees in the park; all were the same species.

Student Statement 2: There were no weeds in the park, so pesticides must have been used.

Student Statement 3: More birds would come to the park if feeding stations were added.

Forms of Scientific Information

• fact

• hypothesis

• inference

• observation

• law

• principle

• theory

Part A: Select two student statements, and classify each of them as one form of

scientific information.

Student Statement Number:

Classification:

Student Statement Number:

Classification:

Go to the next page to finish question 14.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

14. Continued. Please refer to the previous page for task explanation.

Part B: Explain how an observation and a scientific law are related.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

SCORING GUIDE

#14 Item Information

Alignment BIO.B.3.3.1 Depth of Knowledge 3 Mean Score 1.66

Item-Specific Scoring Guideline

Score Description

The response demonstrates a thorough understanding of how to distinguish

among the scientific terms hypothesis, inference, law, theory, principle, fact, and

observationby

• classifying one statement as a particular type of scientific information,

AND

• classifying a second statement as a particular type of scientific information,

AND

• explaining how an observation and a scientific law are related.

The response is clear, complete, and correct.

The response demonstrates a partial understanding of how to distinguish among the

scientific terms hypothesis, inference, law, theory, principle, fact, and observation by

fulfilling two of the bullets under the 3-point response. The response may contain

some work that is incomplete or unclear.

The response demonstrates a minimal understanding of how to distinguish among

the scientific terms hypothesis, inference, law, theory, principle, fact, and observation

by fulfilling one of the bullets listed under the 3-point response. The response may

contain some work that is incomplete or unclear.

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.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

Responses That Will Receive Credit

Part A (2 points total; 1 point for classifying each of two statements):

• Statement 1: observation

• Statement 1: fact

• Statement 2: inference

• Statement 3: hypothesis

Part B (1 point):

• An observation might lead a scientist to carry out research that, along with the research of

many other scientists, discovers and confirms a scientific law.

• A scientific law might describe or explain a phenomenon that a person can see and about

which an observation can be made.

• A person might make an observation, such as the falling of a dropped object, that can be

explained by a scientific law.

Background Information:

• An observation is simply some occurrence that a person notices with senses.

• An inference is a possible explanation for the observation.

• A hypothesis is a tentative answer to a well-framed question or an explanation that can be

tested by an experiment. The results of the experiment may either support the hypothesis

or disprove it. A hypothesis is a limited explanation of some phenomenon.

• A scientific theory is a well-substantiated explanation of some aspect of the natural world

that has been repeatedly tested and confirmed through experimentation.

• A scientific law is an accurate description of a natural phenomenon. A law does not explain

the phenomenon; a theory does explain it.

• A scientific principle is considered by most to be the same as a scientific law.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

STUDENT RESPONSE

Response Score: 3 points

14. A group of students went to a local park. When the students returned to their classroom, they

were asked to describe what they saw.

Student Statement 1: There were fourteen trees in the park; all were the same species.

Student Statement 2: There were no weeds in the park, so pesticides must have been used.

Student Statement 3: More birds would come to the park if feeding stations were added.

Forms of Scientific Information

• fact

• hypothesis

• inference

• observation

• law

• principle

• theory

Part A: Select two student statements, and classify each of them as one form of

scientific information.

Student Statement Number:

Classification:

Student Statement Number:

Classification:

Go to the next page to finish question 14.

GO ON

observation

inference

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

14. Continued. Please refer to the previous page for task explanation.

Part B: Explain how an observation and a scientific law are related.

Fact

Hypothesis

Observations support a scientific law and

further prove that it is correct. Observations

made by a scientist may lead them to a

hypothesis and experiments that create a

scientific law.

The response demonstrates a thorough understanding of how to distinguish among the scientific terms

hypothesis, inference, law, theory, principle, fact, and observation. In Part A, the response correctly classifies

two selected statements as particular types of scientific information (Student Statement Number: 1,

Classification:observation; Student Statement Number: 2, Classification: inference). In Part B, the response

correctly explains how an observation and a scientific law are related (Observations support a scientific

law and further prove that it is correct). The response also correctly phrased this relationship a second way

(Observations...may lead them to a hypothesis and experiments that create a scientific law). The response is

clear, complete, and correct.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

STUDENT RESPONSE

Response Score: 2 points

14. A group of students went to a local park. When the students returned to their classroom, they

were asked to describe what they saw.

Student Statement 1: There were fourteen trees in the park; all were the same species.

Student Statement 2: There were no weeds in the park, so pesticides must have been used.

Student Statement 3: More birds would come to the park if feeding stations were added.

Forms of Scientific Information

• fact

• hypothesis

• inference

• observation

• law

• principle

• theory

Part A: Select two student statements, and classify each of them as one form of

scientific information.

Student Statement Number:

Classification:

Student Statement Number:

Classification:

Go to the next page to finish question 14.

GO ON

ft

 w

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

14. Continued. Please refer to the previous page for task explanation.

Part B: Explain how an observation and a scientific law are related.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

Aoeaotneso phi

a sr a  l

The response demonstrates a partial understanding of how to distinguish among the scientific terms hypothesis,

inference, law, theory, principle, fact, and observation. In Part A, the response correctly classifies only one

selected statement as a particular type of scientific information (Student Statement Number: 1, Classification:

fact). The second chosen statement and classification (Student Statement Number: 3, Classification: law) is

incorrect and does not receive any credit. In Part B, the response correctly explains how an observation and a

scientific law are related (An observation then leads to a hypothesis and research leads to a law).

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

STUDENT RESPONSE

Response Score: 1 point

14. A group of students went to a local park. When the students returned to their classroom, they

were asked to describe what they saw.

Student Statement 1: There were fourteen trees in the park; all were the same species.

Student Statement 2: There were no weeds in the park, so pesticides must have been used.

Student Statement 3: More birds would come to the park if feeding stations were added.

Forms of Scientific Information

• fact

• hypothesis

• inference

• observation

• law

• principle

• theory

Part A: Select two student statements, and classify each of them as one form of

scientific information.

Student Statement Number:

Classification:

Student Statement Number:

Classification:

Go to the next page to finish question 14.

GO ON

hypothesis

observation

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

14. Continued. Please refer to the previous page for task explanation.

Part B: Explain how an observation and a scientific law are related.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

A scientific law is a hypothesis that was proven true

through steps such as observation.

The response demonstrates a minimal understanding of how to distinguish among the scientific terms

hypothesis, inference, law, theory, principle, fact, and observation. In Part A, the response incorrectly

classifies two selected statements as particular types of scientific information (Student Statement Number: 2,

Classification:hypothesis; Student Statement Number: 3, Classification: observation) and does not receive any

credit. In Part B, the response correctly explains how an observation and a scientific law are related (scientific

law . . . was proven true through steps such as observation).

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

STUDENT RESPONSE

Response Score: 0 points

14. A group of students went to a local park. When the students returned to their classroom, they

were asked to describe what they saw.

Student Statement 1: There were fourteen trees in the park; all were the same species.

Student Statement 2: There were no weeds in the park, so pesticides must have been used.

Student Statement 3: More birds would come to the park if feeding stations were added.

Forms of Scientific Information

• fact

• hypothesis

• inference

• observation

• law

• principle

• theory

Part A: Select two student statements, and classify each of them as one form of

scientific information.

Student Statement Number:

Classification:

Student Statement Number:

Classification:

Go to the next page to finish question 14.

GO ON

observation

hypothesis

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

14. Continued. Please refer to the previous page for task explanation.

Part B: Explain how an observation and a scientific law are related.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

They are related because they both have information that

needs to be viewed over and over also it’s based off of a

outcome

The response provides insufficient evidence to demonstrate any understanding of how to distinguish among

the scientific terms hypothesis, inference, law, theory, principle, fact, and observation. In Part A, the response

incorrectly classifies two selected statements as particular types of scientific information (Student Statement

Number:3, Classification: observation; Student Statement Number: 2, Classification: hypothesis) and does not

receive any credit. In Part B, the response incorrectly explains how an observation and a scientific law are related

(both have information that needs to be viewed over and over) and does not receive any credit.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

CONSTRUCTED-RESPONSE ITEM

15. Use the chart below to answer the question.

Second Position

First Position

CAG

Third Position

UUU

UUC

UUA

UUG

Phe

Leu

CUU

CUC

CUA

CUG

Leu

GUU

GUC

GUA

GUG

Val

AUU

AUC

AUA

AUG

Ile

Met

CCU

CCC

CCA

CCG

Pro

GCU

GCC

GCA

GCG

Ala

UAU

UAC

UAA

UAG

Tyr

stop

His

Gln

CAU

CAC

CAA

CAG

Asn

Lys

AAU

AAC

AAA

AAG

Cys

stop

Trp

UGU

UGC

UGA

UGG

CGU

CGC

CGA

CGG

Arg

GGU

GGC

GGA

GGG

Gly

Ser

Arg

AGU

AGC

AGA

AGG

RNA Codon Chart

UCU

UCC

UCA

UCG

Ser

ACU

ACC

ACA

ACG

Thr

GAU

GAC

GAA

GAG

Asp

Glu

A scientist was studying a long protein in a cell. The amino acid leucine (Leu) was observed in

the middle of the protein. Further testing revealed that the codon UUA codes for the leucine.

Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

15. Continued. Please refer to the previous page for task explanation.

Part A: Provide an example of a mutation to the leucine codon in the cell that

would not result in a phenotypic change to the cell.

Part B: Provide an example of a mutation to a single nucleotide of the leucine

codon in the cell that would cause a stop codon to be inserted into the

middle of the protein.

Part C: Explain what effect deleting a single base from the gene that codes for the

protein would likely have on the function of the protein.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

SCORING GUIDE

#15 Item Information

Alignment BIO.B.2.3.1 Depth of Knowledge 3 Mean Score 1.37

Item-Specific Scoring Guideline

Score Description

The response demonstrates a thorough understanding of how genetic mutations alter

the DNA sequence and may or may not affect phenotype by

• providing an example of a mutation to a codon that would not result in a

phenotypic change to the cell,

AND

• providing an example of a mutation to a UUA codon that would create a stop

codon,

AND

• explaining what effect a single base deletion would have on the encoded

protein.

The response is clear, complete, and correct.

The response demonstrates a partial understanding of how genetic mutations alter the

DNA sequence and may or may not affect phenotype by fulfilling two of the bullets

under the 3-point response. The response may contain some work that is incomplete

or unclear.

The response demonstrates a minimal understanding of how genetic mutations alter

the DNA sequence and may or may not affect phenotype by fulfilling one of the bullets

listed under the 3-point response. The response may contain some work that is

incomplete or unclear.

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.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

Responses That Will Receive Credit

Part A (1 point):

• If the UUA leucine codon were changed to UUG, this would not cause a phenotypic

change.

• If the UUA leucine codon were changed to CUU, CUC, CUA, or CUG, this would not cause

a phenotypic change.

Part B (1 point):

• If the UUA leucine codon were changed to UGA, this would create a stop codon in the

middle of the gene.

• If the UUA leucine codon were changed to UAA, this would create a stop codon in the

middle of the gene.

Part C (1 point):

• Deleting a single base from a gene would result in all the codons after the deletion being

different, so the protein would have the wrong amino acid sequence and would not

function.

• Deleting a single base from a gene is a frameshift mutation; the reading frame is shifted,

and the encoded protein would not function.

• If a single base is deleted from a gene, then every amino acid after that deletion would be

wrong and there might be a stop codon created, so the protein would not work.

Background Information:

• For Part A, these mutations cause no phenotypic change because the new codons still

code for leucine.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

STUDENT RESPONSE

Response Score: 3 points

15. Use the chart below to answer the question.

Second Position

First Position

CAG

Third Position

UUU

UUC

UUA

UUG

Phe

Leu

CUU

CUC

CUA

CUG

Leu

GUU

GUC

GUA

GUG

Val

AUU

AUC

AUA

AUG

Ile

Met

CCU

CCC

CCA

CCG

Pro

GCU

GCC

GCA

GCG

Ala

UAU

UAC

UAA

UAG

Tyr

stop

His

Gln

CAU

CAC

CAA

CAG

Asn

Lys

AAU

AAC

AAA

AAG

Cys

stop

Trp

UGU

UGC

UGA

UGG

CGU

CGC

CGA

CGG

Arg

GGU

GGC

GGA

GGG

Gly

Ser

Arg

AGU

AGC

AGA

AGG

RNA Codon Chart

UCU

UCC

UCA

UCG

Ser

ACU

ACC

ACA

ACG

Thr

GAU

GAC

GAA

GAG

Asp

Glu

A scientist was studying a long protein in a cell. The amino acid leucine (Leu) was observed in

the middle of the protein. Further testing revealed that the codon UUA codes for the leucine.

Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

15. Continued. Please refer to the previous page for task explanation.

Part A: Provide an example of a mutation to the leucine codon in the cell that

would not result in a phenotypic change to the cell.

Part B: Provide an example of a mutation to a single nucleotide of the leucine

codon in the cell that would cause a stop codon to be inserted into the

middle of the protein.

A p mn a c U  A w i a

s c.

Part C: Explain what effect deleting a single base from the gene that codes for the

protein would likely have on the function of the protein.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

A p mn a ss h c o U  U

w o c a pp c.

Dg  s w c a f-s mn n

m  h e p. l b a h d

o w v o, ce ag h p’s

fn.

The response demonstrates a thorough understanding of how genetic mutations alter the DNA sequence and

how they may or may not affect phenotype. In Part A, the response provides a correct example of a mutation

to the leucine codon in the cell that would not result in a phenotype change to the cell (A point mutation that

switches the codon from UUA to UUG). In Part B, the response provides a correct example of a mutation to a

single nucleotide of the leucine codon in the cell that would cause a stop codon to be inserted into the middle of

the protein (A point mutation that changes UUA to UAA). In Part C, the response correctly explains what effect

deleting a single base from the gene that codes for the protein would likely have on the function of the protein

(Deleting a base would cause a frame-shift mutation . . . completely altering the protein’s function). The response

is clear, complete, and correct.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

STUDENT RESPONSE

Response Score: 2 points

15. Use the chart below to answer the question.

Second Position

First Position

CAG

Third Position

UUU

UUC

UUA

UUG

Phe

Leu

CUU

CUC

CUA

CUG

Leu

GUU

GUC

GUA

GUG

Val

AUU

AUC

AUA

AUG

Ile

Met

CCU

CCC

CCA

CCG

Pro

GCU

GCC

GCA

GCG

Ala

UAU

UAC

UAA

UAG

Tyr

stop

His

Gln

CAU

CAC

CAA

CAG

Asn

Lys

AAU

AAC

AAA

AAG

Cys

stop

Trp

UGU

UGC

UGA

UGG

CGU

CGC

CGA

CGG

Arg

GGU

GGC

GGA

GGG

Gly

Ser

Arg

AGU

AGC

AGA

AGG

RNA Codon Chart

UCU

UCC

UCA

UCG

Ser

ACU

ACC

ACA

ACG

Thr

GAU

GAC

GAA

GAG

Asp

Glu

A scientist was studying a long protein in a cell. The amino acid leucine (Leu) was observed in

the middle of the protein. Further testing revealed that the codon UUA codes for the leucine.

Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

15. Continued. Please refer to the previous page for task explanation.

Part A: Provide an example of a mutation to the leucine codon in the cell that

would not result in a phenotypic change to the cell.

Part B: Provide an example of a mutation to a single nucleotide of the leucine

codon in the cell that would cause a stop codon to be inserted into the

middle of the protein.

AemodeAA

Part C: Explain what effect deleting a single base from the gene that codes for the

protein would likely have on the function of the protein.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

T d Aodoru  

pnychge

Iy leailber ee  u

cssehg  aptn

The response demonstrates a partial understanding of how genetic mutations alter the DNA sequence and how

they may or may not affect phenotype. In Part A, the response provides a correct example of a mutation to the

leucine codon in the cell that would not result in a phenotype change to the cell (codon CUA would not result in

a phenotypic change). In Part B, the response provides a correct example of a mutation to a single nucleotide of

the leucine codon in the cell that would cause a stop codon to be inserted into the middle of the protein (UAA).

In Part C, the response does not correctly explain what effect deleting a single base from the gene that codes for

the protein would likely have on the function of the protein (cause some changes to that protein) and does not

receive any credit.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

STUDENT RESPONSE

Response Score: 1 point

15. Use the chart below to answer the question.

Second Position

First Position

CAG

Third Position

UUU

UUC

UUA

UUG

Phe

Leu

CUU

CUC

CUA

CUG

Leu

GUU

GUC

GUA

GUG

Val

AUU

AUC

AUA

AUG

Ile

Met

CCU

CCC

CCA

CCG

Pro

GCU

GCC

GCA

GCG

Ala

UAU

UAC

UAA

UAG

Tyr

stop

His

Gln

CAU

CAC

CAA

CAG

Asn

Lys

AAU

AAC

AAA

AAG

Cys

stop

Trp

UGU

UGC

UGA

UGG

CGU

CGC

CGA

CGG

Arg

GGU

GGC

GGA

GGG

Gly

Ser

Arg

AGU

AGC

AGA

AGG

RNA Codon Chart

UCU

UCC

UCA

UCG

Ser

ACU

ACC

ACA

ACG

Thr

GAU

GAC

GAA

GAG

Asp

Glu

A scientist was studying a long protein in a cell. The amino acid leucine (Leu) was observed in

the middle of the protein. Further testing revealed that the codon UUA codes for the leucine.

Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

15. Continued. Please refer to the previous page for task explanation.

Part A: Provide an example of a mutation to the leucine codon in the cell that

would not result in a phenotypic change to the cell.

Part B: Provide an example of a mutation to a single nucleotide of the leucine

codon in the cell that would cause a stop codon to be inserted into the

middle of the protein.

UAG

Part C: Explain what effect deleting a single base from the gene that codes for the

protein would likely have on the function of the protein.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

CUC

It can completely change the codon.

The response demonstrates a minimal understanding of how genetic mutations alter the DNA sequence and how

they may or may not affect phenotype. In Part A, the response provides a correct example of a mutation to the

leucine codon in the cell that would not result in a phenotype change to the cell (CUC). In Part B, the response

does not provide a correct example of a mutation to the leucine codon in the cell that would not result in a

phenotype change to the cell (UAG) and does not receive any credit. In Part C, the response does not correctly

explain what effect deleting a single base from the gene that codes for the protein would likely have on the

function of the protein (completely change the codon) and does not receive any credit.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

STUDENT RESPONSE

Response Score: 0 points

15. Use the chart below to answer the question.

Second Position

First Position

CAG

Third Position

UUU

UUC

UUA

UUG

Phe

Leu

CUU

CUC

CUA

CUG

Leu

GUU

GUC

GUA

GUG

Val

AUU

AUC

AUA

AUG

Ile

Met

CCU

CCC

CCA

CCG

Pro

GCU

GCC

GCA

GCG

Ala

UAU

UAC

UAA

UAG

Tyr

stop

His

Gln

CAU

CAC

CAA

CAG

Asn

Lys

AAU

AAC

AAA

AAG

Cys

stop

Trp

UGU

UGC

UGA

UGG

CGU

CGC

CGA

CGG

Arg

GGU

GGC

GGA

GGG

Gly

Ser

Arg

AGU

AGC

AGA

AGG

RNA Codon Chart

UCU

UCC

UCA

UCG

Ser

ACU

ACC

ACA

ACG

Thr

GAU

GAC

GAA

GAG

Asp

Glu

A scientist was studying a long protein in a cell. The amino acid leucine (Leu) was observed in

the middle of the protein. Further testing revealed that the codon UUA codes for the leucine.

Go to the next page to finish question 15.

GO ON

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

15. Continued. Please refer to the previous page for task explanation.

Part A: Provide an example of a mutation to the leucine codon in the cell that

would not result in a phenotypic change to the cell.

Part B: Provide an example of a mutation to a single nucleotide of the leucine

codon in the cell that would cause a stop codon to be inserted into the

middle of the protein.

Part C: Explain what effect deleting a single base from the gene that codes for the

protein would likely have on the function of the protein.

STOP

AFTER YOU HAVE CHECKED YOUR WORK, CLOSE YOUR ANSWER

BOOKLET AND TEST BOOKLET SO YOUR TEACHER WILL KNOW

YOU ARE FINISHED.

A silent mutation would not have any phenotypic

change to the cell

A translation would cause a stop codon to be

inserted into the middle of the protein

Deleting a single base from the gene that codes

the protein would cause a major mutation

The response provides insufficient evidence to demonstrate any understanding of how genetic mutations alter

the DNA sequence and how they may or may not affect phenotype. In Part A, the response does not provide an

example of a mutation to the leucine codon in the cell that would not result in a phenotype change to the cell (A

silent mutation would not have any phenotypic change) and does not receive any credit. In Part B, the response

does not provide an example of a mutation to the leucine codon in the cell that would not result in a phenotype

change to the cell (A translation would cause a stop codon) and does not receive any credit. In Part C, the

response does not correctly explain what effect deleting a single base from the gene that codes for the protein

would likely have on the function of the protein (cause a major mutation) and does not receive any credit.

Keystone Biology Item and Scoring Sampler—August 2022

BiologyMODULE2

BIOLOGY MODULE 2—SUMMARY DATA

MULTIPLE-CHOICE

Sample

Number

Alignment Answer Key

Depth of

Knowledge

p-value

1 BIO.B.1.1.1 A 2 50% 11% 17% 22%

2 BIO.B.1.2.2 C 3 15% 21% 53% 11%

3 BIO.B.2.1.2 D 2 18% 17% 19% 45%

4 BIO.B.2.2.1 A 2 45% 29% 14% 12%

5 BIO.B.3.1.3 D 2 10% 18% 17% 56%

6 BIO.B.3.2.1 B 3 8% 72% 6% 13%

7 BIO.B.4.2.3 B 2 7% 61% 19% 14%

8 BIO.B.3.3.1 B 2 28% 54% 8% 9%

9 BIO.B.4.2.2 D 2 5% 14% 7% 74%

10 BIO.B.4.2.4 B 2 10% 59% 9% 22%

11 BIO.B.4.2.3 A 2 48% 26% 15% 10%

12 (P) BIO.B.3.2.1 A 2 59% 13% 13% 15%

13 (P) BIO.B.4.2.2 D 2 5% 8% 25% 61%

CONSTRUCTED-RESPONSE

Sample

Number

Alignment Points

Depth of

Knowledge

Mean Score

14 BIO.B.3.3.1 3 3 1.66

15 BIO.B.2.3.1 3 3 1.37

Keystone Biology Item and Scoring Sampler—August 2022

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Keystone Exams

Biology

Item and Scoring Sampler 2022