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Descriptive Statements:
- Demonstrate knowledge of the significance of the physical and chemical properties of water for living organisms.
- Demonstrate knowledge of the common elements present in living organisms (e.g., hydrogen, oxygen, carbon, nitrogen, sulfur, phosphorus) and the major compounds that they form.
- Apply knowledge of chemical bonding, pH, and enzyme structure and function to explain life processes (e.g., cellular respiration, dehydration synthesis, hydrolysis).
- Analyze the structures and functions of monomers (e.g., amino acids, mono- and disaccharides, nucleotides, fatty acids) and organic macromolecules, including proteins, carbohydrates, nucleic acids, and lipids.
- Apply knowledge of the use of science and engineering practices in exploring and understanding content related to biochemistry, such as developing and using models, planning and safely conducting investigations, applying mathematical concepts, and communicating and evaluating data and conclusions.
Sample Item:
A biology teacher sets up various classroom stations for students to use to explore the properties of water. At one station, students are asked to sprinkle pepper on water in a bowl. Students then dip a cotton swab into liquid soap and touch the water with the swab. The pepper quickly scatters to the edges of the bowl. Which of the following properties of water does this activity demonstrate?
- specific heat capacity
- universal solvent
- surface tension
- osmotic pressure
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
Correct Response: C.
Descriptive Statements:
- Apply knowledge of the structure, function, and production of ATP and the role of ATP in essential life functions (e.g., anaerobic and aerobic respiration, photosynthesis, transport).
- Apply knowledge of the transfer and transformation of energy and the cycling of matter associated with photosynthesis and cellular respiration.
- Demonstrate knowledge of the inputs and outputs of aerobic and anaerobic cellular respiration and photosynthesis and how these processes result in the formation of new compounds and a net transfer of energy.
- Apply knowledge of the use of science and engineering practices in exploring and understanding content related to physiological processes of cells, such as developing and using models, planning and safely conducting investigations, applying mathematical concepts, and communicating and evaluating data and conclusions.
Sample Item:
Use the graph below to answer the question that follows.
A graph is shown of the oxygen consumption in milliliters of four experimental groups over time. Each group starts at 0 milliliters oxygen consumed at time 0 and then increases linearly to the end of the study at time 70 minutes. By the end of the study, Z increases to 0.1 milliliters of oxygen consumed, Y increases to 0.25 milliliters of oxygen consumed, X increases to 0.9 milliliters of oxygen consumed, and W increases to 1.9 milliliters of oxygen consumed.
An investigator measures oxygen consumption in germinating and nongerminating pea seeds at 10°Cdegrees Celsius and 25°Cdegrees Celsius, then compiles the graph of the data shown. Line X most likely represents which treatment group?
- germinating peas at 25°Cdegrees Celsius
- nongerminating peas at 25°Cdegrees Celsius
- germinating peas at 10°Cdegrees Celsius
- nongerminating peas at 10°Cdegrees Celsius
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
Correct Response: C.
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