Teachers Guide

Biology 1/Applied Biology 2

Examination


Issued by the
Office of Assessment
South Carolina Department of Education


December 2011


ii
Contents


Overview of the EOCEP Examination ............................................................................................. 1

Part 1: The Biology EOCEP Examination ......................................................................................... 3

Part 2: Sample Test Questions........................................................................................................ 6

Part 3: Preparing Your Students for the Examination .................................................................. 23

Part 4: Raising Student Achievement Levels ................................................................................ 24

Appendix A. South Carolina Academic Standards for Biology ................................................... 25

Appendix B. A Taxonomy of Cognitive Domains for Biology ...................................................... 30







1
Overview of the EOCEP Examination

The South Carolina Education Accountability Act (EAA) of 1998 (Chapter 18, Title 59 of the 1976
Code), as amended in 2008, requires that end-of-course examinations be administered to
students in gateway courses awarded units of credit in English language arts, mathematics,
science and social studies. To fulfill this EAA mandate, the South Carolina Department of
Education (SCDE) developed and administers the South Carolina End-of-Course Examination
Program (EOCEP).

Beginning with the graduating class of 2010, students were required to pass a high school credit
course in science and a course in United States history in which end-of-course examinations
were administered to receive a state high school diploma.

The purposes and uses of the EOCEP tests are as follows:

A. The tests promote instruction in specific academic standards for the particular courses,
encourage higher levels of student achievement, and document the level of students
mastery of the academic standards.

B. The tests serve as indicators of program, school, and district effectiveness in the manner
prescribed by the Education Oversight Committee in accordance with the provisions of the
EAA.

C. The tests are weighted 20 percent in the determination of students final grades in the
gateway courses.

The South Carolina end-of-course examinations are multiple-choice tests based on specific,
measurable course standards that are drawn directly from the South Carolina academic
standards for the particular subject area: algebra, biology, English, and U.S. History and the
Constitution. All public school students (middle school, high school, adult education, alternative
school), and district-approved, home-schooled student enrolled in the following coursesor
any other courses that address these particular standardsmust take the corresponding EOCEP
exams: Algebra 1 and Mathematics for the Technologies 2, English 1, Biology 1 and Applied
Biology 2, and U.S. History and the Constitution. The EOCEP examination is a requirement,
regardless of whether the course is unit bearing.

All test questions are carefully reviewed by content experts, language and testing experts, and
the members of a South Carolina content review committee to ensure that each question
properly measures the intended standard and that test-wise students cannot find unintended
clues to the correct answer. In addition, a South Carolina sensitivity review committee
scrutinizes the test to ensure that each question is free from bias with respect to race, gender,
ethnicity, socioeconomic status, culture, and geographic region as well as content that would
be offensive to any cultural, religious, or ethnic group. The items are then field-tested to further
ensure item validity.

2
Care is taken in the creation of possible responses so that each question has one best answer
and three other options that represent common errors in reasoning. The test questions are not
meant to be tricky; rather, they are designed to distinguish between those students who
understand the concept or skill being tested and can apply their understanding and those
students who have an incomplete understanding of the concept. Students who understand the
concept will likely choose the correct option, while those with an incomplete understanding are
more likely to choose an incorrect, but plausible, option that may be based on a common
misconception.

This teachers guide has been developed to provide educators with important information
about the EOCEP and to explain how the examination can be used effectively to strengthen
teaching and learning in South Carolina. The guide provides a description of the test that
encompasses its purpose and structure, its role in the EOCEP, and the course standards that
guided its development. In addition, the guide provides sample questions and practical
suggestions about how to prepare students for the examination.

The science standards for the end-of-course examinations as well as the State Board of
Education regulation about the EOCEP (R 43-262.4, End-of-Course Tests) are accessible
through links on the EOCEP Web page at: http://ed.sc.gov/agency/programs-
services/41/documents/BiologyStandards.pdf and http://ed.sc.gov/agency/programs-
services/41/documents/262-4.pdf.
3
PART 1
The Biology EOCEP Examination

The test questions on the Biology 1/Applied Biology 2 examination are aligned with the South
Carolina science academic standards for Biology and are designed to assess students mastery
of these standards. South Carolinas Biology standards are provided in Appendix A.

The Biology 1/Applied Biology 2 end-of-course examination is comprised of sixty multiple-
choice items. Students are given sufficient time in the testing session to attempt every question
on the test.

Basic Questions Teachers Have

Who decided what the EOCEP examination covers?

The examination is based on the Biology 1 academic standards that are set forth in the South
Carolina Science Academic Standards 2005. A committee of South Carolina educators and
leaders developed these standards; questions to measure students mastery of these standards
were developed specifically for this examination.

When do students take the test?

Students take the test at the completion of the course. Each district determines its own testing
schedule within parameters set by the state.

How are home school students tested?
The end-of-course tests are part of the statewide testing program, and home school students in
programs approved by the district are required to participate. Students take the test during the
first scheduled administration following their completion of the course.

Why do students have to take end-of-course examinations?

The EAA mandates that students are required to pass a high school credit course in science in
which an end-of-course exam is administered to receive a state high school diploma. The EOCEP
examinations serve as indicators of program, school, and district effectiveness; promote
instruction focused on specific academic standards; and encourage higher levels of student
achievement. They may be used as final examinations for these courses. The students score on
the end-of-course examination must comprise 20 percent of his or her final grade in the course.
4

What accommodations are offered for students with disabilities?
Accommodations and customized materials are available for the EOCEP examinations for
students with documented disabilities. For South Carolina assessment programs, the term
accommodation is defined as a change in the testing environment, procedures, or
presentation that does not alter in any significant way what the test measures and does not
affect the comparability of scores. The purpose of accommodations is to enable students to
participate in testing in a way that allows their knowledge and skills rather than their disabilities
to be assessed.

The following are examples of accommodations allowed on the test:
small-group or individual administration,
extended time, afternoon administration, frequent breaks during testing, administration of
the test over several sessions or several days,
highlighting, cueing, the students reading aloud to him- or herself, the administrators
repeating or signing the directions,
oral or signed administrations,
special lighting or furniture, supplemental materials and devices,
alternate response modes such as the students responding in the test booklets, using bold-
line paper, typing his or her responses, or giving nonverbal responses, and
alternate presentation modes using customized materials such as loose-leaf, large-print,
and braille test booklets; sign-language videotapes; or oral-administration audiotapes.
NOTE: None of the customized materials are available for field-test administrations of the
end-of-course examinations; they are available for operational administrations only.

Is a calculator allowed during testing?

There are no items on the Biology 1/Applied Biology 2 examination that require the use of a
calculator; therefore, calculators are not allowed.

Is the test timed?

The test is not timed. It is administered in a test session of approximately ninety minutes, which
should be sufficient time for most students to have the opportunity to attempt every question
on the test. Test administrators should make every effort to give students sufficient time to
complete the test.

5
How is the EOCEP examination score factored into a students final grade?
As required by law, the EOCEP examination score is used as 20 percent of a students final
grade in the course. When reporting EOCEP results, students receive a scale score which is
compatible with the South Carolina uniform grading scale. Percentages of correct responses or
percentile ranks are not provided for this standards-based test.

As a teacher, what are my responsibilities with regard to the EOCEP?

On the first day of class, all students taking a course assessed by the EOCEP must receive a copy
of the state academic standards for that course. Teachers should incorporate these standards
and the appropriate course content into their classroom activities and lessons. Part 2 of this
guide contains sample examination questions intended to help teachers and their students
become familiar with the format of the questions on the test.

The primary responsibility of teachers with regard to the EOCEP is preparing their students for
the examination by ensuring that they acquire the knowledge and skills addressed in the
academic standards. Conducting hands-on investigations that involve identifying questions;
hypothesizing; and collecting, displaying, and analyzing data will positively and significantly
impact student learning. Additionally, including ongoing daily teaching strategies such as asking
probing questions, requiring written explanations, and initiating student-teacher and student-
student dialoguewill contribute to the students acquisition of the targeted concepts,
principles and procedures. Drilling with practice quizzes and tests is not recommended. For
students taking Applied Biology 2, it is critical that teachers reinforce the material covered in
Applied Biology 1 since the examination assesses skills and content from both courses.

What documents are available to help me prepare my students for the Biology 1/Applied
Biology 2 examination?

The South Carolina biology course standards are provided in this guide in Appendix A.

In this guide in Appendix B is a taxonomy of the three science cognitive domainsfactual
knowledge, conceptual understanding, and reasoning and analysisthat were used as a
basis for the construction of the items on the Biology 1/Applied Biology 2 EOCEP test.

The Blueprint for South Carolina End-of-Course Examination Program (EOCEP): Biology
1/Applied Biology 2, which discusses the construction of the test and gives the
approximate number of items in each of the domains and subdomains, is accessible
on the EOCEP link http://ed.sc.gov/agency/programs-
services/41/documents/Biologywebblueprint11_13_09.pdf.

The state science academic standards for kindergarten through grade eightwhich indicate
what students should know and be able to do prior to entering high schoolare online at
http://ed.sc.gov/agency/pr/standards-and-curriculum/Science.cfm.
6
PART 2
Sample Test Questions

This section contains sample test items that are representative of the questions used on the
Biology 1/Applied Biology 2 end-of-course examination. These questions are only a sample of
what students should expect to encounter on the actual examination. The items illustrate the
format, type, and approximate level of difficulty of the examination questions. For each sample
question, the relevant standard and indicator are identified. The text describes what content
the item is testing and what the student must know to be able to answer the item correctly.

It is important to remember that different forms of the examination will contain different items
that assess the same standard. In addition, different forms will contain items within each
domain and subdomain that assess different standards. The complete listing of the Biology
1/Applied Biology2 standards is provided in Appendix A.
7
Sample Question 1

Standard: B-1 The student will demonstrate an understanding of how scientific inquiry
and technological design, including mathematical analysis, can be used
appropriately to pose questions, seek answers, and develop solutions.

Indicator: B-1.1 Generate hypotheses on the basis of credible, accurate, and relevant
sources of scientific information


Which source would a scientist consider the most reliable to use when developing
a hypothesis for an investigation?

A. peer-reviewed journal article
B. class laboratory reports
C. an Internet website
D. a scientific blog
Key: A


This item requires students to know that when developing a hypothesis for a scientific
investigation, the resources used for obtaining background information must be credible,
accurate and relevant. The most reliable resource would be a peer-reviewed journal article
in which only carefully scrutinized research articles are published. Therefore, Option A is the
correct answer.
Option B is not correct because class laboratory reports are based on classroom
experiments that may or may not be accurately performed. Therefore, lab reports
may contain unreliable data or conclusions and should not be used for developing
hypotheses which serve as the basis for future experiments.

Option C is not correct because of the lack of quality control on internet websites.
There often is no careful and thorough review process for published articles and,
therefore, the information may not be credible or reliable.

Option D is not correct because while a blog may be interesting to read, there also is no
quality control over what is written and information may be inaccurate and unreliable.
There is no way to assess the credibility of the authors or their writings.
8
Sample Question 2

Standard: B-1 The student will demonstrate an understanding of how scientific inquiry
and technological design, including mathematical analysis, can be used
appropriately to pose questions, seek answers, and develop solutions.

Indicator: B-1.6 Evaluate the results of a controlled scientific investigation in terms of
whether they refute or verify the hypothesis.

An experiment was conducted to study the change over time in the population
density of a species grown in two different salt solutions.











Which statement in a hypothesis that is best supported by these results?
A. This species cannot grow in salt solutions below 3%.
B. This species grows at its greatest rate in a 20% salt solution.
C. This species can grow in all salt solutions between 3% and 15%.
D. This species grows at a slower rate in a 3% salt solution than in a 15% salt solution.
Key: D

This item requires students to interpret a double line graph and infer meaning from the
data to determine which hypothesis would be supported. The hypothesis is a prediction
based on the relationship between the independent and dependent variables. The line
graphs show the change in population density over time of a species growing in two
different salt solutions. Option D is the correct answer since the information in the
graph shows that population of this species increased less and at a slower rate in a 3%
solution than in a 15% solution. Therefore the data support a hypothesis comparing the
growth rate in these two solutions over time.

9
Option A is not correct because there is no data on the graph to support this hypothesis.
The only data are the population increases at the two salt solutions (3% and 15%).
Students should not make any assumptions if there is no data to support them.

Option B is not correct because there is no data to support the hypothesis. There is
no way to tell whether the species would grow best in a 20% solution.

Option C is not correct because the data are specific for a 3% and 15% solution and
not for salt solutions at differing concentrations. Students should not assume that
this species could grow in any other solution concentration without data to support
the hypothesis or conclusion.
10
Sample Question 3

Standard: B-2 The student will demonstrate an understanding of the structure and
function of cells and their organelles.

Indicator: B-2.3 Compare the structures and organelles of prokaryotic and eukaryotic cells.












This item requires students to compare the characteristics of prokaryotic and eukaryotic
cells to recognize the similarities and differences between them. Option A is correct
because a major difference between the two types of cells is that prokaryotic cells do
not have a true nucleus. The DNA in prokaryotic cells is not separated from the rest of
the cell by a nuclear membrane and the DNA is not arranged in strands of
chromosomes. The eukaryotic cells have a true nucleus with a nuclear membrane
enclosing chromosomal DNA strands. One other major difference is that only eukaryotic
cells have mitochondria, the site of cellular respiration, and prokaryotic cells use
chemicals from their environment or the sun as an energy source.

Option B is not correct because cytoplasm is found in both types of cells.

Option C is not correct because prokaryotic cells do have ribosomes, the site
of protein synthesis, similar to eukaryotic cells.

Option D is not correct because both types of cells have a cell membrane
which surrounds the cell.




Which of the following characteristics is unique to eukaryotic cells?

A. contain DNA arranged into chromosomes
B. filled with semi-transparent cytoplasm
C. contain ribosomes for protein synthesis
D. surrounded by a cell membrane
Key: A

11
Sample Question 4

Standard: B-2 The student will demonstrate an understanding of the structure and function
of cells and their organelles.

Indicator: B-2.5 Explain how active, passive, and facilitated transport serve to maintain
the homeostasis of the cell.

Molecules can cross cell membranes from areas of low concentration to areas of high
concentration by binding with carrier proteins. What is this process called?

A. osmosis
B. endocytosis
C. active transport
D. facilitated diffusion
Key: C

This item requires students to understand that materials needed for cellular functioning must
pass through the cellular membrane. Passive transport occurs when molecules enter or leave
the cell along a concentration gradient i.e. from a higher concentration to a lower
concentration. Active transport is the pumping of molecules or ions through a membrane
against their concentration gradient from a lower concentration to a higher concentration.
Active transport requires a carrier protein and energy provided by ATP and, therefore, the
correct answer is Option C.
Option A is incorrect since osmosis is the diffusion or movement of water molecules
through a cell membrane from an area of high concentration to an area of low
concentration. It does not require any expenditure of energy or any active role for
the membrane.
Option B is incorrect since endocytosis is a process by which a large substance gains entry
into a cell through the use of a vesicle which surrounds the molecule and brings it into
the cell.
Option D is incorrect since facilitated diffusion is passive transport and does not require
expenditure of energy. In facilitated diffusion molecules move from areas of high
concentration to areas of low concentration. Carrier proteins assist the movement of
molecules through the cell membrane, but transport is driven by the concentration
gradient, not by ATP.




12
Sample Question 5

Standard: B-3 The student will demonstrate an understanding of the flow of energy within
and between living systems
Indicator: B-3.1 Summarize the overall process by which photosynthesis converts solar
energy into chemical energy and interpret the chemical equation for
the process.


Which step in the process of photosynthesis is dependent on light energy?

A. splitting water into hydrogen and oxygen
B. combining hydrogen and oxygen to form water
C. splitting carbon dioxide into carbon and oxygen
D. combining carbon and oxygen into carbon dioxide
Key: A


This item requires the student to understand the reactions involved in the process of
photosynthesis. In previous grades students learned the basic process of photosynthesis as
the creation of glucose (sugar) from carbon dioxide and water using the suns energy. In
biology it is necessary to delve further into the process to understand that two steps are
involved. The first step, light-dependent reaction, requires light energy to split water molecules
which creates energy and releases oxygen as a by-product. Therefore the correct answer is A.

Option B is not correct since it is the opposite of the reaction which occurs in the light-
dependent step.

Option C is not correct since carbon dioxide is not split in the process of photosynthesis.
In the dark reactions (not requiring light energy) carbon dioxide is used to produce
glucose.

Option D is not correct since the combining of carbon and oxygen to create carbon
dioxide does not take place in photosynthesis.







13

Sample Question 6
Standard: B-3 The student will demonstrate an understanding of the flow of energy
within and between living systems
Indicator: B-3.2 Summarize the basic aerobic and anaerobic processes of cellular
respiration and interpret the chemical equation for cellular respiration.

Which statement is true about cellular respiration?

A. It produces glucose, which provides energy for the cell.
B. It produces ATP, which stores energy that is used by the cell.
C. It produces carbon dioxide, which combines with hydrogen to form sugar.
D. It produces oxygen, which combines with hydrogen to prevent cell poisoning.
Key: B

This item requires students to understand the process of cellular respiration in which chemical
energy stored in food is converted to chemical energy stored in ATP. Glucose is broken down
in multiple steps, starting with the process of glycolysis, and ATP (adenosine triphosphate) is
produced, providing storage of the energy that can be used by the cell. Option B, therefore,
is correct.

Option A is incorrect because glucose is not produced during cellular respiration; it is
broken down.

Option C is incorrect because carbon dioxide, which is produced during cellular respiration,
does not combine with hydrogen to form sugar (as in the process of photosynthesis); it is
carried in the blood to the lungs, where it is exhaled.

Option D is incorrect because oxygen is not produced during cellular respiration; rather,
during aerobic respiration it combines with hydrogen to form water.
14
Sample Question 7

Standard: B-3 The student will demonstrate an understanding of the flow of energy
within and between living systems
Indicator: B-3.5 Summarize the functions of proteins, carbohydrates, and fats in
the human body.

This item requires the student to understand that the three main nutrient groups (proteins,
carbohydrates and fats) serve different functions in the body. Fats provide long-term energy
storage, cushion body organs and insulate the body. There are many types of proteins which
serve different functions, such as hormonal proteins which regulate body activities, contractile
proteins which control muscle contraction and enzymatic proteins which accelerate the speed
of chemical reactions. The correct answer is Option B which correctly identifies a function of
fats and of proteins.

Option A is not correct because fats function to both cushion the organs and insulate
the body; proteins do not insulate the body.

Option C is not correct because while fats do store energy, proteins do not provide the
primary fuel for respiration. Carbohydrates are the main source of energy for the body.
Complex carbohydrates are broken down during digestion to glucose which is used as
the primary fuel in the process of cellular respiration to provide energy. Proteins would
only be used as a fuel source under extreme conditions such as starvation or
malnutrition. It is a common misconception that protein bars provide the body with
energy. The proteins in a protein bar can function in muscle contraction in enzymatic
reactions but carbohydrates are the bodys primary source of energy.

Option D is not correct because fats do not coordinate body activities (this is a function
of hormonal proteins) and proteins are not a source of monosaccharides, which are the
building blocks of carbohydrates.
Which statement correctly compares a function of fats to a function of proteins in the body?

A. Fats cushion the organs, and proteins insulate the body.
B. Fats insulate the body, and proteins control contraction.
C. Fats store energy, and proteins provide the primary fuel for respiration.
D. Fats coordinate body activities, and proteins provide monosaccharides.
Key: B
15
Sample Question 8
Standard: B-4 The student will demonstrate an understanding of the molecular basis
of heredity.
Indicator: B-4.4 Summarize the basic processes involved in protein synthesis (including
transcription and translation).
If translation is inhibited in a cell, which type of molecule will no longer be synthesized?

A. simple sugar
B. fatty acid
C. protein
D. DNA
Key: C


This item requires the student to understand the processes of transcription and translation in
protein synthesis. Transcription is the process by which mRNA is created from DNA in the
nucleus. Translation is the formation of amino acid chains (the basic structure of protein) from
the template provided by the mRNA in the ribosome. Option C, therefore is the correct answer.

Options A (simple sugar), B (fatty acid) are not the products of translation, which is only
involved in protein synthesis.

Option D is incorrect because DNA is only involved in the process of transcription, which
occurs in the nucleus and not translation, which occurs in the cytoplasm at the site of
the ribosomes.
16
Sample Question 9

Standard: B-4 The student will demonstrate an understanding of the molecular basis
of heredity.
Indicator: B-4.7 Summarize the chromosome theory of inheritance and relate that theory
to Gregor Mendels principles of genetics.

The pedigree below shows the occurrence of tongue rolling in three generations of a family
(T = the ability to roll the tongue; t is the inability to roll the tongue):



What are the most likely genotypes of the parents in the second (II) generation?
A. mother tt, father Tt
B. mother tt, father TT
C. mother Tt, father tt
D. mother TT, father tt
Key: A

This item requires students to understand how to read a pedigree. Students must know the
difference between dominant and recessive traits and should recognize that the trait of tongue
rolling is dominant. If it were recessive, then carriers would be present. Students should also
recognize that the trait is most likely autosomal since both males and females are able to roll
their tongues. Since the mother in the second generation is unable to roll her tongue, her
genotype must be tt. The genotype of the father in the second generation could be TT or Tt
since he is able to roll his tongue. If it were TT, however, all the offspring would have the trait;
none does. Thus the genotype of the father must be Tt. Option A (mother tt, father Tt) is the
correct answer.


17
Option B is incorrect: if the genotype of the male parent were TT, all offspring would have
the tongue-rolling trait.

Option C is incorrect since the mother does not have the tongue-rolling trait, which is
dominant, and must have the genotype tt.

Option D is incorrect since the mother is unable to roll her tongue and her genotype must
be tt.
18
Sample Question 10

Standard: B-5 The student will demonstrate an understanding of biological evolution
and the diversity of life.

Indicator: B-5.4 Explain how genetic variability and environmental factors lead to
biological evolution.

Genetic equilibrium exists in a population that is stable. Which conditions would
support genetic equilibrium within a species?

A. frequent mutations
B. random mating
C. small number of individuals
D. migration into the population
Key: B

This item requires students to understand the principle of genetic equilibrium (the Hardy-
Weinberg principle) which describes the conditions that contribute to a genetically stabilized
population in which there is no significant change in the genetic frequencies within a species.
One of the conditions contributing to genetic equilibrium is random mating which would ensure
that allelic frequencies remain constant in the population and, therefore, Option B is the
correct answer.

Option A is not correct because frequent mutations would results in changes in
genotype within the population.

Option C is not correct because within small populations a particular allele may increase
in frequency just by chance resulting in a decrease in genetic stability.

Option D is not correct because migration into the population results in the introduction
of new alleles which would promote new genotypes and not support genetic
equilibrium.


19
Sample Question 11


Standard: B-5 The student will demonstrate an understanding of biological evolution
and the diversity of life.

Indicator: B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology,
biochemistry, and paleontology that underlies the theory of biological
evolution.


Species evolve over time. Their success depends on factors such as genetic variability and
environmental constraints. Modern land plants and green algae have many characteristics
in common, and both are very successful.

One current theory suggests that modern land plants evolved from green algae. Which
piece of evidence supports this theory?

A. Land plants and green algae carry out cellular respiration.
B. Land plants and green algae carry out asexual and sexual reproduction.
C. Land plants and green algae are made up of cells containing similar cell structures.
D. Land plants and green algae contain chlorophyll made up of similar sequences of
amino acids.
Key: D

This item requires students to recognize evolutionary relationships from comparative
biochemistry. Students must be able to evaluate pieces of evidence to determine which piece
supports the theory that modern land plants could have evolved from green algae. There are a
number of different photosynthetic pigments, and the fact that a chlorophyll found in modern
green plants and green algae is made up of similar sequences of amino acids suggests that one
could have evolved from the other. Thus, option D is the correct answer.
The evidence contained in options A, B, and C is common to many organisms.
Option A is incorrect since the cells of almost all living organisms carry out cellular
respiration.
Option B is incorrect since many organisms reproduce sexually and asexually and this has no
relevancy to evolution.
Option C is incorrect since most eukaryotes contain similar cell structures.
20
Sample Question 12

Standard: B-6 The student will demonstrate an understanding of the interrelationships
among organisms and the biotic and abiotic components of their
environments.

Indicator: B-6.1 Explain how the interrelationships among organisms (including predation,
competition, parasitism, mutualism, and commensalism) generate
stability within ecosystems.

An experiment was conducted using two different species of Paramecium: P. caudatum
and P. aurelia. When the two species were grown in separate flasks, both species thrived.
When the two species were grown in the same flask, P. aurelia thrived, and P. caudatum
declined.



What best describes the relationship between these two species?

A. parasitic
B. mutualism
C. competition
D. commensalism
Key: C
21
This item requires students to be cognizant of the terms commensalism, parasitic, mutualism,
and competition and to apply this knowledge to analyze graphs that show the relationship
between two species of Paramecium. Students must recognize that when the two organisms
are grown separately, each thrives. However, when they are grown together, P. aurelia is a
better competitor for food sources and eventually eliminates P. caudatum. Thus, option C is
the correct answer.

Option A is incorrect because a parasitic relationship would require one Paramecium
species to act as a host to the other. Since the population of P. aurelia remains constant as
the population of P. caudatum decreases, one cannot be feeding on the other because both
would probably show a reduction in population size as the food source decreased.

Option B is incorrect because with a symbiotic relationship such as mutualism both
Paramecium species would benefit. This is clearly not the case since the population of one
of them (P. caudatum) is drastically reduced.

Option D is incorrect because commensalism would require one Paramecium species to
benefit while the other species would not be affected. This is not the case since the
P.caudatum population has drastically decreased while the P. aurelia population is stable.


22
Sample Question 13

Standard: B-6 The student will demonstrate an understanding of the interrelationships
among organisms and the biotic and abiotic components of their
environments.
Indicator: B-6.2 Explain how populations are affected by limiting factors (including
density-dependent, density-independent, abiotic, and biotic factors).

Study this table of deer population growth on an island.

Year Number of Deer
1925 100
1930 500
1935 800
1940 1200
1945 700
1950 500

Which factor that could be responsible for the decline in this deer population after 1940
is density independent?

A. crowded conditions
B. climate change
C. predation
D. disease
Key: B
This item requires the student to differentiate between density-dependent and density-
independent limiting factors that affect population density. Density independent factors are
not related to the population size and affect all members of the population equally. Most often
density independent factors are abiotic. Therefore, the density-independent factor affecting
the deer population must be climate change Option B.

Options A, C and D are all density-dependent limiting factors that could affect organisms within
species but not necessarily the entire population within an ecosystem. Density-dependent
factors operate more strongly when there are increases in population density.

23
PART 3
Preparing Your Students for the Examination

Here are some classroom strategies you can employ to help prepare your students for the
Biology 1/Applied Biology 2 end-of-course examination.

A. Ensure that your instructional practices are aligned with the examination by
using inquiry-based instruction;
incorporating investigations throughout instruction;
incorporating ongoing cumulative review on a regular basis;
using realistic problems, real-world contexts, and current issues to launch instruction
and apply the inquiry skills and concepts you are teaching; and
asking such questions as Why? How do you know? Can you explain?

B. Ensure that your course outline is aligned with the examination by
placing appropriate emphasis on the concepts and skills outlined in the standards and
the course guide; and
supplementing the standard textbook with other instructional materials, particularly if
specific standards are not adequately covered in the textbook.

C. Incorporate classroom formative and summative assessments that probe students
understanding by
focusing on standards-based instruction that incorporates hands-on inquiry and higher-
level thinking strategies rather than on practicing for the EOCEP test, as the key to your
students doing well on that test;
using meaningful classroom assessments that reflect the standards you teach in your
classes; and
adjusting your instruction in response to classroom assessment results.

D. Ensure that your students are sufficiently familiar with the format of the examination by
incorporating into your instruction various questions, exercises, and problems that are
similar in format and content to the sample questions in this guide.

E. Ensure that your students are sufficiently motivated to take the examination by
sharing with them specific information about the purpose and importance of the
examination; and
sending notes home to enlist parental support for student preparation.
24
PART 4
Raising Student Achievement Levels

You can use these teaching strategies to help raise your students achievement level on the
Biology 1/Applied Biology 2 examination.

A. Correlate your course outline with the Biology 1 state standards. Become thoroughly
familiar with these standards and their relationship to the course outlines for Biology 1 and
Applied Biology 1 and 2. If certain standards are not included in your course outline but are
assessed on the examination, you should incorporate those standards into your outline.
Course emphasis should be placed on the Biology 1 state standards. Recommended course
guides for Biology 1 and Applied Biology 1 and 2 are available on the SCDE link at:
http://ed.sc.gov/agency/pr/standards-and-curriculum/documents/BioInquiryGuide-ko.pdf
and http://ed.sc.gov/agency/pr/standards-and-curriculum/Science.cfm.

B. Collaborate with other teachers in your school. Discussions with science colleagues that
systematically review any inconsistencies between what is being taught and which
standards are being assessed are critical for aligning curriculum and assessment. After
having such discussions, teachers generally are better able to make adjustments in what
they emphasize and de-emphasize, what terms they use, and how and when they present
specific aspects of the course content.

C. Incorporate multiple-choice questions and constructed-response questions into your unit
tests and quizzes. Since students are already tested and quizzed on an ongoing basis, one of
the more straightforward strategies for raising achievement is to ensure that tests and
quizzes include questions that are similar to those that students will face on the end-of-
course examination. Generally, well-written multiple-choice items contain as the alternative
options the mistakes that students most commonly make. Instead of simply giving your
students the correct answers, take time after any test or quiz to explain why they may have
selected the incorrect options. Although constructed-response questions are not on the
end-of-course assessment, they are useful tools for good conceptual development.

D. Develop action plans for your department. Every school and every department is different.
Strategies that are needed in one place may not be needed in another. Some schools may
have already implemented and institutionalized some strategies, and therefore need to
focus on others. For these reasons, departments are encouraged to develop their own
action plans that reflect existing conditions and needs. Written action plans with objectives,
activities, timelines, and assigned responsibilities are effective ways to move forward. Study
the results of reports to improve instruction and achievement.
25
APPENDIX A

South Carolina Academic Standards for Biology

Course Description

The biology standards provide students with a basic knowledge of living organisms and the
interaction of these organisms with the natural world. The standards establish the scientific
inquiry skills and core content for all biology courses in South Carolina schools. Biology courses
should serve as the foundation for higher-level science courses and should give students the
science skills necessary for life sciencerelated technical careers.

Teachers, schools, and districts should use these standards to make decisions concerning the
structure and content of Biology 1 and Applied Biology 1 and 2. Educators must also determine
how all biology courses in their schools, as well as individual classes, may go beyond the
standards. These decisions will involve choices regarding additional content, activities, and
learning strategies and will depend on the objectives of the particular courses. All biology
courses must include inquiry-based instruction, allowing students to engage in problem solving,
decision making, critical thinking, and applied learning.

All biology courses are laboratory courses (minimum of 30 percent hands-on investigation).
Biology laboratories will need to be stocked with all of the materials and apparatuses necessary
to complete investigations.

The standards in the biology core area will be the basis for the development of the items on the
state-required end-of-course examination for Biology 1 and Applied Biology 2. The skills and
tools listed in the scientific inquiry sections will be assessed independently from the content
knowledge in the respective grade or high school core area under which they are listed.
Moreover, scientific inquiry standards and indicators will be assessed cumulatively. Therefore,
as students progress through the grade levels, they are responsible for the scientific inquiry
indicatorsincluding a knowledge of the use of toolsin all their earlier grades. A table of the
scientific inquiry standards and indicators for kindergarten through grade twelve is provided in
appendix A, which teachers are urged to print out and keep as a ready reference.

26
BI OLOGY
Sc i ent i f i c I nqui r y


The skills of scientific inquiry, including a knowledge of the use of tools, will be assessed cumulatively on
statewide tests. Students will therefore be responsible for the scientific inquiry indicators from all of their
earlier grade levels. A table of the K12 scientific inquiry standards and indicators is provided in appendix A.


Standard B-1: The student will demonstrate an understanding of how scientific
inquiry and technological design, including mathematical
analysis, can be used appropriately to pose questions, seek
answers, and develop solutions.

Indicators

B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific
information.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and
accurately when conducting a scientific investigation.
B-1.3 Use scientific instruments to record measurement data in appropriate metric units that
reflect the precision and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a
hypothesis (including independent and dependent variables), and evaluate the designs
of sample investigations.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using
mathematics, graphs, models, and/or technology.
B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they
refute or verify the hypothesis.
B-1.7 Evaluate a technological design or product on the basis of designated criteria (including
cost, time, and materials).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.



27
Standard B-2: The student will demonstrate an understanding of the structure
and function of cells and their organelles.

Indicators

B-2.1 Recall the three major tenets of cell theory (all living things are composed of one or
more cells; cells are the basic units of structure and function in living things; and all
presently existing cells arose from previously existing cells).
B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell
(including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes,
endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear
membrane, cell wall, and cytoplasm).
B-2.3 Compare the structures and organelles of prokaryotic and eukaryotic cells.
B-2.4 Explain the process of cell differentiation as the basis for the hierarchical organization of
organisms (including cells, tissues, organs, and organ systems).
B-2.5 Explain how active, passive, and facilitated transport serve to maintain the homeostasis
of the cell.
B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases
of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and
animal cytokinesis.
B-2.7 Summarize how cell regulation controls and coordinates cell growth and division and
allows cells to respond to the environment, and recognize the consequences of
uncontrolled cell division.
B-2.8 Explain the factors that affect the rates of biochemical reactions (including pH,
temperature, and the role of enzymes as catalysts).

Standard B-3: The student will demonstrate an understanding of the flow of
energy within and between living systems.

Indicators

B-3.1 Summarize the overall process by which photosynthesis converts solar energy into
chemical energy and interpret the chemical equation for the process.
B-3.2 Summarize the basic aerobic and anaerobic processes of cellular respiration and
interpret the chemical equation for cellular respiration.
B-3.3 Recognize the overall structure of adenosine triphosphate (ATP)namely, adenine, the
sugar ribose, and three phosphate groupsand summarize its function (including the
ATP-ADP [adenosine diphosphate] cycle).
B-3.4 Summarize how the structures of organic molecules (including proteins, carbohydrates,
and fats) are related to their relative caloric values.
B-3.5 Summarize the functions of proteins, carbohydrates, and fats in the human body.
B-3.6 Illustrate the flow of energy through ecosystems (including food chains, food webs,
energy pyramids, number pyramids, and biomass pyramids).


28
Standard B-4: The student will demonstrate an understanding of the molecular
basis of heredity.

Indicators

B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-4.2 Summarize the relationship among DNA, genes, and chromosomes.
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins.
B-4.4 Summarize the basic processes involved in protein synthesis (including transcription and
translation).
B-4.5 Summarize the characteristics of the phases of meiosis I and II.
B-4.6 Predict inherited traits by using the principles of Mendelian genetics (including
segregation, independent assortment, and dominance).
B-4.7 Summarize the chromosome theory of inheritance and relate that theory to Gregor
Mendels principles of genetics.
B-4.8 Compare the consequences of mutations in body cells with those in gametes.
B-4.9 Exemplify ways that introduce new genetic characteristics into an organism or a
population by applying the principles of modern genetics.


Standard B-5: The student will demonstrate an understanding of biological
evolution and the diversity of life.

Indicators

B-5.1 Summarize the process of natural selection.
B-5.2 Explain how genetic processes result in the continuity of life-forms over time.
B-5.3 Explain how diversity within a species increases the chances of its survival.
B-5.4 Explain how genetic variability and environmental factors lead to biological evolution.
B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and
paleontology that underlies the theory of biological evolution.
B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and
critically analyze aspects of evolutionary theory.
B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among different
groups of organisms.




29

Standard B-6: The student will demonstrate an understanding of the
interrelationships among organisms and the biotic and abiotic
components of their environments.

Indicators

B-6.1 Explain how the interrelationships among organisms (including predation, competition,
parasitism, mutualism, and commensalism) generate stability within ecosystems.
B-6.2 Explain how populations are affected by limiting factors (including density-dependent,
density-independent, abiotic, and biotic factors).
B-6.3 Illustrate the processes of succession in ecosystems.
B-6.4 Exemplify the role of organisms in the geochemical cycles (including the cycles of
carbon, nitrogen, and water).
B-6.5 Explain how ecosystems maintain themselves through naturally occurring processes
(including maintaining the quality of the atmosphere, generating soils, controlling the
hydrologic cycle, disposing of wastes, and recycling nutrients).
B-6.6 Explain how human activities (including population growth, technology, and
consumption of resources) affect the physical and chemical cycles and processes of
Earth.

30
APPENDIX B
A Taxonomy of Cognitive Domains for Biology

Revised Blooms Taxonomy

In 1956, Benjamin Bloom and his colleagues published the Taxonomy of Educational
Objectives: The Classification of Educational Goals, a groundbreaking book that classified
educational goals according to the cognitive processes that learners must use in order to attain
those goals. The work, which was enthusiastically received, was utilized by teachers to analyze
learning in the classroom for nearly fifty years.

However, research during that time span generated new ideas and information about how
learners learn and how teachers teach. Education practice is very different today. Even the
measurement of achievement has changed; teachers now live in a standards-based world
defined by state accountability systems.

In order to reflect the new data and insights about teaching and learning that the past forty-five
years of research have yieldedand to refocus educators attention on the value of the original
Blooms taxonomyLorin Anderson and David Krathwohl led a team of colleagues in revising
and enhancing that system to make it more usable for aligning standards, instruction, and
assessment in todays schools. The results of their work were published in 2001 as A Taxonomy
for Learning, Teaching, and Assessing: A Revision of Blooms Taxonomy of Educational
Objectives (New York: Allyn and Bacon)a book that is important to educators because it
provides the common understanding of expectations that is critical for improving student
achievement in all subjects.

The revised taxonomy is two-dimensional, identifying both the kind of knowledge to be learned
(knowledge dimension) and the kind of learning expected from students (cognitive processes)
to help teachers and administrators improve alignment and rigor in the classroom. This
taxonomy will assist educators to improve instruction, to ensure that their lessons and
assessments are aligned with one another and with the state standards, that their lessons are
cognitively rich, and that instructional opportunities are not missed.

Science goes well beyond simple recognition and the memorization of facts that many people
mistake for scientific literacy. Therefore, many of the main verbs in the indicators of the South
Carolina science standards reflect the cognitive processes described in the revised Blooms
taxonomy under the category understand. This category requires interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining from studentsunderstanding
rather than rote memorization of materials. Students might have to compare two organisms or
explain how variations in habitats affect the survival of an organism. Several indicators require
students to demonstrate two even higher categories of cognitive processesanalyze and
evaluateby organizing and critiquing data and/or the results of scientific investigation, for
example.

31
Tables 1 and 2 on pp 109-111 are the Taxonomy for Learning, Teaching, and Assessing, Table 3,
A Taxonomy for Teaching, Learning, and Assessing, describes both dimensions of the
taxonomy: types and subtypes of knowledge described in table 1 and the cognitive categories
and processes described in table 2. This matrix is provided as a template for teachers to use in
analyzing their instruction as they seek to align standards, units/lessons/activities, and
assessments. Examples and more information about specific uses of the matrix can be found in
the Taxonomy for Learning:
http://ed.sc.gov/agency/pr/standards-and-
curriculum/documents/sciencestandardsnov182005_001.pdf







The South Carolina Department of Education does not discriminate on the basis of race, color, national origin, sex,
or disability in admission to, treatment in, or employment in its programs and activities. Inquiries regarding the
nondiscrimination policies should be made to the director of the Office of Human Resources, 1429 Senate Street,
Columbia, South Carolina 29201, 803-734-8505.