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New York Regents Living Environment August 2006

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LIVING ENVIRONMENT The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT Wednesday, August 16, 2006 12:30 to 3:30 p.m., only Student Name _____________________________________________________________ School Name ______________________________________________________________ Print your name and the name of your school on the lines above. Then turn to the last page of this booklet, which is the answer sheet for Part A and Part B 1. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. You are to answer all questions in all parts of this examination. Write your answers to the Part A and Part B 1 multiple-choice questions on the separate answer sheet. Write your answers for the questions in Parts B 2, C, and D directly in this examination booklet. All answers should be written in pen, except for graphs and drawings which should be done in pencil. You may use scrap paper to work out the answers to the questions, but be sure to record all your answers on the answer sheet and in this examination booklet. When you have completed the examination, you must sign the statement printed on your separate answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. LIVING ENVIRONMENT Part A Answer all questions in this part. [30] Directions (1 30): For each statement or question, write on your separate answer sheet the number of the word or expression that best completes the statement or answers the question. 5 Molecule X moves across a cell membrane by diffusion. Which row in the chart below best indicates the relationship between the relative concentrations of molecule X and the use of ATP for diffusion? 1 The levels of organization for structure and function in the human body from least complex to most complex are (1) (2) (3) (4) systems organs tissues cells cells organs tissues systems tissues systems cells organs cells tissues organs systems Row (1) high concentration low concentration 2 Genes are inherited, but their expressions can be modified by the environment. This statement explains why (1) some animals have dark fur only when the temperature is within a certain range (2) offspring produced by means of sexual reproduction look exactly like their parents (3) identical twins who grow up in different homes have the same characteristics (4) animals can be cloned, but plants cannot (3) low concentration high concentration (1) A multicellular organism has organ systems that interact to carry out life functions, while a single-celled organism carries out life functions without using organ systems. (2) A single-celled organism carries out fewer life functions than each cell of a multicellular organism. (3) A multicellular organism always obtains energy through a process that is different from that used by a single-celled organism. (4) The cell of a single-celled organism is always much larger than an individual cell of a multicellular organism. 7 Which statement indicates that different parts of the genetic information are used in different kinds of cells, even in the same organism? Substance Synthesized Using the Building Blocks (1) glucose molecules DNA (2) simple sugars protein (3) amino acids enzyme (4) molecular bases starch Living Environment Aug. 06 used 6 Which statement best compares a multicellular organism to a single-celled organism? 4 Which row in the chart below contains correct information concerning synthesis? Building Blocks used (4) low concentration high concentration not used It would be broken down. Its activity would slow down. Its shape would change. It would no longer act as an enzyme. Row Use of ATP (2) high concentration low concentration not used 3 Meat tenderizer contains an enzyme that interacts with meat. If meat is coated with tenderizer and then placed in a refrigerator for a short time, how would the enzyme be affected? (1) (2) (3) (4) Movement of Molecule X (1) The cells produced by a zygote usually have different genes. (2) As an embryo develops, various tissues and organs are produced. (3) Replicated chromosomes separate during gamete formation. (4) Offspring have a combination of genes from both parents. [2] 11 In an environment that undergoes frequent change, species that reproduce sexually may have an advantage over species that reproduce asexually because the sexually reproducing species produce 8 Three structures are represented in the diagram below. (1) (2) (3) (4) Cell Protein 12 Mutations that occur in skin or lung cells have little effect on the evolution of a species because mutations in these cells DNA What is the relationship between these three structures? (1) DNA is made up of proteins that are synthesized in the cell. (2) Protein is composed of DNA that is stored in the cell. (3) DNA controls the production of protein in the cell. (4) The cell is composed only of DNA and protein. (1) (2) (3) (4) usually lead to the death of the organism cannot be passed on to offspring are usually beneficial to the organism lead to more serious mutations in offspring 13 The teeth of carnivores are pointed and are good for puncturing and ripping flesh. The teeth of herbivores are flat and are good for grinding and chewing. Which statement best explains these observations? 9 In a group of mushrooms exposed to a poisonous chemical, only a few of the mushrooms survived. The best explanation for the resistance of the surviving mushrooms is that the resistance (1) Herbivores have evolved from carnivores. (2) Carnivores have evolved from herbivores. (3) The two types of teeth most likely evolved as a result of natural selection. (4) The two types of teeth most likely evolved as a result of the needs of an organism. (1) was transmitted to the mushrooms from the poisonous chemical (2) resulted from the presence of mutations in the mushrooms (3) was transferred through the food web to the mushrooms (4) developed in response to the poisonous chemical 14 What would most likely happen if most of the bacteria and fungi were removed from an ecosystem? (1) Nutrients resulting from decomposition would be reduced. (2) Energy provided for autotrophic nutrition would be reduced. (3) The rate of mutations in plants would increase. (4) Soil fertility would increase. 10 Which statement correctly describes the genetic makeup of the sperm cells produced by a human male? (1) Each cell has pairs of chromosomes and the cells are usually genetically identical. (2) Each cell has pairs of chromosomes and the cells are usually genetically different. (3) Each cell has half the normal number of chromosomes and the cells are usually genetically identical. (4) Each cell has half the normal number of chromosomes and the cells are usually genetically different. Living Environment Aug. 06 more offspring in each generation identical offspring offspring with more variety new species of offspring in each generation 15 A certain bacterial colony originated from the division of a single bacterial cell. Each cell in this colony will most likely (1) express adaptations unlike those of the other cells (2) replicate different numbers of genes (3) have a resistance to different antibiotics (4) synthesize the same proteins and enzymes [3] [OVER] 22 Four students each drew an illustration to show the flow of energy in a field ecosystem. Which illustration is most accurate? 16 Removal of one ovary from a human female would most likely (1) (2) (3) (4) affect the production of eggs make fertilization impossible make carrying a fetus impossible decrease her ability to provide essential nutrients to an embryo Sun Oats Mouse (1) Decomposers 17 Which substance usually passes in the greatest amount through the placenta from the blood of the fetus to the blood of the mother? (1) oxygen (3) amino acids (2) carbon dioxide (4) glucose Sun Wheat Woodchuck (2) 18 An enzyme known as rubisco enables plants to use large amounts of carbon dioxide. This enzyme is most likely active in the (1) nucleus (2) vacuoles Decomposers (3) mitochondria (4) chloroplasts Sun 19 Starch molecules present in a maple tree are made from materials that originally entered the tree from the external environment as (1) (2) (3) (4) Decomposers enzymes simple sugars amino acids inorganic compounds Sun Crow Cow (4) Decomposers increase in ozone level increase in glucose level decrease in oxygen level decrease in carbon dioxide level 23 As succession proceeds from a shrub community to a forest community, the shrub community modifies its environment, eventually making it (1) more favorable for itself and less favorable for the forest community (2) more favorable for itself and more favorable for the forest community (3) less favorable for itself and more favorable for the forest community (4) less favorable for itself and less favorable for the forest community 21 Some human white blood cells help destroy pathogenic bacteria by (1) causing mutations in the bacteria (2) engulfing and digesting the bacteria (3) producing toxins that compete with bacterial toxins (4) inserting part of their DNA into the bacterial cells Living Environment Aug. 06 Cow (3) 20 Which change in a sample of pond water could indicate that heterotrophic microbes were active? (1) (2) (3) (4) Grasses [4] 24 The diagram below represents a series of events in the development of a bird. Zygote Which series of terms best represents the sequence of processes shown? (1) meiosis growth differentiation (3) mitosis meiosis differentiation (2) meiosis differentiation growth (4) mitosis differentiation growth 25 Bacteria that are removed from the human intestine are genetically engineered to feed on organic pollutants in the environment and convert them into harmless inorganic compounds. Which row in the table below best represents the most likely negative and positive effects of this technology on the ecosystem? Row Negative Effect Positive Effect (1) Inorganic compounds interfere with cycles in the environment. Human bacteria are added to the environment. (2) Engineered bacteria may out-compete native bacteria. The organic pollutants are removed. (3) Only some of the pollutants are removed. Bacteria will make more organic pollutants. (4) The bacteria will cause diseases in humans. The inorganic compounds are buried in the soil. 26 An energy pyramid is represented below. D C B A How much energy would be available to the organisms in level C? (1) all of the energy in level A, plus the energy in level B (2) all of the energy in level A, minus the energy in level B (3) a percentage of the energy contained in level B (4) a percentage of the energy synthesized in level B and level D Living Environment Aug. 06 [5] [OVER] 29 Four environmental factors are listed below. A. energy B. water C. oxygen D. minerals Number of Mosquitoes Number of Mosquitoes 27 Which graph illustrates changes that indicate a state of dynamic equilibrium in a mosquito population? Years (1) (3) 30 Which human activity would have the least negative impact on the quality of the environment? Number of Mosquitoes Number of Mosquitoes Years Which factors limit environmental carrying capacity in a land ecosystem? (1) A, only (3) A, C, and D, only (2) B, C, and D, only (4) A, B, C, and D Years Years (2) (1) adding animal wastes to rivers (2) cutting down tropical rain forests for plywood (3) using species-specific sex attractants to trap and kill insect pests (4) releasing chemicals into the groundwater (4) 28 Which condition is necessary for enzymes and hormones to function properly in the human body? (1) (2) (3) (4) These chemicals must have a specific shape. These chemicals must be able to replicate. Body temperature must be above 40 C. Body pH must be above 10. Living Environment Aug. 06 [6] Part B 1 Answer all questions in this part. [10] Directions (31 40): For each statement or question, write on the separate answer sheet the number of the word or expression that best completes the statement or answers the question. Base your answers to questions 31 through 34 on the diagram below and on your knowledge of biology. The diagram represents a single-celled organism, such as an ameba, undergoing the changes shown. Cell contains 1 full set of single chromosomes Cell contains 1 full set of single chromosomes Process 1 Cell contains 1 full set of double chromosomes A C Cell contains 1 full set of single chromosomes D Process 2 B 31 As a result of these processes, the single-celled organism accomplishes (1) gamete production (2) energy production (3) sexual reproduction (4) asexual reproduction 32 Process 1 is known as (1) replication (2) meiosis (3) differentiation (4) digestion 33 Process 1 and process 2 are directly involved in (1) meiotic cell division (2) mitotic cell division (3) fertilization (4) recombination 34 The genetic content of C is usually identical to the genetic content of (1) B but not D (2) both B and D Living Environment Aug. 06 (3) D but not A (4) both A and D [7] [OVER] Base your answers to questions 35 through 37 on the diagram below that shows some evolutionary pathways. Each letter represents a different species. J H I F Present D Time C G E B A Past 35 Which two organisms are most closely related? (1) F and I (2) F and H (3) A and G (4) G and J 36 The most recent ancestor of organisms D and F is (1) A (2) B (3) C (4) I 37 If A represents a simple multicellular heterotrophic organism, B would most likely represent (1) (2) (3) (4) a single-celled photosynthetic organism an autotrophic mammal a complex multicellular virus another type of simple multicellular heterotroph 38 A scientist studied iguanas inhabiting a chain of small ocean islands. He discovered two species that live in different habitats and display different behaviors. His observations are listed in the table below. Observations of Two Species of Iguanas Species A Species B spends most of its time in the ocean spends most of its time on land is rarely found more than 10 meters from shore is found many meters inland from shore eats algae eats cactus and other land plants Which statement best describes these two species of iguanas? (1) Both species evolved through the process of ecological succession. (2) Each species occupies a different niche. (3) The two species can interbreed. (4) Species A is a scavenger and species B is a carnivore. Living Environment Aug. 06 [8] Base your answers to questions 39 and 40 on the information and graph below and on your knowledge of biology. A population of paramecia (single-celled aquatic organisms) was grown in a 200-mL beaker of water containing some smaller single-celled organisms. Population growth of the organisms for 28 hours is shown in the graph below. Number of Organisms Population Growth 600 500 Key 400 Paramecia Smaller single-celled organisms 300 200 100 0 I I 04 IIII III 8 12 16 20 24 28 32 Time (hours) 39 Which factor most likely accounts for the change in the paramecium population from 8 to 20 hours? (1) (2) (3) (4) an increase in the nitrogen content of water an increase in wastes produced an increase in available food an increase in water pH 40 One likely explanation for the change in the paramecium population from 26 hours to 28 hours is that the (1) (2) (3) (4) carrying capacity of the beaker was exceeded rate of reproduction increased time allowed for growth was not sufficient oxygen level was too high Living Environment Aug. 06 [9] [OVER] Part B 2 Answer all questions in this part. [15] Directions (41 55): For those questions that are followed by four choices, circle the number of the choice that best completes the statement or answers the question. For all other questions in this part, follow the directions given in the questions and record your answers in the spaces provided. Base your answers to questions 41 through 45 on the passage below and on your knowledge of biology. Better Rice For Teacher Use Only The production of new types of food crops will help raise the quantity of food grown by farmers. Research papers released by the National Academy of Sciences announced the development of two new superior varieties of rice one produced by selective breeding and the other by biotechnology. One variety of rice, called Nerica (New Rice for Africa), is already helping farmers in Africa. Nerica combines the hardiness and weed resistance of rare African rice varieties with the productivity and faster maturity of common Asian varieties. Another variety, called Stress-Tolerant Rice, was produced by inserting a pair of bacterial genes into rice plants for the production of trehalose (a sugar). Trehalose helps plants maintain healthy cell membranes, proteins, and enzymes during environmental stress. The resulting plants survive drought, low temperatures, salty soils, and other stresses better than standard rice varieties. 41 Why is the production of new varieties of food crops necessary? (1) Essential food crops are rapidly becoming extinct. (2) Technology for producing fresh water for agriculture has improved. (3) Burning fossil fuels has decreased agricultural areas. (4) World population continues to increase. 41 42 Which substance from bacteria was most likely inserted into rice plants in the development of the trehalose-producing rice? (1) sugar (2) enzymes (3) DNA 42 (4) trehalose Living Environment Aug. 06 [10] For Teacher Use Only 43 Nerica was most likely produced by (1) crossing a variety of African rice with a variety of Asian rice (2) cloning genes for hardiness and weed resistance from Asian rice (3) using Asian rice to compete with rare African varieties (4) inserting genes for productivity and faster maturity into Asian rice 43 44 Which strain of rice was produced as a result of genetic engineering? Support your answer. [1] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 44 45 State one reason that further testing must be done before rice plants that produce trehalose are approved for human consumption. [1] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [11] 45 [OVER] Base your answers to questions 46 through 49 on the information and data table below and on your knowledge of biology. A number of bean seeds planted at the same time produced plants that were later divided into two groups, A and B. Each plant in group A was treated with the same concentration of gibberellic acid (a plant hormone). The plants in group B were not treated with gibberellic acid. All other growth conditions were kept constant. The height of each plant was measured on 5 consecutive days, and the average height of each group was recorded in the data table below. Data Table Average Plant Height (cm) Day 1 Day 2 Day 3 Day 4 Day 5 Group A 5 7 10 13 15 Group B 5 6 6.5 7 7.5 Directions (46 48): Using the information in the data table, construct a line graph on the grid on the next page, following the directions below. 46 Mark an appropriate scale on the axis labeled Average Plant Height (cm). [1] 47 Plot the data for the average height of the plants in group A. Surround each point with a small circle and connect the points. [1] Example: 48 Plot the data for the average height of the plants in group B. Surround each point with a small triangle and connect the points. [1] Example: Living Environment Aug. 06 [12] For Teacher Use Only For Teacher Use Only Average Plant Height (cm) Plant Height Key Group A Group B 46 47 1 2 3 4 5 48 Days 49 State a valid conclusion that can be drawn concerning the effect of gibberellic acid on bean plant growth. [1] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [13] 49 [OVER] Base your answers to questions 50 through 55 on the data table below and on your knowledge of biology. The table contains information about glucose production in a species of plant that lives in the water of a salt marsh. Temperature ( C) Glucose Production (mg/hr) 10 5 20 10 30 15 40 For Teacher Use Only 5 50 Which terms describe temperature in this investigation? (1) abiotic factor and independent variable (2) abiotic factor and dependent variable (3) biotic factor and independent variable (4) biotic factor and dependent variable 50 51 What evidence from the data table shows that a salt-marsh plant is sensitive to its environment? [1] _______________________________________________________________________ _______________________________________________________________________ 51 52 At which temperature would the plants most likely use the greatest amount of carbon dioxide? (1) 10 C (2) 20 C (3) 30 C (4) 40 C Living Environment Aug. 06 52 [14] 53 How much oxygen will plants that live in water at 10 C most likely produce? For Teacher Use Only (1) twice the amount of oxygen produced at 20 C (2) the same amount of oxygen produced at 40 C (3) the most oxygen produced at any temperature (4) more oxygen than is produced at 30 C 53 54 State one possible reason for the change in glucose production when the temperature was increased from 30 C to 40 C. [1] _______________________________________________________________________ _______________________________________________________________________ 54 55 Which level of the energy pyramid below would contain the plant species of this salt marsh? A B C D (1) A (2) B (3) C (4) D Living Environment Aug. 06 55 [15] [OVER] Part C Answer all questions in this part. [17] Directions (56 59): Record your answers in the spaces provided in this examination booklet. 56 A scientist wants to determine the best conditions for hatching brine shrimp eggs. In a laboratory, brine shrimp hatch at room temperature in glass containers of salt water. The concentration of salt in the water is known to affect how many brine shrimp eggs will hatch. For Teacher Use Only Design an experiment to determine which of three saltwater concentrations (2%, 4%, or 6%) is best for hatching brine shrimp eggs. In your experimental design, be sure to: state how many containers to use in the experiment, and describe what would be added to each container in addition to the eggs [1] state two factors that must be kept constant in all the containers [1] state what data must be collected during this experiment [1] state one way to organize the data so that they will be easy to analyze [1] describe a result that would indicate the best salt solution for hatching brine shrimp eggs [1] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [16] 56 57 Not all diseases are caused by pathogenic organisms. Other factors, such as inheritance, poor nutrition, and toxic substances, may also cause disease. For Teacher Use Only Describe a disease or disorder that can occur as a result of one of these other factors. Your answer must include at least: the name of the disease [1] one specific factor that causes this disease [1] one major effect of this disease on the body, other than death one way this disease can be prevented, treated, or cured [1] [1] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [17] 57 [OVER] 58 Describe how two of the cell structures listed below interact to help maintain a balanced internal environment in a cell. For Teacher Use Only mitochondrion ribosome cell membrane nucleus vacuole In your answer be sure to: select two of these structures, write their names, and state one function of each [2] describe how each structure you selected contributes to the functioning of the other [2] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [18] 58 59 Currently, Americans rely heavily on the burning of fossil fuels as sources of energy. As a result of increased demand for energy sources, there is a continuing effort to find alternatives to burning fossil fuels. For Teacher Use Only Discuss fossil fuels and alternative energy sources. In your answer be sure to: state one disadvantage of burning fossil fuels for energy [1] identify one energy source that is an alternative to using fossil fuels state one advantage of using this alternative energy source [1] state one disadvantage of using this alternative energy source [1] [1] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [19] 59 [OVER] Part D Answer all questions in this part. [13] Directions (60 69): For those questions that are followed by four choices, circle the number of the choice that best completes the statement or answers the question. For all other questions in this part, follow the directions given in the questions and record your answers in the spaces provided. Base your answers to questions 60 and 61 on the information and diagram below and on your knowledge of biology. The diagram illustrates an investigation carried out in a laboratory activity on diffusion. The beaker and the artificial cell also contain water. For Teacher Use Only Key I I I = starch indicator G = glucose S = starch S G G S G S S G I I A Artificial cell Beaker 60 Predict what would happen over time by showing the location of molecules I, G, and S in diagram B below. [3] I I S G S G S S G Time G I Artificial cell I A B Beaker 60 61 State what is observed when there is a positive test for starch using the starch indicator. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [20] 61 Base your answers to questions 62 through 64 on the information and diagram below and on your knowledge of biology. The DNA of three different species of birds was analyzed to help determine if there is an evolutionary relationship between these species. The diagram shows the results of this analysis. Species A Species B Species C 62 Identify the technique normally used to separate the DNA fragments to produce the patterns shown in the diagram. [1] __________________________________ 62 63 The chart below contains amino acid sequences for part of a protein that is found in the feathers on each of these three species of birds. Species Amino Acid Sequence A Arg-Leu-Glu-Gly-His-His-Pro-Lys-Arg B Arg-Gly-Glu-Gly-His-His-Pro-Lys-Arg C Arg-Leu-Glu-Gly-His-His-Pro-Lys-Arg State one way this data supports the inference that these three bird species may be closely related. [1] _______________________________________________________________________ _______________________________________________________________________ 63 64 State one type of additional information that could be used to determine if these three species are closely related. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [21] 64 [OVER] Base your answers to questions 65 through 67 on the information and graph below and on your knowledge of biology. For Teacher Use Only Pulse-rate data were collected from some students during their lunch time for the lab activity, Making Connections. The data are represented in the histogram below. Student Pulse-Rate Data Number of Students 10 9 8 7 6 5 4 3 2 1 <51 51 60 61 70 71 80 81 90 >90 Average Pulse-Rate Range (beats/min) 65 The histogram includes data from a total of how many students? (1) 6 (2) 7 (3) 10 (4) 27 65 66 Describe one way in which a pulse rate below 45 would disrupt homeostasis in an individual whose average resting pulse rate falls in the range of 71 80. [1] _______________________________________________________________________ _______________________________________________________________________ 66 67 State one way the data would most likely be different if the pulse rates were collected immediately after exercising instead of during lunch. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [22] 67 Base your answers to questions 68 and 69 on the finch diversity chart below, which contains information concerning the finches found on the Galapagos Islands. For Teacher Use Only Finch Diversity Vegetarian finch s ill Large tree finch Gra s Mainly animal food sping bill Mainly plant food All animal food Sharp-billed ground finch Prob Biting tips Small ground finch Edge cru sh ing C r us h i ng b Medium ground finch Large ground finch Small tree finch ing bills Probing Cactus finch Woodpecker finch Warbler finch 68 Identify one bird that would most likely compete for food with the large tree finch. Support your answer. [1] _______________________________________________________________________ _______________________________________________________________________ 68 69 Identify one trait, other than beak characteristics, that would contribute to the survival of a finch species and state one way this trait contributes to the success of this species. [2] _______________________________________________________________________ _______________________________________________________________________ Living Environment Aug. 06 [23] 69 Tear Here The University of the State of New York Maximum Score Part REGENTS HIGH SCHOOL EXAMINATION A 30 LIVING ENVIRONMENT B 1 10 Wednesday, August 16, 2006 12:30 to 3:30 p.m., only B 2 15 C 17 D Student s Score 13 ANSWER SHEET Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: I Female I Male Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Raw Score (maximum Raw Score: 85) School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . . . . Final Score (from conversion chart) Raters Initials Rater 1 . . . . . . . . Rater 2 . . . . . . . . . Record your answers to Part A and Part B 1 on this answer sheet. Part B 1 Part A 1 .......... 11 . . . . . . . . . . 21 . . . . . . . . . . 31 . . . . . . . . . . 36 . . . . . . . . . . 2 .......... 12 . . . . . . . . . . 22 . . . . . . . . . . 32 . . . . . . . . . . 37 . . . . . . . . . . 3 .......... 13 . . . . . . . . . . 23 . . . . . . . . . . 33 . . . . . . . . . . 38 . . . . . . . . . . 4 .......... 14 . . . . . . . . . . 24 . . . . . . . . . . 34 . . . . . . . . . . 39 . . . . . . . . . . 5 .......... 15 . . . . . . . . . . 25 . . . . . . . . . . 35 . . . . . . . . . . 40 . . . . . . . . . . 6 .......... 16 . . . . . . . . . . 26 . . . . . . . . . . 7 .......... 17 . . . . . . . . . . 27 . . . . . . . . . . 8 .......... 18 . . . . . . . . . . 28 . . . . . . . . . . 9 .......... 19 . . . . . . . . . . 29 . . . . . . . . . . 10 . . . . . . . . . . 20 . . . . . . . . . . 30 . . . . . . . . . . Part B 1 Score Tear Here Part A Score The declaration below must be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. Signature LIVING ENVIRONMENT Tear Here Tear Here LIVING ENVIRONMENT FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LE LIVING ENVIRONMENT Wednesday, August 16, 2006 12:30 to 3:30 p.m., only SCORING KEY AND RATING GUIDE Directions to the Teacher: Refer to the directions on page 3 before rating student papers. Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site http://www.emsc.nysed.gov/osa/ and select the link Examination Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents examination period. Part A and Part B 1 Allow 1 credit for each correct response. Part A Part B 1 1 . . . . .4 . . . . . 11 . . . . .3 . . . . 21 . . . . .2. . . . . 31 . . . . .4. . . . . 36 . . . . .2. . . . . 2 . . . . .1 . . . . . 12 . . . . .2. . . . . 22 . . . . .1. . . . . 32 . . . . .1. . . . . 37 . . . . .4. . . . . 3 . . . . .2 . . . . . 13 . . . . .3. . . . . 23 . . . . .3. . . . . 33 . . . . .2. . . . . 38 . . . . .2. . . . . 4 . . . . .3 . . . . . 14 . . . . .1. . . . . 24 . . . . .4. . . . . 34 . . . . .4. . . . . 39 . . . . .3. . . . . 5 . . . . .2 . . . . . 15 . . . . .4. . . . . 25 . . . . .2. . . . . 35 . . . . .1. . . . . 40 . . . . .1. . . . . 6 . . . . .1 . . . . . 16 . . . . .1. . . . . 26 . . . . .3. . . . . 7 . . . . .2 . . . . . 17 . . . . .2. . . . . 27 . . . . .2. . . . . 8 . . . . .3 . . . . . 18 . . . . .4. . . . . 28 . . . . .1. . . . . 9 . . . . .2 . . . . . 19 . . . . .4. . . . . 29 . . . . .4. . . . . 10 . . . . .4. . . . . 20 . . . . .3. . . . . 30 . . . . .3. . . . . LIVING ENVIRONMENT continued Follow the procedures below for scoring student answer papers for the Regents Examination in Living Environment. Additional information about scoring is provided in the publication Information Booklet for Scoring Regents Examinations in the Sciences. Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the student s work by making insertions or changes of any kind. Allow 1 credit for each correct response for multiple-choice questions. On the detachable answer sheet for Part A and Part B 1, indicate by means of a checkmark each incorrect or omitted answer to multiple-choice questions. In the box provided in the upper right corner of the answer sheet, record the number of questions the student answered correctly for each of these parts. At least two science teachers must participate in the scoring of the Part B 2, Part C, and Part D open-ended questions on a student s paper. Each of these teachers should be responsible for scoring a selected number of the open-ended questions on each answer paper. No one teacher is to score all the open-ended questions on a student s answer paper. Students responses must be scored strictly according to the Scoring Key and Rating Guide. For open-ended questions, credit may be allowed for responses other than those given in the rating guide if the response is a scientifically accurate answer to the question and demonstrates adequate knowledge as indicated by the examples in the rating guide. In the student s examination booklet, record the number of credits earned for each answer in the box printed to the right of the answer lines or spaces for that question. Fractional credit is not allowed. Only whole-number credit may be given for a response. If the student gives more than one answer to a question, only the first answer should be rated. Units need not be given when the wording of the questions allows such omissions. Raters should enter the scores earned for Part A, Part B 1, Part B 2, Part C, and Part D on the appropriate lines in the box printed on the answer sheet and should add these 5 scores and enter the total in the box labeled Total Raw Score. Then the student s raw score should be converted to a scaled score by using the conversion chart that will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Wednesday, August 16, 2006. The student s scaled score should be entered in the box labeled Final Score on the student s answer sheet. The scaled score is the student s final examination score. All student answer papers that receive a scaled score of 60 through 64 must be scored a second time. For the second scoring, a different committee of teachers may score the student s paper or the original committee may score the paper, except that no teacher may score the same open-ended questions that he/she scored in the first rating of the paper. The school principal is responsible for assuring that the student s final examination score is based on a fair, accurate, and reliable scoring of the student s answer paper. Because scaled scores corresponding to raw scores in the conversion chart may change from one examination to another, it is crucial that for each administration, the conversion chart provided for that administration be used to determine the student s final score. [3] [OVER] LIVING ENVIRONMENT continued Part B 2 41 4 42 3 43 1 44 Allow 1 credit for stating which strain of rice was produced as a result of genetic engineering and supporting the answer. Acceptable responses include, but are not limited to: Stress-Tolerant Rice: because it was made by inserting genes Trehalose-Producing rice: because it contains genes from bacteria Stress-Tolerant Rice: because bacterial genes for trehalose production were inserted into rice plants 45 Allow 1 credit for stating one reason that further testing must be done before rice plants that produce trehalose are approved for human consumption. Acceptable responses include, but are not limited to: to see if it is safe to see if it has nutritional value [4] LIVING ENVIRONMENT continued 46 Allow 1 credit for marking an appropriate scale on the axis labeled Average Plant Height (cm). 47 Allow 1 credit for plotting the data for the average height of the plants in group A, surrounding each point with a small circle, and connecting the points. 48 Allow 1 credit for plotting the data for the average height of the plants in group B, surrounding each point with a small triangle, and connecting the points. Example of a 3-credit graph for questions 46 48: Plant Height Average Plant Height (cm) 16 14 12 Key Group A 10 Group B 8 6 4 2 1 2 3 4 5 Days Note: Do not allow credit for plotting points that are not in the data table, e.g., (0,0). Do not deduct more than 1 credit for plotting points that are not in the data table. 49 Allow 1 credit for stating one valid conclusion that can be drawn concerning the effect of gibberellic acid on bean plant growth. Acceptable responses include, but are not limited to: Bean plants given gibberellic acid grew taller or faster than those that were not. [5] [OVER] LIVING ENVIRONMENT continued 50 1 51 Allow 1 credit for providing evidence from the data table showing that a salt marsh plant is sensitive to its environment. Acceptable responses include, but are not limited to: The amount of glucose produced varies as the environmental temperature changes. 52 3 53 2 54 Allow 1 credit for stating one possible reason for the change in glucose production when the temperature was increased from 30 C to 40 C. Acceptable responses include, but are not limited to: The enzymes responsible for the process are less effective above 30 C. Chemical reactions are affected by temperature. The enzymes are altered (or destroyed) by heat. 55 4 [6] LIVING ENVIRONMENT continued Part C 56 Allow a maximum of 5 credits for designing an experiment to determine which of three saltwater concentrations (2%, 4%, or 6%) is best for hatching brine shrimp eggs, allocated as follows: Allow 1 credit for stating how many containers to use in the experiment, and describing what would be added to each container in addition to the eggs. Acceptable responses include, but are not limited to Three containers, each with a different salt concentration (2%, 4%, and 6%), should be used. four containers, one with water, the other three with different salt concentrations (2%, 4%, and 6%) four containers, a control and the others with 2%, 4%, and 6% salt solution Allow 1 credit for stating two factors that must be kept constant in all the containers. Acceptable responses include, but are not limited to: temperature of the water number of eggs per container salt-water level or volume size of container amount of time Allow 1 credit for stating what data must be collected during this experiment. Acceptable responses include, but are not limited to: how many eggs hatch in each salt concentration Allow 1 credit for stating one way to organize the data so that they will be easy to analyze. Acceptable responses include, but are not limited to: arrange the data in a data table or a spreadsheet graph the data Allow 1 credit for describing a result that would indicate the best salt solution for hatching brine shrimp eggs. Acceptable responses include, but are not limited to: The solution that has the most eggs hatch is the best one to use. [7] [OVER] LIVING ENVIRONMENT continued 57 Allow a maximum of 4 credits for describing a disease or disorder that can occur as a result of a factor other than a pathogenic organism, allocated as follows: Allow 1 credit for the name of the disease or disorder. Allow 1 credit for one specific factor that causes this disease or disorder. Allow 1 credit for one major effect of this disease or disorder on the body, other than death. Allow 1 credit for one way this disease or disorder can be prevented, treated, or cured. Examples of 4-credit responses: PKU is a disorder that can result in damage to the brain. It is caused by inheritance of a mutation. Children with PKU will be developmentally delayed. If a specific amino acid is removed from the child s diet, the symptoms will not occur. or Diabetes is a disease that can result from an inability to produce enough insulin. The level of glucose in the blood and urine will be high. This may lead to blindness or kidney problems. Frequent urination and thirst are major symptoms. Insulin injections can be used to regulate blood sugar levels. Note: If a disease caused by a pathogenic organism is chosen, a maximum of 3 credits may be allowed if the other three bullets are addressed correctly for the disease chosen. 58 Allow a maximum of 4 credits for describing how two cell structures interact to help maintain a balanced internal environment in a cell, allocated as follows: Allow a maximum of 2 credits, 1 credit for each correct function of the two structures selected. Acceptable responses include, but are not limited to: mitochondrion release of energy from nutrients ribosome protein synthesis cell membrane regulates movement of materials into and out of the cell nucleus regulates cell functions or carries the genetic code vacuole storage Allow a maximum of 2 credits, 1 credit for describing how each of the two structures selected contributes to the functioning of the other. Acceptable responses include, but are not limited to: The nucleus contains the code for the enzymes that function in the mitochondrion. The mitochondrion provides energy that is needed by the nucleus. [8] LIVING ENVIRONMENT continued 59 Allow a maximum of 4 credits for discussing fossil fuels and alternative energy sources, allocated as follows: Allow 1 credit for stating one disadvantage of burning fossil fuels for energy. Acceptable responses include, but are not limited to: They pollute the atmosphere. They lead to acid rain. They lead to global warming. Fossil fuels are a limited resource. Allow 1 credit for identifying one energy source that is an alternative to using fossil fuels. Acceptable responses include, but are not limited to: solar energy windmills water power nuclear fuels Allow 1 credit for stating one advantage of using the alternative energy source identified. Acceptable responses include, but are not limited to: does not pollute the environment (solar energy) is renewable (water power) Fossil fuels are not burned. (nuclear) Allow 1 credit for stating one disadvantage of using the alternative energy source identified. Acceptable responses include, but are not limited to: Windmills are very noisy. Dams built for water power destroy habitats. Nuclear fuels produce dangerous wastes. high cost of changing technology Sufficient solar, wind, or water is not available worldwide. [9] [OVER] LIVING ENVIRONMENT continued Part D 60 Allow a maximum of 3 credits, allocated as follows: Allow 1 credit for showing Is both inside and outside of the artificial cell. Allow 1 credit for showing Gs both inside and outside of the artificial cell. Allow 1 credit for showing all the Ss inside of the artificial cell. Example of a 3-credit response: I G S G S S I G I S G I B 61 Allow 1 credit for stating what is observed when there is a positive test for starch using the starch indicator. Acceptable responses include, but are not limited to: a color change The color changes from amber to blue black. 62 Allow 1 credit for identifying the technique normally used to separate the DNA fragments to produce the patterns shown in the diagram. Acceptable responses include but are not limited to: electrophoresis gel electrophoresis 63 Allow 1 credit for stating one way the data supports the inference that the three bird species may be closely related. Acceptable responses include, but are not limited to: Since they have similar amino acid sequences, they may be closely related. Since they have amino acid sequences that are very much alike, the species have similar DNA. [10] LIVING ENVIRONMENT concluded 64 Allow 1 credit for stating one type of additional information that could be used to determine if these three species are closely related. Acceptable responses include but are not limited to: comparing embryos cytology comparing fossils comparing bone structures additional sequence studies 65 4 66 Allow 1 credit for describing one way in which a pulse rate below 45 would disrupt homeostasis in an individual whose average resting pulse rate falls in the range of 71 80. Acceptable responses include, but are not limited to: Circulation of blood would be reduced. Oxygen (O2) delivery would be reduced. Cells could not release enough energy. unable to regulate body temperature 67 Allow 1 credit for stating one way the data would most likely be different if the pulse rates were collected immediately after exercising instead of during lunch. Acceptable responses include, but are not limited to: The average pulse rates would be higher. Increased activity causes an increase in pulse rate. 68 Allow 1 credit for identifying one bird that would most likely compete for food with the large tree finch and supporting the answer. Acceptable responses include, but are not limited to: Woodpecker finch: they use the same food resources Small tree finch: both eat mainly animal food 69 Allow a maximum of 2 credits, 1 credit for identifying one trait, other than beak characteristics, that would contribute to the survival of a finch species and 1 credit for stating one way this trait contributes to the success of this species. Examples of 2-credit responses: Faster or more aggressive birds get to seeds faster. Larger or stronger birds compete successfully. Coordination helps an individual avoid predators. [11] [OVER] The Chart for Determining the Final Examination Score for the August 2006 Regents Examination in Living Environment will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Wednesday, August 16, 2006. Conversion charts provided for previous administrations of the Regents Examination in Living Environment must NOT be used to determine students final scores for this administration. Submitting Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to www.emsc.nysed.gov/osa/exameval/. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. [12] Map to Core Curriculum August 2006 Living Environment Question Numbers Standards Part A 1 30 Part B 1 31 40 Part B 2 41 55 Part C 56 59 Standard 1 Analysis, Inquiry and Design Key Idea 1 Key Idea 2 56 Key Idea 3 39 46,47,48,49,51 Appendix A (Laboratory Checklist) Standard 4 Key Idea 1 1,4,5,6,19,27 Key Idea 2 2,7,8 34 Key Idea 3 9,11,12,13 35,36,37 Key Idea 4 10,15,16,17,24 31,32,33 Key Idea 5 3,18,20,21,28 Key Idea 6 14,22,23,26,29 Key Idea 7 25,30 Part D 60 69 Lab 1 62,63,64 Lab 2 65,66,67 Lab 3 68,69 Lab 5 60,61 50 42,43,44 52,53,54 38,40 58 57 55 41,45 59

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Additional Info : Refer : Scoring Key (page 29)
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