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New York Regents Living Environment August 2013

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LIVING ENVIRONMENT The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT Wednesday, August 14, 2013 12:30 to 3:30 p.m., only Student Name _____________________________________________________________ School Name ______________________________________________________________ The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. Print your name and the name of your school on the lines above. A separate answer sheet for multiple-choice questions in Parts A, B 1, B 2, and D has been provided to you. Follow the instructions from the proctor for completing the student information on your answer sheet. You are to answer all questions in all parts of this examination. Record your answers for all multiple-choice questions, including those in Parts B 2 and D, on the separate answer sheet. Record your answers for all open-ended questions directly in this examination booklet. All answers in this examination booklet 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 or in this examination booklet as directed. When you have completed the examination, you must sign the declaration 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. Notice... A four-function or scientific calculator must be made available for you to use while taking this examination. 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, record on the separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 5 The diagram below represents the region between two nerve cells. Cell A releases a chemical that travels to and binds with structure X on cell B. 1 The organisms in a pond and the physical factors influencing them best describe (1) a population (3) a biosphere (2) an ecosystem (4) a food chain Structure X 2 Which row in the chart below best describes decomposers? Row Method of Nutrition Recycles (1) autotrophic nutrients (2) heterotrophic nutrients (3) autotrophic energy (4) heterotrophic energy Cell A Chemical 3 Some processes that occur in a cell are listed below. A. utilize energy B. detect changes in the environment C. rearrange and synthesize chemical compounds Structure X most likely represents (1) a receptor molecule (2) an inorganic substance (3) a ribosome (4) an antibody Which processes will all living organisms use to maintain homeostasis? (1) A and B, only (3) C and A, only (2) B and C, only (4) A, B, and C 6 Over the past few thousand years, humans have helped to bring about changes in many plant and animal species in order to make them more useful. Examples include strong workhorses, hunting dogs, large-eared corn, and beautiful flower varieties. These changes were primarily brought about by humans, using the process of (1) mitosis (3) cloning (2) selective breeding (4) natural selection 4 Which cell structures are correctly paired with their functions? (1) The mitochondria produce enzymes, and ribosomes transport them. (2) The ribosomes make proteins, and the nucleus stores genetic information. (3) The cell membrane makes enzymes, and cytoplasm transports them. (4) The vacuole stores genetic information, and chloroplasts make proteins. Living Environment August 13 Cell B 7 Certain antibacterial soaps kill 99% of the bacteria present on hands. Constant use of these soaps could be harmful over time because (1) more pathogens may be resistant to the soap (2) microbes prevent viral diseases (3) large populations of pathogens are beneficial to the hands (4) the soap stimulates skin cell division [2] 12 Which structure is correctly paired with its function? (1) ovary provides milk for newborns (2) testis development of sperm (3) placenta storage of released eggs (4) uterus produces estrogen 8 Which factor would cause two specialized tissues that contain identical chromosomes to function differently? (1) Specific sections of DNA molecules in the chromosomes are activated. (2) All of the sections of DNA molecules in the chromosomes are activated. (3) Specific sections of the amino acid molecules in the cytoplasm are activated. (4) All of the amino acid molecules in the cytoplasm are activated. 13 The fruit fly represented in the diagram below has unusual, curled wings that formed after exposure to radiation. 9 Some variation must be present in a population in order for natural selection to take place. These variations arise from mutations in the DNA and (1) sorting of chromosomes during sexual reproduction (2) combining of chromosomes during organ development (3) changing of chromosomes during cloning (4) removal of chromosomes during selective breeding In order for the fly to pass this trait on to its offspring, a change had to occur in (1) the blood cells of the fly (2) the gametes of the fly (3) all the body cells of the fly (4) the muscles of the fly 10 The diagram below represents a segment of a gene on two chromosomes. Normal gene A T A C C T Mutated gene A T G C C T 14 In a population of birds, the percentage of individuals having a certain gene changes from 20% to 60% over the span of several hundred years. This situation will most likely affect the rate of (1) biological evolution (2) asexual reproduction (3) gene mutation (4) ecological succession The change in the gene sequence is an example of (1) an insertion (3) a substitution (2) a deletion (4) a replication 11 In a certain species of insect, some individuals have flattened white disks on their bodies that protrude and interlock, resembling an orchid flower. This adaptation provides the insect with a better opportunity to capture its prey. If environmental conditions remain unchanged, it is most likely that, in future generations, the proportion of the population with this adaptation will (1) increase, only (2) decrease, only (3) increase, then decrease (4) decrease, then increase Living Environment August 13 15 The finite resources of Earth are often affected by increasing human consumption. These finite resources are (1) not renewable over a short period of time (2) the products of rapid human population growth (3) the result of deforestation (4) needed to degrade ecosystems [3] [OVER] 16 A student made the drawing shown below of a single-celled organism as he observed it with a compound light microscope under the high-power objective. 18 In 1996, scientists cloned the first mammal, a sheep. This technique involved the removal of the nucleus from an egg cell. The nucleus from a cell of another adult sheep was then inserted into this egg cell. Once this cell began to develop into an embryo, it was implanted into a third female sheep that later gave birth to a healthy lamb, Dolly. Which statement concerning Dolly is correct? (1) Her offspring would be genetically identical. (2) Dolly and her DNA donor are genetically identical. (3) Two different gametes were manipulated to produce Dolly. (4) Dolly was produced by the recombination of genetic material. Several minutes later, he drew the diagram shown below of the same organism, using the same magnification. 19 Which activity would most likely increase the mutation rate in a culture of bacteria being grown in a laboratory experiment? (1) adding more distilled water to the culture (2) adding excess nutrients to the culture (3) exposing the culture to a higher concentration of CO2 (4) exposing the culture to ultraviolet radiation 20 Which two processes are responsible for keeping the percentage of atmospheric oxygen at relatively constant levels? (1) circulation and coordination (2) respiration and coordination (3) respiration and photosynthesis (4) photosynthesis and circulation These drawings show that the organism is carrying out the process of (1) asexual reproduction (2) sexual reproduction (3) embryo formation (4) genetic alteration 21 Chemicals that help chemical reactions occur at faster rates in living organisms are known as (1) biotic resources (2) simple sugars (3) oxygen molecules (4) organic catalysts 17 Which statement best describes why pathogens are harmful? (1) All of the cells of an organism infected by pathogens become pathogens. (2) Pathogens cannot be controlled once they enter the cells of an organism. (3) Pathogens produce antibodies that will kill the host organism. (4) Pathogens can interfere with normal life functions. Living Environment August 13 22 The action of insulin on sugar levels in the blood helps to (1) interfere with homeostasis (2) maintain dynamic equilibrium (3) coordinate enzyme production (4) regulate digestion of protein [4] 23 An individual recovers from the common cold, which is caused by rhinovirus A. The person then becomes infected with the avian influenza virus, which causes the bird flu. Which statement best describes what will most likely happen to this person? (1) He will have the symptoms of the bird flu because he is not immune to the avian influenza virus. (2) He will have the symptoms of the common cold because he is not immune to the avian influenza virus. (3) He will not have the symptoms of the bird flu because he is immune to rhinovirus A. (4) He will not have the symptoms of the common cold because the avian influenza virus causes it. 27 After a building was torn down and the area was cleared, grasses began to grow in the area. Several years later, small bushes replaced the grasses. This pattern of plant growth is known as ecological (1) stability (3) succession (2) cultivation (4) coordination 24 The wetland plant purple loosestrife was imported to North America from Europe. Since its introduction, the loosestrife has spread, which has resulted in a dramatic decline in the biological diversity of native wetland plants. A likely reason for the spread of the purple loosestrife is that it can (1) successfully compete with native herbivores for food (2) serve as an excellent food source for native herbivores (3) successfully compete with native plants for space (4) prevent the migration of native plants 29 Ethanol-fueled vehicles have increased in popularity as people try to be more environmentally responsible. Ethanol can be made from corn. Some farmers are clearing forests and planting large expanses of corn to meet the rising demand. Which statement describes a likely result of this increased corn production? (1) There will be a reduction in the biodiversity of areas that are converted to grow corn. (2) The corn will produce more carbon dioxide than it uses, contributing to global warming. (3) Insect biodiversity in the area will increase. (4) Growing more corn will increase the nutrient content of the soil. 28 A human activity that could significantly decrease the amount of carbon dioxide in the air is (1) increasing the use of fossil fuel (2) controlling insect pests that eat stored grain (3) burning garbage and trash to generate electricity (4) preserving and expanding forest habitats that shelter wildlife 25 Deer ticks are responsible for spreading Lyme disease. This organism, which feeds on the blood of warm-blooded organisms like mice, deer, and humans, is best described as a (1) predator (3) parasite (2) scavenger (4) host 30 Windmills that generate electricity are being built in coastal areas. The main benefit of these windmills is that they (1) produce finite resources (2) reduce dependency on fuels that cause air pollution (3) absorb the noise of passing boats (4) maintain the salt concentration in the ocean 26 Years ago, an article was written titled Medicine Chest in the Jungle. This article most likely described the (1) potential for ecosystems to be a source for new drugs (2) dangers of poisonous jungle plants and animals (3) deforestation of jungles for the development of large pharmacies (4) use of antibiotics to treat certain disorders in trees Living Environment August 13 [5] [OVER] Part B 1 Answer all questions in this part. [13] Directions (31 43): For each statement or question, record on the separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 31 The dichotomous key below provides a way to classify some animals into groups according to their physical characteristics. 32 Part of a process necessary for reproduction in complex organisms is represented below. Dichotomous Key Step A I wings . go to II no wings group A II feathers . group B no feathers go to III Step B III two legs . group C six legs .. group D The key can be used to classify each of the four animals represented below. Wasp Ant Tiger Step C Step C results in the production of (1) four zygotes that will develop into embryos (2) embryonic cells that could unite and develop into an organism (3) four cells that will recombine to form two offspring (4) gametes that could be involved in the formation of a zygote Bird Which row in the chart shows the correct classification group for each animal? Row Wasp Ant Tiger Bird (1) group D group D group A group B (2) group B group A group D group C (3) group B group D group A group C (4) group D group A group A group B Living Environment August 13 [6] 35 The table below indicates a reproductive pattern in some sea turtles when eggs develop in areas with differing temperatures. 33 The diagram below represents an evolutionary tree. A B C D Present Sex Determination in Sea Turtles Temperature ( C) Offspring Produced below 23 usually none 23 27 mostly males 28 30 50/50 males: females 31 33 mostly females above 33 usually none E The sex of turtle offspring is most probably (1) determined only by genes inherited from the parent turtles (2) controlled entirely by the location where the young are raised (3) a result of genetic information being influenced by environmental conditions (4) an identical pattern to the reproductive pattern found in humans Past Which statement best describes species E? (1) Species D is an ancestor of species E. (2) Through natural selection, species E produced increased survival mechanisms. (3) Species E had greater success due to patterns of behavior. (4) Species E had insufficient adaptive characteristics for survival in a changing environment. 36 The diagram below represents a food web. Coyotes 34 The diagram below represents one type of white blood cell. This type of white blood cell ingests microbes. Microbe Spiders White blood cell Insect-eating birds Pocket gophers Rabbits Snakes Hawks Deer Frogs Grasses, Shrubs Seed-eating birds Lice Insects Which statement regarding organisms in this food web is correct? (1) There would be more snakes than pocket gophers. (2) There would be more coyotes than rabbits. (3) There would be more insects than insecteating birds. (4) There would be more hawks than seedeating birds. A function of another type of white blood cell is to (1) prevent the loss of blood from a wound (2) produce specialized molecules that mark invaders (3) increase the number of red blood cells in the blood (4) cause gene mutations that will increase immune responses Living Environment August 13 [7] [OVER] Base your answers to questions 37 through 39 on the information and graph below and on your knowledge of biology. The pH of the internal environment of lysosomes (organelles that contain digestive enzymes) is approximately 4.5, while the pH of the surrounding cytoplasm is approximately 7. The average pH of the human stomach during digestion is approximately 2.5, while the average pH of the small intestine during digestion is about 8. The graph below shows how pH affects the enzyme activity of four different enzymes, A, B, C, and D. Relative Rate of Enzyme Activity The Effect of pH on Enzyme Activity C B A D 1 Acid 7 Base 14 pH 37 What will most likely happen to the action of an enzyme from the small intestine if it is placed in an environment similar to the environment in which enzyme C functions best? (1) It would no longer be able to function because the environment is too acidic. (2) It would adapt to the new environment and start carrying out the same function as enzyme C. (3) It would continue to function because it is able to modify the pH of the environment. (4) It would be able to function because the pH of the environment is similar to that of the intestine. 38 Lysosomes break open during the process of digestion, releasing enzymes into the cytoplasm. Which statement may explain why the entire cell may not be digested? (1) The acidic environment of the cytoplasm destroys the enzymes. (2) Antibodies in the cytoplasm break down foreign enzymes. (3) The pH of the cytoplasm causes the enzymes to function less effectively. (4) Enzymes can function only in the location where they are synthesized. 39 Which enzyme functions best in a pH environment most similar to that of human stomach enzymes? (1) A (3) C (2) B (4) D Living Environment August 13 [8] 140 mg/dL Blood Glucose Level Blood Glucose Level 40 The blood glucose range for a healthy adult is 65 104 mg/dL. Which graph best illustrates normal blood glucose levels in a healthy adult over the course of a day? 140 mg/dL (1) (3) 140 mg/dL Blood Glucose Level Time Blood Glucose Level Time 140 mg/dL Time Time (2) (4) Base your answers to questions 41 through 43 on the information below and on your knowledge of biology. Unless actions are taken to slow the decline of domesticated honeybees and augment [increase] their populations with wild bees, many fruits and vegetables may disappear from the food supply, said Claire Kremen, a conservation biologist at Princeton University in New Jersey. The honeybee decline, which is affecting domesticated and wild bee populations around the world, is mostly the result of diseases spread as a result of mites and other parasites as well as the spraying of crops with pesticides, scientists say. Source: Bee Declines May Spell End of Some Fruits, Vegetables, National Geographic News, October 5, 2005 41 The decrease in the honeybee population is partly due to (1) the use of pesticides (3) the use of fertilizers (2) a decrease in prey (4) a decrease in fruits and vegetables 42 A decrease in honeybee populations will (1) eliminate the need to spray crops (2) increase the number of bee parasites (3) reduce the occurrence of natural disasters (4) disrupt the stability of an ecosystem 43 Some honeybees have been able to survive the changes in their environment and reproduce. This is most likely due to (1) the aggressive behavior of wild bees (3) genetic diversity in the bees (2) an abundance of food sources for the bees (4) lack of mutations in the bees Living Environment August 13 [9] [OVER] Part B 2 Answer all questions in this part. [12] Directions (44 55): For those questions that are multiple choice, record on the separate answer sheet the number of the choice that, of those given, best completes each statement or answers each question. For all other questions in this part, follow the directions given and record your answers in the spaces provided in this examination booklet. Base your answers to questions 44 through 48 on the information and data table below and on your knowledge of biology. Yellowstone Park Wolf Update For the first time in nearly 70 years, the howl of the wolf is being echoed throughout Yellowstone National Park. Canis lupus, the gray wolf, one of the largest and most complex of the canine species, has been successfully reintroduced into the Yellowstone ecosystem. In mid-January 1995, 14 wolves from many separate packs were captured in Canada and then transported into Yellowstone Park and placed into three one acre pens. Source: http://www.yellowstone-bearman.com/w-update.html After the wolves were given time to establish a new pack structure, the packs were released into the wild. The number of wolf pups was counted each year for four years. The data are shown in the table below. Number of Wolf Pups Observed Year Number of Pups 1996 11 1997 64 1998 42 1999 61 Directions (44 45): Using the information in the data table, construct a bar graph on the grid, following the directions below. 44 Mark an appropriate scale, without any breaks, on the axis labeled Number of Pups. [1] 45 Construct vertical bars to represent the data. Shade in each bar. [1] Living Environment August 13 [10] Number of Pups Number of Wolf Pups Observed 1996 1997 1998 1999 Year 46 State one positive result of reintroducing wolves into Yellowstone Park. [1] Note: The answer to question 47 should be recorded on your separate answer sheet. 47 The number of wolves that can be supported in this environment for a long period of time is known as (1) ecosystem stability (3) ecological succession (2) carrying capacity (4) biological evolution 48 State one possible reason why the wolf population showed a decline from 1997 to 1998. [1] Living Environment August 13 [11] [OVER] Note: The answer to question 49 should be recorded on your separate answer sheet. 49 Some levels of organization in a multicellular organism are shown in the sequence below. A cells tissues B organ systems organism Which terms represented by letters A and B would complete the sequence? (1) A gametes; B zygote (3) A organs; B organelles (2) A zygote; B gametes (4) A organelles; B organs Base your answers to questions 50 through 53 on the information and chart below and on your knowledge of biology. Excess body weight is considered to be a risk factor for diseases such as diabetes and high blood pressure. The Body Mass Index (BMI) chart below can be used as a guide to determine if a person s body weight puts that person at risk for such diseases. Body Mass Index (BMI) Healthy BMI 19 24 Overweight 25 26 Height 27 28 Obese 29 30 35 40 45 Weight in Pounds 5'0'' 97 123 128 133 138 143 148 153 179 204 230 5'1'' 100 127 132 137 143 148 153 158 185 211 238 5'2'' 104 131 136 142 147 153 158 164 191 218 246 5'3'' 107 135 141 146 152 158 163 169 197 225 254 5'4'' 110 140 145 151 157 163 169 174 204 232 262 5'5'' 114 144 150 156 162 168 174 180 210 240 270 5'6'' 118 148 155 161 167 173 179 186 216 247 278 5'7'' 121 153 159 166 172 178 185 191 223 255 287 5'8'' 125 158 164 171 177 184 190 197 230 262 295 5'9'' 128 162 169 176 182 189 196 203 236 270 304 5'10'' 132 167 174 181 188 195 202 209 243 278 313 5'11'' 136 172 179 186 193 200 208 215 250 286 322 6'0'' 140 177 184 191 199 206 213 221 258 294 331 6'1'' 144 182 189 197 204 212 219 227 265 302 340 6'2'' 148 186 194 202 210 218 225 233 272 311 350 6'3'' 152 192 200 208 216 224 232 240 279 319 359 Living Environment August 13 [12] Note: The answer to question 50 should be recorded on your separate answer sheet. 50 The BMI for a person who is 5 feet 9 inches tall and weighs 170 pounds is between (1) 24 and 25 (3) 27 and 28 (2) 25 and 26 (4) 29 and 30 51 Is a person with a BMI of 27 at risk for diseases such as diabetes or high blood pressure? Support your answer. [1] 52 State whether an individual who is 5 feet 3 inches tall and weighs 146 pounds needs to gain or lose weight in order to be classified as healthy. [1] 53 Calculate the minimum number of pounds that an individual who is 6 feet 3 inches tall and weighs 232 pounds would have to gain or lose to be classified as a healthy individual with a BMI of 24. [1] pounds Base your answers to questions 54 and 55 on the information below and on your knowledge of biology. The Arctic National Wildlife Refuge in Alaska is over 19 million acres of land. This unique habitat supports many species of land and marine animals, including 36 species of fish and 180 species of birds. Some people want to drill for oil in parts of the refuge. Scientists estimate that the total amount of recoverable oil in the refuge is between 5 and 16 billion barrels. 54 State one benefit of drilling for oil in the refuge in Alaska. [1] 55 Describe one environmental problem that could be caused by drilling for oil in the refuge in Alaska. [1] Living Environment August 13 [13] [OVER] Part C Answer all questions in this part. [17] Directions (56 72): Record your answers in the spaces provided in this examination booklet. Base your answer to question 56 58 on the information below and on your knowledge of biology. Fish Farming Fish farming has risen in popularity to the point that, in 2009, it was estimated that 30% of all fish consumed by humans came from fish farms. Fish farms tend to specialize in one or two species of fish, which are produced in great numbers. Fish farms are conveniently located along shorelines, where the fish are contained in pens. Deep-sea vessels are not necessary to harvest the fish, as they are when fish are caught in the wild. The farms provide a relatively inexpensive way to provide protein for a growing world population. As the technique gains in popularity, however, scientists and coastal residents have become concerned that the concentrated mass of fish in fish farms is producing large quantities of wastes. These wastes may be carried by ocean currents to public beaches and recreational boating areas, making them unusable. Others are concerned that uneaten fish food will decay, produce strong odors, and pollute marine environments miles away. If the wastes are not flushed out of the pens, they accumulate on the ocean floor and create a toxic dead zone beneath the fish. 56 58 Describe some aspects of fish farming that are examples of humans interacting with the environment. In your answer, be sure to: state one specific benefit humans gain from fish farming [1] state how biodiversity may be reduced by fish farming and support your answer [1] describe the impact, other than a reduction in biodiversity, fish farming may have on the natural ecosystems of coastal water if no changes are made [1] Living Environment August 13 [14] Base your answers to questions 59 through 62 on the data table and information below and on your knowledge of biology. The data table describes various pH levels. pH Levels pH pH Description 1 very acidic 5 slightly acidic 7 neutral 9 slightly basic 13 very basic A scientist is concerned about the effects of acid rain on newly fertilized fish eggs in lakes in the Adirondack Mountains of New York State. The scientist would like to investigate the hatching rates of these fish eggs in water at different acidic pH levels. The scientist designed an experiment that could show the effect of an acid pH on the hatching of these fish eggs. 59 State how the control group would be treated differently from the experimental groups. [1] 60 State two factors that must be kept the same in both the experimental groups and the control group. [1] 61 Describe the type of data to be collected. [1] 62 State one example of experimental results that would show that the increasing acidity of lake water has a negative effect on the hatching rate of fish eggs. [1] Living Environment August 13 [15] [OVER] Base your answers to questions 63 and 64 on the passage below and on your knowledge of biology. The Protein Shredder In every cell, thousands of important processes are occurring around the clock. One of the ways a cell manages to coordinate all of these processes is by sending protein messages. After the protein messages are delivered and read, they need to be destroyed to prepare for the arrival of the next message. The task of destroying these proteins falls on cell structures known as proteasomes. Think of a proteasome as a tubelike protein shredder. Protein molecules that have served their purpose are transported to the proteasome, unfolded, fed through the tube, and cut into smaller molecules that can then be used to synthesize new protein molecules. Proteasomes can shred any type of protein. Individuals with a neurological disorder known as hereditary ataxia have been found to have an excess of protein in the cells of their brains and spinal cords. The abnormal level somehow leads to the death of cells in portions of the cerebellum. These areas of cell loss can be seen on a brain scan. There are several forms of hereditary ataxia but all of them result in poor coordination. The symptoms progress over a period of years. In the beginning, the individuals experience only minor coordination problems. As time passes, the symptoms become worse. The affected individuals will have poor balance when walking. They will be clumsy and have difficulty talking and swallowing. 63 Based on the symptoms shown by individuals with hereditary ataxia, state two functions regulated by the cerebellum and spinal cord. [1] Functions:_________________________________ and ______________________________________ _ 64 Explain why researchers could think that proteasomes might not be working correctly in nerve cells of individuals with hereditary ataxia. [1] Base your answer to question 65 68 on the diagram below and on your knowledge of biology. The diagram represents three groups of organisms that are part of an ecosystem. Groups of Organisms Plants Fungi A Living Environment August 13 Animals B C [16] 65 68 Explain the role of these groups of organisms in the cycling of materials and the transfer of energy in an ecosystem. In your answer, be sure to: explain why an ecosystem requires a constant input of energy [1] explain how organisms in group B obtain energy [1] explain the role of organisms in group C in the ecosystem [1] identify the process used by all three groups of organisms to make energy available to their cells to carry out life functions [1] 69 72 Discuss the process used by scientists to insert a gene from one organism into the DNA of another. In your answer, be sure to: identify the scientific technique used to insert a gene from one organism into another [1] describe the function of a gene [1] identify the type of molecule used to cut the gene from the DNA of an organism [1] state one benefit of this technique to humans [1] Living Environment August 13 [17] [OVER] Part D Answer all questions in this part. [13] Directions (73 85): For those questions that are multiple choice, record on the separate answer sheet the number of the choice that, of those given, best completes the statement or answers the question. For all other questions in this part, follow the directions given and record your answers in the spaces provided in this examination booklet. Base your answers to questions 73 through 75 on the information and graph below and on your knowledge of biology. Average Heart Rate (beats per minute) Students were asked to design a lab that investigated the relationship between exercise and heart rate. Heart rate was determined by recording the pulse rate in beats per minute. The students hypothesized that increased exercise results in an increased heart rate. The class results for the experiment are shown in the graph below. 160 140 120 100 80 60 40 20 0 Heart Rate Response to Exercise (class average) Exercise period Before 0 1 2 3 4 5 6 7 8 9 10 After Time (minutes) Note: The answers to questions 73 through 75 should be recorded on your separate answer sheet. 73 Which statement is best supported by the graph? (1) Before exercising, the average pulse rate was 65; four minutes after exercising, the average pulse rate was 65. (2) After four minutes of exercising, the average pulse rate was 120; two minutes after exercising, the average pulse rate was 120. (3) While exercising, the highest average pulse rate was 150; before exercising, the average pulse rate was 65. (4) Two minutes before exercising, the average pulse rate was 80; after two minutes of exercise, the average pulse rate was 140. 74 Students in a different science class carried out the same experiment. The data they obtained did not support the hypothesis that increased exercise results in increased heart rate. The most scientifically sound way to deal with this situation is to (1) write a new hypothesis (2) read about pulse rate in a biology textbook (3) have the students in both classes vote to decide which hypothesis is correct (4) ask students in a third class to do the experiment and see if their results support the hypothesis Living Environment August 13 [18] 75 The change in heart rate that occurs between 1 and 5 minutes of exercise is an adaptation that (1) reduces the rate at which oxygen is carried to the muscle cells (2) increases the rate at which carbon dioxide is carried to the muscle cells (3) results in the production of more ATP in muscle cells (4) slows the destruction of enzymes involved in respiration of muscle cells Note: The answer to question 76 should be recorded on your separate answer sheet. 76 A student hypothesized that watching sports on television would cause viewers pulse rates to increase. She designed an experiment to determine the effect of watching sports on pulse rate. A group of 200 volunteers took their pulse rates and then watched their favorite sports on television. After the games, they immediately took their pulse rates again. The data collected showed that the pulse rates of some people increased, but the pulse rates of an equal number of people did not change. Although the hypothesis was not supported by the data, the hypothesis is still valuable because it (1) may lead to further investigation (3) is the opinion of the experimenter (2) can be changed to fit the data (4) is based on beliefs of the volunteers Living Environment August 13 [19] [OVER] Base your answers to questions 77 and 78 on the Universal Genetic Code Chart below and on your knowledge of biology. Universal Genetic Code Chart Messenger RNA Codons and the Amino Acids for Which They Code SECOND BASE C U U UUU UUC UUA UUG F I C R S T CUU CUC CUA CUG B A S A E AUU AUC AUA AUG G GUU GUC GUA GUG PHE LEU LEU ILE MET or START VAL UCU UCC UCA UCG CCU CCC CCA CCG ACU ACC ACA ACG GCU GCC GCA GCG A SER PRO THR ALA UAU UAC UAA UAG CAU CAC CAA CAG AAU AAC AAA AAG GAU GAC GAA GAG G TYR STOP HIS GLN ASN LYS ASP GLU UGU UGC UGA UGG U C STOP A TRP G CGU CGC CGA CGG U C ARG A G T H I R D AGU AGC AGA AGG U C A ARG G B A S E GGU GGC GGA GGG U C GLY A G CYS SER 77 The table below shows the DNA, mRNA, and amino acid sequences from two similar plant species. Using the information given, fill in the missing mRNA base sequences for species A on the table below. [1] 78 Using the Universal Genetic Code Chart, fill in the missing amino acids for species B on the table below. [1] DNA base sequence Species A CCG TGC ATA CAG GTA UAU amino acid sequence GLY THR TYR VAL HIS DNA base sequence CCG TGC ATA CAG GTT mRNA base sequence GGC ACG UAU GUC CAA amino acid sequence Species B mRNA base sequence _________ _________ GLY VAL _________ Living Environment August 13 _________ _________ [20] _________ _________ Base your answers to questions 79 and 80 on the information and diagram below and on your knowledge of biology. Two models of a cell were made with dialysis tubing and placed in two beakers of fluid, A and B, each containing starch indicator solution, as represented in the diagram below. Enzyme Z was added to the artificial cell in beaker B. The solution outside each cell was tested for the presence of sugar. Initially, no sugar was present in the solution outside each cell. The results after one hour are represented below. Starch indicator in water Beaker A (after 1 hour) Beaker A (at start) No sugar present 1 hour Beaker Artificial cell Starch solution (milky white) Starch indicator in water Starch solution (blue-black) Beaker B (at start) Beaker B (after 1 hour) Sugar present 1 hour Beaker Artificial cell Starch solution with enzyme Z (milky white) Starch solution with enzyme Z (blue-black) 79 State one reason for the color change in beaker A after one hour. [1] 80 How would the results have been different in beaker B if an enzyme that digests protein was used instead of enzyme Z? [1] Living Environment August 13 [21] [OVER] Base your answers to questions 81 and 82 on the chart below and on your knowledge of biology. Evolutionary Chart of Galapagos Finches Woodpecker finch Large ground finch Mangrove finch Medium ground finch Small ground finch Vegetarian finch Present time Sharp-billed ground finch Large tree finch Cactus finch Large cactus finch Medium tree finch Small tree finch Ground finches Warbler finch Tree finches Long ago Ancestral finch adapted from: Galapagos: A Natural History Guide Note: The answers to questions 81 and 82 should be recorded on your separate answer sheet. 81 Which finches would be most like the ancestral finch? (1) large ground finches (2) cactus finches (3) warbler finches (4) large tree finches 82 Present-day cactus finches are a type of (1) tree finch (2) ground finch (3) warbler finch (4) ancestral finch Living Environment August 13 [22] Base your answers to questions 83 through 85 on the information below and on your knowledge of biology. As part of a laboratory technique, DNA samples taken from four plants were separated. The results are represented in the diagram below. 83 Circle the band in the diagram below in the results for plant X that would contain the smallest DNA fragments. Support your answer. [1] Plant X Plant 1 Plant 2 Plant 3 Wells 84 Which plant is most closely related to plant X? Support your answer using information from the diagram. [1] Plant number: ____________ 85 Identify the technique used to obtain the results represented in the diagram. [1] __________________________________________ Living Environment August 13 [23] LIVING ENVIRONMENT Printed on Recycled Paper LIVING ENVIRONMENT FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LE LIVING ENVIRONMENT Wednesday, August 14, 2013 12:30 to 3:30 p.m., only SCORING KEY AND RATING GUIDE Directions to the Teacher: Refer to the directions on page 2 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 at: http://www.p12.nysed.gov/assessment/ and select the link 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. Multiple Choice for Parts A, B 1, B 2, and D Allow 1 credit for each correct response. Part A 1 ......2...... 9 ......1...... 17 . . . . . . 4 . . . . . . 25 . . . . . . 3 . . . . . . 2 ......2...... 10 . . . . . . 3 . . . . . . 18 . . . . . . 2 . . . . . . 26 . . . . . . 1 . . . . . . 3 ......4...... 11 . . . . . . 1 . . . . . . 19 . . . . . . 4 . . . . . . 27 . . . . . . 3 . . . . . . 4 ......2...... 12 . . . . . . 2 . . . . . . 20 . . . . . . 3 . . . . . . 28 . . . . . . 4 . . . . . . 5 ......1...... 13 . . . . . . 2 . . . . . . 21 . . . . . . 4 . . . . . . 29 . . . . . . 1 . . . . . . 6 ......2...... 14 . . . . . . 1 . . . . . . 22 . . . . . . 2 . . . . . . 30 . . . . . . 2 . . . . . . 7 ......1...... 15 . . . . . . 1 . . . . . . 23 . . . . . . 1 . . . . . . 8 ......1...... 16 . . . . . . 1 . . . . . . 24 . . . . . . 3 . . . . . . Part B 1 31 . . . . . . 4 . . . . . . 35 . . . . . . 3 . . . . . . 39 . . . . . . 1 . . . . . . 32 . . . . . . 4 . . . . . . 36 . . . . . . 3 . . . . . . 40 . . . . . . 2 . . . . . . 33 . . . . . . 4 . . . . . . 37 . . . . . . 4 . . . . . . 41 . . . . . . 1 . . . . . . 34 . . . . . . 2 . . . . . . 38 . . . . . . 3 . . . . . . 42 . . . . . . 4 . . . . . . Part B 2 47 . . . . . . 2 . . . . . . 49 . . . . . . 4 . . . . . . 50 . . . . . . 2 . . . . . . 73 . . . . . . 3 . . . . . . 75 . . . . . . 3 . . . . . . Part D 81 . . . . . . 3 . . . . . . 74 . . . . . . 4 . . . . . . 76 . . . . . . 1 . . . . . . 82 . . . . . . 2 . . . . . . 43 . . . . . . 3 . . . . . . Directions to the Teacher 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. Do not attempt to correct the student s work by making insertions or changes of any kind. If the student s responses for the multiple-choice questions are being hand scored prior to being scanned, the scorer must be careful not to make any marks on the answer sheet except to record the scores in the designated score boxes. Marks elsewhere on the answer sheet will interfere with the accuracy of the scanning. Allow 1 credit for each correct response. At least two science teachers must participate in the scoring of the Part B 2, Part C, and Part D openended 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 more than approximately one-half of the open-ended questions on a student s answer paper. Teachers may not score their own students answer papers. Students responses must be scored strictly according to the Scoring Key and Rating Guide. For openended 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. On the student s separate answer sheet, for each question, record the number of credits earned and the teacher s assigned rater/scorer letter. 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. For hand scoring, raters should enter the scores earned in the appropriate boxes printed on the separate answer sheet. Next, the rater should add these scores and enter the total in the box labeled Total Raw Score. Then the student s raw score should be converted to a scale score by using the conversion chart that will be posted on the Department s web site at: http://www.p12.nysed.gov/assessment/ on Wednesday, August 14, 2013. The student s scale score should be entered in the box labeled Scale Score on the student s answer sheet. The scale score is the student s final examination score. Schools are not permitted to rescore any of the open-ended questions on this exam after each question has been rated once regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Because scale scores corresponding to raw scores in the conversion chart may change from one administration 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. Living Environment Rating Guide Aug. 13 [2] Part B 2 44 [1] Allow 1 credit for marking an appropriate scale, without any breaks, on the axis labeled Number of Pups. 45 [1] Allow 1 credit for constructing vertical bars to represent the data. Example of a 2-credit graph for questions 44 and 45: Number of Wolf Pups Observed 100 90 80 Number of Pups 70 60 50 40 30 20 10 0 1996 1997 1998 1999 Year Note: Allow credit if the correct data are clearly represented, even if the bars are not shaded. Do not assume that the intersection of the x- and y-axes is the origin (0,0) unless it is labeled. An appropriate scale only needs to include the data range in the data table. 46 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Wolves will not go extinct. increase biodiversity control the number of prey increase stability in the ecosystem The wolf population increases. Living Environment Rating Guide Aug. 13 [3] 47 MC on scoring key 48 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Available food limited the population of wolves. Weather conditions were harsh. The prey animals migrated out of the area. Some wolves left the Yellowstone area. Some wolves died from disease. They had exceeded carrying capacity. 49 MC on scoring key 50 MC on scoring key 51 [1] Allow 1 credit for stating if a person with a BMI of 27 is at risk for diseases such as diabetes or high blood pressure and supporting the answer. Acceptable responses include, but are not limited to: The BMI indicates the person is overweight and is therefore at risk for these diseases. Yes, there is a slight risk because the BMI places the person in the overweight category, but not in the obese range. 52 [1] Allow 1 credit for lose weight or lose. 53 [1] Allow 1 credit for 40 or 40. 54 [1] Allow 1 credit. Acceptable responses include, but are not limited to: create jobs increased revenue for the state increased supply of U.S. oil decreased reliance on foreign oil 55 [1] Allow 1 credit. Acceptable responses include, but are not limited to: If oil is spilled, it can kill many plants and animals. The pollution from an oil spill could be long lasting. Spilling oil could cause harm by coating the feathers of birds and the fur of animals. Trucks and other needed equipment could damage habitats. Leaking oil could harm wildlife. Noise from the oil rig may scare animals away, resulting in the loss of biodiversity. Living Environment Rating Guide Aug. 13 [4] Part C Note: The student s responses to the bulleted items in question 56 58 need not appear in the following order. 56 [1] Allow 1 credit for stating one specific benefit humans gain from fish farming. Acceptable responses include, but are not limited to: Fish farming provides a convenient source of food. inexpensive source of protein a source of food for a growing human population Decreased use of deep-sea vessels reduces the cost of fishing. 57 [1] Allow 1 credit for stating how biodiversity may be reduced by fish farming and supporting the answer. Acceptable responses include, but are not limited to: Biodiversity is decreased because waste from fish farms may produce dead zones on the ocean floor. It is reduced because pollution from fish farms may destroy the habitats of other fish. The farms concentrate one species of fish in one area. 58 [1] Allow 1 credit for describing the impact, other than a reduction in biodiversity, fish farming may have on natural ecosystems of costal waters if no changes are made. Acceptable responses include, but are not limited to: Large quantities of wastes from fish farming pollute marine environments. Uneaten fish food may pollute marine environments. Beaches may become unusable. It may create a toxic dead zone. Note: Do not accept just pollution without a description. 59 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The control group would be in normal lake water. The experimental groups would be kept in water with lower pHs. The control group would be kept in water from normal lakes. The control group would be kept in lake water not affected by acid rain. 60 [1] Allow 1 credit for two acceptable responses. Acceptable responses include, but are not limited to: the type of fish eggs the number of fish eggs the temperature of the water the amount of oxygen in the water Living Environment Rating Guide Aug. 13 [5] 61 [1] Allow 1 credit. Acceptable responses include, but are not limited to: the number of eggs that hatched in the experimental group compared to the number in the control group the number of eggs that hatched the time it took the eggs to hatch the number of eggs that hatch in 24 hours Note: The type of data must be measurable. 62 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Fewer eggs hatched in the lower pH levels. It took longer for fish eggs to hatch in water that had a lower pH. Fewer eggs hatched in the experimental group. 63 [1] Allow 1 credit. Acceptable responses include, but are not limited to: coordination balance walking talking swallowing Note: Do not accept symptoms, i.e, poor balance or difficulty walking. 64 [1] Allow 1 credit. Acceptable responses include, but are not limited to: There is an excess of proteins in the cells of the brain and spinal cord. There are abnormal levels of proteins in their nerve cells. Living Environment Rating Guide Aug. 13 [6] Note: The student s response to the bulleted items in question 65 68 need not appear in the following order. 65 [1] Allow 1 credit for explaining why an ecosystem requires a constant input of energy. Acceptable responses include, but are not limited to: Energy is always lost as it is transferred through the ecosystem. Energy is continuously needed for metabolic processes. It is needed so that autotrophs can make food. 66 [1] Allow 1 credit for explaining how organisms in group B obtain energy. Acceptable responses include, but are not limited to: Some group B animals eat group A plants. Organisms in group B obtain energy from organisms in group A when they eat them. Group B eats plants, fungi, and/or other animals. The animals eat the plants. They obtain energy from their food. 67 [1] Allow 1 credit for explaining the role of organisms in group C in the ecosystem. Acceptable responses include, but are not limited to: Organisms in group C break down dead organisms and return nutrients to the soil. Group C returns raw materials to the ecosystem by decomposing dead organisms. These organisms are decomposers who recycle nutrients in the ecosystem. 68 [1] Allow 1 credit for identifying the process used by all three groups of organisms to make energy available to their cells to carry out life functions as respiration or cellular respiration. Living Environment Rating Guide Aug. 13 [7] Note: The student s response to the bulleted items in question 69 72 need not appear in the following order. 69 [1] Allow 1 credit for identifying the scientific technique used to insert a gene from one organism into another. Acceptable responses include, but are not limited to: genetic engineering genetic recombination genetic manipulation gene splicing Note: Do not allow credit for biotechnology. It is a field of science, not a technique. 70 [1] Allow 1 credit for describing the function of a gene. Acceptable responses include, but are not limited to: a segment of DNA that codes for a protein Genes control traits. Genes carry genetic information form one generation to the next. 71 [1] Allow 1 credit for identifying the type of molecule used to cut the gene from the DNA of an organism. Acceptable responses include, but are not limited to: enzyme restriction enzyme biological catalyst 72 [1] Allow 1 credit for stating one benefit of this technique to humans. Acceptable responses include, but are not limited to: make medicines for humans increase the yield of crops use plants to produce vaccines produce needed hormones (chemicals) for humans introduce new traits/characteristics into an organism Living Environment Rating Guide Aug. 13 [8] Part D 73 MC on scoring key 74 MC on scoring key 75 MC on scoring key 76 MC on scoring key 77 [1] Allow 1 credit for filling in the missing mRNA sequences for species A. Note: Allow credit only if all sequences are correct. 78 [1] Allow 1 credit for filling in the missing amino acid sequences for species B. Note: Allow credit only if all sequences are correct. Example of a 2-credit response for questions 77 and 78: DNA base sequence Species A CCG TGC ATA CAG GTA UAU amino acid sequence GLY THR TYR VAL HIS DNA base sequence CCG TGC ATA CAG GTT mRNA base sequence GGC ACG UAU GUC CAA amino acid sequence Species B mRNA base sequence _________ _________ GGC ACG GLY VAL GLN _________ THR TYR _________ _________ _________ _________ GUC CAU 79 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The starch indicator diffused into the cell and reacted with the starch solution. The starch indicator reacted with the starch. The starch indicator diffused into the cell. 80 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Sugar would not be present. The protein enzyme would not digest the starch to sugar. Living Environment Rating Guide Aug. 13 [9] 81 MC on scoring key 82 MC on scoring key 83 [1] Allow 1 credit for circling the band for plant X that would contain the smallest DNA fragments and supporting the answer. Example of a 1-credit response: Plant X Plant 1 Plant 2 Plant 3 Wells The smallest fragments travel the farthest/fastest in the gel. The smallest fragments are farthest from the well. Note: Allow credit if the farthest bands in plants X, 2, and 3 are all circled. Do not allow credit if the last band in plant 1 is included. The student must circle the correct band and have correct support to receive 1 credit. 84 [1] Allow 1 credit for 3 and supporting the answer using information from the diagram. Acceptable responses include, but are not limited to: Plant X and plant 3 have the most similar banding pattern. Plant X and plant 3 have all bands in the same positions. 85 [1] Allow 1 credit for electrophoresis or gel electrophoresis or DNA fingerprinting. Living Environment Rating Guide Aug. 13 [10] The Chart for Determining the Final Examination Score for the August 2013 Regents Examination in Living Environment will be posted on the Department s web site at: http://www.p12.nysed.gov/assessment/ on Wednesday, August 14, 2013. 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. Online Submission of 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 http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm. 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. Living Environment Rating Guide Aug. 13 [11] Map to Core Curriculum August 2013 Living Environment Question Numbers Standards Part A 1 30 Part B 1 31 43 Part B 2 44 55 Part C 56 64 Standard 1 Analysis, Inquiry and Design Key Idea 1 Key Idea 2 Key Idea 3 44, 45 Appendix A (Laboratory Checklist) 31 50, 51, 52, 53 59, 60, 61 36 49 63, 64, 66, 67 Standard 4 Key Idea 1 1, 2, 3, 4, 5 Key Idea 2 6, 8, 9, 10 Key Idea 3 7, 11, 13, 14, 19 33, 43 Key Idea 4 12, 16, 18 32, 35 Key Idea 5 17, 20, 21, 22, 23 34, 37, 38, 39, 40 Key Idea 6 24, 25, 26, 27 41, 42 Key Idea 7 15, 28, 29, 30 69, 70, 71, 72 77, 78, 83, 84, 85 Lab 2 73, 74, 75, 76 Lab 3 81, 82 Lab 5 79, 80 Living Environment Rating Guide Aug. 13 [12] 46, 47, 48 62 54, 55 Part D 65 77 Lab 1 65, 68 56, 57, 58

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