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New York Regents Living Environment June 2008

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LIVING ENVIRONMENT The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT Tuesday, June 24, 2008 9:15 a.m. to 12:15 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, of those given, best completes the statement or answers the question. 5 Certain poisons are toxic to organisms because they interfere with the function of enzymes in mitochondria. This results directly in the inability of the cell to (1) store information (2) build proteins (3) release energy from nutrients (4) dispose of metabolic wastes 1 The chart below contains both autotrophic and heterotrophic organisms. A owl cat shark B mouse corn dog C squirrel bluebird alga Organisms that carry out only heterotrophic nutrition are found in (1) row A, only (3) rows A and B (2) row B, only (4) rows A and C 6 At warm temperatures, a certain bread mold can often be seen growing on bread as a dark-colored mass. The same bread mold growing on bread in a cooler environment is red in color. Which statement most accurately describes why this change in the color of the bread mold occurs? (1) Gene expression can be modified by interactions with the environment. (2) Every organism has a different set of coded instructions. (3) The DNA was altered in response to an environmental condition. (4) There is no replication of genetic material in the cooler environment. 2 A stable pond ecosystem would not contain (1) materials being cycled (2) oxygen (3) decomposers (4) more consumers than producers 3 Although all of the cells of a human develop from one fertilized egg, the human is born with many different types of cells. Which statement best explains this observation? (1) Developing cells may express different parts of their identical genetic instructions. (2) Mutations occur during development as a result of environmental conditions. (3) All cells have different genetic material. (4) Some cells develop before other cells. 7 Asexually reproducing organisms pass on hereditary information as (1) sequences of A, T, C, and G (2) chains of complex amino acids (3) folded protein molecules (4) simple inorganic sugars 8 Species of bacteria can evolve more quickly than species of mammals because bacteria have (1) less competition (2) more chromosomes (3) lower mutation rates (4) higher rates of reproduction 4 Humans require organ systems to carry out life processes. Single-celled organisms do not have organ systems and yet they are able to carry out life processes. This is because (1) human organ systems lack the organelles found in single-celled organisms (2) a human cell is more efficient than the cell of a single-celled organism (3) it is not necessary for single-celled organisms to maintain homeostasis (4) organelles present in single-celled organisms act in a manner similar to organ systems Living Environment June 08 [2] 9 The diagram below represents the synthesis of a portion of a complex molecule in an organism. + + + Building blocks Product Which row in the chart could be used to identify the building blocks and product in the diagram? Row Building Blocks Product (1) starch molecules glucose (2) amino acid molecules part of protein (3) sugar molecules ATP (4) DNA molecules part of starch 10 Which diagram best represents the relative locations of the structures in the list below? A chromosome B nucleus C cell D gene A B CD (1) D ABC A DBC (2) (3) D BAC (4) 11 Which nuclear process is represented below? A DNA molecule The two strands of Molecular bases Two identical DNA untwists. DNA separate. pair up. molecules are produced. (1) recombination (2) fertilization Living Environment June 08 (3) replication (4) mutation [3] [OVER] 16 Which process will increase variations that could be inherited? (1) mitotic cell division (2) active transport (3) recombination of genes (4) synthesis of proteins 12 For centuries, certain animals have been crossed to produce offspring that have desirable qualities. Dogs have been mated to produce Labradors, beagles, and poodles. All of these dogs look and behave very differently from one another. This technique of producing organisms with specific qualities is known as (1) gene replication (3) random mutation (2) natural selection (4) selective breeding 17 Some cells involved in the process of reproduction are represented in the diagram below. 13 Certain insects resemble the bark of the trees on which they live. Which statement provides a possible biological explanation for this resemblance? (1) The insects needed camouflage so they developed protective coloration. (2) Natural selection played a role in the development of this protective coloration. (3) The lack of mutations resulted in the protective coloration. (4) The trees caused mutations in the insects that resulted in protective coloration. + 1 3 The process of meiosis formed (1) cell 1, only (3) cell 3, only (2) cells 1 and 2 (4) cells 2 and 3 18 Kangaroos are mammals that lack a placenta. Therefore, they must have an alternate way of supplying the developing embryo with (1) nutrients (2) carbon dioxide (3) enzymes (4) genetic information 14 When is extinction of a species most likely to occur? (1) when environmental conditions remain the same and the proportion of individuals within the species that lack adaptive traits increases (2) when environmental conditions remain the same and the proportion of individuals within the species that possess adaptive traits increases (3) when environmental conditions change and the adaptive traits of the species favor the survival and reproduction of some of its members (4) when environmental conditions change and the members of the species lack adaptive traits to survive and reproduce 19 Which substance is the most direct source of the energy that an animal cell uses for the synthesis of materials? (1) ATP (3) DNA (2) glucose (4) starch 20 To increase chances for a successful organ transplant, the person receiving the organ should be given special medications. The purpose of these medications is to (1) increase the immune response in the person receiving the transplant (2) decrease the immune response in the person receiving the transplant (3) decrease mutations in the person receiving the transplant (4) increase mutations in the person receiving the transplant 15 In what way are photosynthesis and cellular respiration similar? (1) They both occur in chloroplasts. (2) They both require sunlight. (3) They both involve organic and inorganic molecules. (4) They both require oxygen and produce carbon dioxide. Living Environment June 08 2 [4] 21 The diagram below represents the cloning of a carrot plant. Cell Culture dish Cluster of cells Original plant New plant Compared to each cell of the original carrot plant, each cell of the new plant will have (1) the same number of chromosomes and the same types of genes (2) the same number of chromosomes, but different types of genes (3) half the number of chromosomes and the same types of genes (4) half the number of chromosomes, but different types of genes 22 The development of an embryo is represented in the diagram below. 22 days 24 days 31 days 35 days 26 days 42 days 28 days 56 days (Not drawn to scale) These changes in the form of the embryo are a direct result of (1) uncontrolled cell division and mutations (2) differentiation and growth (3) antibodies and antigens inherited from the father (4) meiosis and fertilization Living Environment June 08 [5] [OVER] 27 A food chain is represented below. 23 The diagram below represents an event that occurs in the blood. Grass Cricket Frog Owl This food chain contains (1) 4 consumers and no producers (2) 1 predator, 1 parasite, and 2 producers (3) 2 carnivores and 2 herbivores (4) 2 predators, 1 herbivore, and 1 producer Cell A Which statement best describes this event? (1) Cell A is a white blood cell releasing antigens to destroy bacteria. (2) Cell A is a cancer cell produced by the immune system and it is helping to prevent disease. (3) Cell A is a white blood cell engulfing diseasecausing organisms. (4) Cell A is protecting bacteria so they can reproduce without being destroyed by predators. 28 A volcanic eruption destroyed a forest, covering the soil with volcanic ash. For many years, only small plants could grow. Slowly, soil formed in which shrubs and trees could grow. These changes are an example of (1) manipulation of genes (2) evolution of a species (3) ecological succession (4) equilibrium 29 A major reason that humans can have such a significant impact on an ecological community is that humans (1) can modify their environment through technology (2) reproduce faster than most other species (3) are able to increase the amount of finite resources available (4) remove large amounts of carbon dioxide from the air 24 In an ecosystem, the growth and survival of organisms are dependent on the availability of the energy from the Sun. This energy is available to organisms in the ecosystem because (1) producers have the ability to store energy from light in organic molecules (2) consumers have the ability to transfer chemical energy stored in bonds to plants (3) all organisms in a food web have the ability to use light energy (4) all organisms in a food web feed on autotrophs 30 Rabbits are herbivores that are not native to Australia. Their numbers have increased steadily since being introduced into Australia by European settlers. One likely reason the rabbit population was able to grow so large is that the rabbits (1) were able to prey on native herbivores (2) reproduced more slowly than the native animals (3) successfully competed with native herbivores for food (4) could interbreed with the native animals 25 Which factor has the greatest influence on the type of ecosystem that will form in a particular geographic area? (1) genetic variations in the animals (2) climate conditions (3) number of carnivores (4) percentage of nitrogen gas in the atmosphere 26 Farming reduces the natural biodiversity of an area, yet farms are necessary to feed the world s human population. This situation is an example of (1) poor land use (3) conservation (2) a trade-off (4) a technological fix Living Environment June 08 [6] Part B 1 Answer all questions in this part. [12] Directions (31 42): For each statement or question, write on the separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 33 The development of an experimental research plan should not include a (1) list of safety precautions for the experiment (2) list of equipment needed for conducting the experiment (3) procedure for the use of technologies needed for the experiment (4) conclusion based on data expected to be collected in the experiment 31 Which laboratory procedure is represented in the diagram below? Paper towel (1) placing a coverslip over a specimen (2) removing a coverslip from a slide (3) adding stain to a slide without removing the coverslip (4) reducing the size of air bubbles under a coverslip 34 A student performed an experiment to demonstrate that a plant needs chlorophyll for photosynthesis. He used plants that had green leaves with white areas. After exposing the plants to sunlight, he removed a leaf from each plant and processed the leaves to remove the chlorophyll. He then tested each leaf for the presence of starch. Starch was found in the area of the leaf that was green, and no starch was found in the area of the leaf that was white. He concluded that chlorophyll is necessary for photosynthesis. 32 In the United States, there has been relatively little experimentation involving the insertion of genes from other species into human DNA. One reason for the lack of these experiments is that (1) the subunits of human DNA are different from the DNA subunits of other species (2) there are many ethical questions to be answered before inserting foreign genes into human DNA (3) inserting foreign DNA into human DNA would require using techniques completely different from those used to insert foreign DNA into the DNA of other mammals (4) human DNA always promotes human survival, so there is no need to alter it Living Environment June 08 Which statement represents an assumption the student had to make in order to draw this conclusion? (1) Starch is synthesized from the glucose produced in the green areas of the leaf. (2) Starch is converted to chlorophyll in the green areas of the leaf. (3) The white areas of the leaf do not have cells. (4) The green areas of the leaf are heterotrophic. [7] [OVER] 37 The graph below provides information about the reproductive rates of four species of bacteria, A, B, C, and D, at different temperatures. 35 The diagram below represents an interaction between parts of an organism. Chemicals D Transported to Glands Generations (per hour) Secrete Organs 3 C B 2 A 1 0 0 Affects Change Which statement is a valid conclusion based on the information in the graph? (1) Changes in temperature cause bacteria to adapt to form new species. (2) Increasing temperatures speed up bacterial reproduction. (3) Bacteria can survive only at temperatures between 0 C and 100 C. (4) Individual species reproduce within a specific range of temperatures. The term chemicals in this diagram represents (1) starch molecules (3) hormone molecules (2) DNA molecules (4) receptor molecules 36 The diagram below represents two cells, X and Y. Cell X A Cell Y Which statement is correct concerning the structure labeled A? (1) It aids in the removal of metabolic wastes in both cell X and cell Y. (2) It is involved in cell communication in cell X, but not in cell Y. (3) It prevents the absorption of CO2 in cell X and O2 in cell Y. (4) It represents the cell wall in cell X and the cell membrane in cell Y. Living Environment June 08 100 Temperature ( C) Cause A 50 [8] 38 The diagram below shows some of the steps in protein synthesis. Transfer to site of protein synthesis Nucleus \\ || ||||||| | ||| |||||||| ||||||||||||||| ||| ||| || ||| || \ \\ | ||| || || ||| ||| ||||| ||||||||||||| ||\ \\ \\ \\ \\ Unwinding of DNA mRNA || | || | | \\ \\ \|| || DNA \ \\ Rewinding of DNA The section of DNA being used to make the strand of mRNA is known as a (1) carbohydrate (3) ribosome (2) gene (4) chromosome 39 An energy pyramid is shown below. 1 2 3 4 3 (1) Living Environment June 08 4 1 2 3 4 (2) 1 2 (3) [9] 3 4 Relative Energy Content 2 Relative Energy Content 1 Relative Energy Content Relative Energy Content Which graph best represents the relative energy content of the levels of this pyramid? 1 2 3 4 (4) [OVER] 40 The diagram below represents four different species of bacteria. Species A Species B Species C Species D Which statement is correct concerning the chances of survival for these species if there is a change in the environment? (1) Species A has the best chance of survival because it has the most genetic diversity. (2) Species C has the best chance of survival because it has no gene mutations. (3) Neither species B nor species D will survive because they compete for the same resources. (4) None of the species will survive because bacteria reproduce asexually. 41 The diagram below represents possible evolutionary relationships between groups of organisms. Sponges Corals Snails Earthworms Insects Sea stars Mammals Ancestral Protists Which statement is a valid conclusion that can be drawn from the diagram? (1) Snails appeared on Earth before corals. (2) Sponges were the last new species to appear on Earth. (3) Earthworms and sea stars have a common ancestor. (4) Insects are more complex than mammals. Living Environment June 08 [10] 42 On which day did the population represented in the graph below reach the carrying capacity of the ecosystem? Number of Individuals Growth of a Population in an Ecosystem 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 Day (1) day 11 (2) day 8 Living Environment June 08 (3) day 3 (4) day 5 [11] [OVER] Part B 2 Answer all questions in this part. [13] Directions (43 55): For those questions that are followed by four choices, circle 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 in the question and record your answers in the spaces provided. Base your answers to questions 43 through 47 on the information below and on your knowledge of biology. Each year, a New York State power agency provides its customers with information about some of the fuel sources used in generating electricity. The table below applies to the period of 2002 2003. Fuel Sources Used Fuel Source Percentage of Electricity Generated hydro (water) 86 coal 5 nuclear 4 oil 1 solar 0 Directions (43 and 44): Using the information given, construct a bar graph on the grid on the next page, following the directions below. 43 Mark an appropriate scale on the axis labeled Percentage of Electricity Generated. [1] 44 Construct vertical bars to represent the data. Shade in each bar. [1] Living Environment June 08 [12] For Teacher Use Only For Teacher Use Only Percentage of Electricity Generated Fuel Sources Used dr o Hy Co al Nu cle ar Oi l So lar 43 44 Fuel Source 45 Identify one fuel source in the table that is considered a fossil fuel. [1] ___________________________________ 45 46 Identify one fuel source in the table that is classified as a renewable resource. [1] ___________________________________ 46 47 State one specific environmental problem that can result from burning coal to generate electricity. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment June 08 [13] 47 [OVER] Base your answers to questions 48 and 49 on the diagram below that shows some interactions between several organisms located in a meadow environment and on your knowledge of biology. Snake Frog Mouse For Teacher Use Only Hawk Rabbit Shrew Grasshopper Caterpillar Grass Shrubs 48 A rapid decrease in the frog population results in a change in the hawk population. State how the hawk population may change. Support your answer. [1] _______________________________________________________________________ _______________________________________________________________________ 48 49 Identify one cell structure found in a producer in this meadow ecosystem that is not found in the carnivores. [1] ___________________________________ 49 50 Individuals of some species, such as earthworms, have both male and female sex organs. In many cases, however, these individuals do not fertilize their own eggs. State one genetic advantage of an earthworm mating with another earthworm for the production of offspring. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment June 08 [14] 50 Base your answers to questions 51 and 52 on the diagram below and on your knowledge of biology. The diagram represents six insect species. Species E For Teacher Use Only Species F 51 A dichotomous key to these six species is shown below. Complete the missing information for sections 5.a. and 5.b. so that the key is complete for all six species. [1] Dichotomous Key 1. a. has small wings ...............................................go to 2 b. has large wings................................................go to 3 2. a. has a single pair of wings ...........................Species A b. has a double pair of wings .........................Species B 3. a. has a double pair of wings ..............................go to 4 b. has a single pair of wings...........................Species C 4. a. has spots .........................................................go to 5 b. does not have spots ...................................Species D 5. a. ___________________________..............Species E 51 b. ___________________________..............Species F 52 Use the key to identify the drawings of species A, B, C, and D. Place the letter of each species on the line located below the drawing of the species. [1] Species ___ Species E Living Environment June 08 Species ___ Species F [15] Species ___ Species ___ 52 [OVER] Base your answers to questions 53 through 55 on the information below and on your knowledge of biology. For Teacher Use Only Proteins on the surface of a human cell and on a bird influenza virus are represented in the diagram below. Human Cell Bird Influenza Virus 53 In the space below, draw a change in the bird influenza virus that would allow it to infect this human cell. [1] 53 54 Explain how this change in the virus could come about. [1] _______________________________________________________________________ _______________________________________________________________________ 54 55 Identify the relationship that exists between a virus and a human when the virus infects the human. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment June 08 [16] 55 Part C Answer all questions in this part. [17] Directions (56 67): Record your answers in the spaces provided in this examination booklet. Base your answers to questions 56 and 57 on the information below and on your knowledge of biology. For Teacher Use Only Insulin is a hormone that has an important role in the maintenance of homeostasis in humans. 56 Identify the structure in the human body that is the usual source of insulin. [1] ____________________________________ 56 57 Identify a substance in the blood, other than insulin, that could change in concentration and indicate a person is not secreting insulin in normal amounts. [1] _______________________________________________________________________ 57 Base your answers to questions 58 and 59 on the information below and on your knowledge of biology. The hedgehog, a small mammal native to Africa and Europe, has been introduced to the United States as an exotic pet species. Scientists have found that hedgehogs can transfer pathogens to humans and domestic animals. Foot-and-mouth viruses, Salmonella, and certain fungi are known pathogens carried by hedgehogs. As more and more of these exotic animals are brought into this country, the risk of infection increases in the human population. 58 State one negative effect of importing exotic species to the United States. [1] _______________________________________________________________________ _______________________________________________________________________ 58 59 State one way the human immune system might respond to an invading pathogen associated with handling a hedgehog. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment June 08 [17] 59 [OVER] Base your answers to questions 60 through 62 on the information below and on your knowledge of biology. For Teacher Use Only The last known wolf native to the Adirondack Mountains of New York State was killed over a century ago. Several environmental groups have recently proposed reintroducing the wolf to the Adirondacks. These groups claim there is sufficient prey to support a wolf population in this area. These prey include beaver, deer, and moose. Opponents of this proposal state that the Adirondacks already have a dominant predator, the Eastern coyote. 60 State one effect the reintroduction of the wolf may have on the coyote population within the Adirondacks. Explain why it would have this effect. [1] _______________________________________________________________________ _______________________________________________________________________ 60 61 Explain why the coyote is considered a limiting factor in the Adirondack Mountains. [1] _______________________________________________________________________ _______________________________________________________________________ 61 62 State one ecological reason why some individuals might support the reintroduction of wolves to the Adirondacks. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment June 08 [18] 62 63 You have been assigned to design an experiment to determine the effects of light on the growth of tomato plants. In your experimental design be sure to: For Teacher Use Only state one hypothesis to be tested [1] identify the independent variable in the experiment [1] describe the type of data to be collected [1] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 63 64 In some land plants, guard cells are found only on the lower surfaces of the leaves. In some water plants, guard cells are found only on the upper surfaces of the leaves. Explain how guard cells in both land and water plants help maintain homeostasis. In your answer be sure to: identify one function regulated by the guard cells in leaves [1] explain how guard cells carry out this function [1] give one possible evolutionary advantage of the position of the guard cells on the leaves of land plants [1] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Living Environment June 08 [19] 64 [OVER] Base your answers to questions 65 and 66 on the information below and on your knowledge of biology. For Teacher Use Only Scientists are increasingly concerned about the possible effects of damage to the ozone layer. 65 Damage to the ozone layer has resulted in mutations in skin cells that lead to cancer. Will the mutations that caused the skin cancers be passed on to offspring? Support your answer. [1] _______________________________________________________________________ _______________________________________________________________________ 65 66 State two specific ways in which an ocean ecosystem will change (other than fewer photosynthetic organisms) if populations of photosynthetic organisms die off as a result of damage to the ozone layer. [2] _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 66 67 Lawn wastes, such as grass clippings and leaves, were once collected with household trash and dumped into landfills. Identify one way that this practice was harmful to the environment. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment June 08 [20] 67 Part D Answer all questions in this part. [13] Directions (68 80): For those questions that are followed by four choices, circle 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 in the question and record your answers in the spaces provided. 68 In preparation for an electrophoresis procedure, enzymes are added to DNA in order to For Teacher Use Only (1) convert the DNA into gel (2) cut the DNA into fragments (3) change the color of the DNA (4) produce longer sections of DNA 68 69 Paper chromatography is a laboratory technique that is used to (1) separate different molecules from one another (2) stain cell organelles (3) indicate the pH of a substance (4) compare relative cell sizes 69 70 A marathon runner frequently experiences muscle cramps while running. If he stops running and rests, the cramps eventually go away. The cramping in the muscles most likely results from (1) lack of adequate oxygen supply to the muscle (2) the runner running too slowly (3) the runner warming up before running (4) increased glucose production in the muscle Living Environment June 08 70 [21] [OVER] Base your answers to questions 71 through 73 on the information below and on your knowledge of biology. For Teacher Use Only A series of investigations was performed on four different plant species. The results of these investigations are recorded in the data table below. Characteristics of Four Plant Species Plant Species Seeds Leaves Pattern of Vascular Type of Chlorophyll Bundles Present (structures in stem) A round/small needle-like scattered bundles chlorophyll a and b B long/pointed needle-like circular bundles chlorophyll a and c C round/small needle-like scattered bundles chlorophyll a and b D round/small needle-like scattered bundles chlorophyll b 71 Based on these data, which two plant species appear to be most closely related? Support your answer. [1] Plant species ____________ and __________ _______________________________________________________________________ _______________________________________________________________________ 71 72 What additional information could be gathered to support your answer to question 71? [1] _______________________________________________________________________ _______________________________________________________________________ 72 73 State one reason why scientists might want to know if two plant species are closely related. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment June 08 [22] 73 Base your answers to questions 74 and 75 on the data table below and on your knowledge of biology. For Teacher Use Only Dietary Preferences of Finches Species of Finch Preferred Foods A nuts and seeds B worms and insects C fruits and seeds D insects and seeds E nuts and seeds 74 Based on its preferred food, species B would be classified as a (1) decomposer (2) producer (3) carnivore (4) parasite 74 75 Which two species would most likely be able to live in the same habitat without competing with each other for food? (1) A and C (2) B and C (3) B and D 75 (4) C and E Living Environment June 08 [23] [OVER] Base your answers to questions 76 and 77 on the experimental setup shown below. For Teacher Use Only Key Beaker Water Starch indicator molecule Starch molecule Dialysis membrane 76 On the diagram below, draw in the expected locations of the molecules after a period of one hour. [1] 76 77 When starch indicator is used, what observation would indicate the presence of starch? [1] _______________________________________________________________________ _______________________________________________________________________ 77 78 State one reason why some molecules can pass through a certain membrane, but other molecules can not. [1] _______________________________________________________________________ _______________________________________________________________________ Living Environment June 08 [24] 78 For Teacher Use Only 79 A plant cell in a microscopic field of view is represented below. Microscope field of view w The width (w) of this plant cell is closest to (1) 200 m (2) 800 m (3) 1200 m (4) 1600 m 79 80 The diagram below represents a plant cell in tap water as seen with a compound light microscope. Which diagram best represents the appearance of the cell after it has been placed in a 15% salt solution for two minutes? (1) Living Environment June 08 (2) (3) [25] (4) 80 Tear Here The University of the State of New York Maximum Score Part REGENTS HIGH SCHOOL EXAMINATION A 30 LIVING ENVIRONMENT B 1 12 Tuesday, June 24, 2008 9:15 a.m. to 12:15 p.m., only B 2 13 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 . . . . . . . . . . 37 . . . . . . . . . . 2 .......... 12 . . . . . . . . . . 22 . . . . . . . . . . 32 . . . . . . . . . . 38 . . . . . . . . . . 3 .......... 13 . . . . . . . . . . 23 . . . . . . . . . . 33 . . . . . . . . . . 39 . . . . . . . . . . 4 .......... 14 . . . . . . . . . . 24 . . . . . . . . . . 34 . . . . . . . . . . 40 . . . . . . . . . . 5 .......... 15 . . . . . . . . . . 25 . . . . . . . . . . 35 . . . . . . . . . . 41 . . . . . . . . . . 6 .......... 16 . . . . . . . . . . 26 . . . . . . . . . . 36 . . . . . . . . . . 42 . . . . . . . . . . 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 Tuesday, June 24, 2008 9:15 a.m. to 12:15 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 . . . . .1 . . . . . 11 . . . . .3 . . . . 21 . . . . .1. . . . . 31 . . . . .3. . . . . 37 . . . . .4. . . . . 2 . . . . .4 . . . . . 12 . . . . .4. . . . . 22 . . . . .2. . . . . 32 . . . . .2. . . . . 38 . . . . .2. . . . . 3 . . . . .1 . . . . . 13 . . . . .2. . . . . 23 . . . . .3. . . . . 33 . . . . .4. . . . . 39 . . . . .4. . . . . 4 . . . . .4 . . . . . 14 . . . . .4. . . . . 24 . . . . .1. . . . . 34 . . . . .1. . . . . 40 . . . . .1. . . . . 5 . . . . .3 . . . . . 15 . . . . .3. . . . . 25 . . . . .2. . . . . 35 . . . . .3. . . . . 41 . . . . .3. . . . . 6 . . . . .1 . . . . . 16 . . . . .3. . . . . 26 . . . . .2. . . . . 36 . . . . .1. . . . . 42 . . . . .2. . . . . 7 . . . . .1 . . . . . 17 . . . . .2. . . . . 27 . . . . .4. . . . . 8 . . . . .4 . . . . . 18 . . . . .1. . . . . 28 . . . . .3. . . . . 9 . . . . .2 . . . . . 19 . . . . .1. . . . . 29 . . . . .1. . . . . 10 . . . . .2. . . . . 20 . . . . .2. . . . . 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 five 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 Tuesday, June 24, 2008. 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 43 [1] Allow 1 credit for marking an appropriate scale on the axis labeled Percentage of Electricity Generated. 44 [1] Allow 1 credit for constructing vertical bars to represent the data. Example of a 2-credit response for questions 43 and 44: Fuel Sources Used Percentage of Electricity Generated 90 80 70 60 50 40 30 20 ro Hy d Co a l r Nu cle a l Oi So lar 10 Fuel Source Note: Allow credit if the correct data are clearly represented, even if the bars are not shaded. 45 [1] Allow 1 credit for coal or oil. 46 [1] Allow 1 credit for hydro (water) or solar (Sun). 47 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Burning coal can produce air pollution or acid rain or global warming. Note: Do not allow credit for ozone layer destruction or just pollution. [4] LIVING ENVIRONMENT continued 48 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The hawk population will decrease because there will be fewer snakes since there are fewer frogs for them to eat. The hawk population will increase because there will be more grasshoppers for the shrews to eat and more shrews for the hawks to eat. 49 [1] Allow 1 credit. Acceptable responses include, but are not limited to: chloroplast cell wall 50 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Mating with another earthworm allows for variety in the species. better chances of survival due to variation or genetic recombination 51 [1] Allow 1 credit. Acceptable responses include, but are not limited to: 5. a. has white or clear or light wings 5. b. has shaded or black or dark wings Note: Allow credit for any response that shows a distinction in wing shading. 52 [1] Allow 1 credit for correctly identifying the species, as shown below. D Species ___ Species E C Species ___ [5] Species F B Species ___ A Species ___ [OVER] LIVING ENVIRONMENT continued 53 [1] Allow 1 credit for drawing one or more shapes on the virus that will fit with the receptor molecules on the human cell. Examples of 1-credit responses: 54 [1] Allow 1 credit. Acceptable responses include, but are not limited to: mutation mutagenic agent that led to a new protein 55 [1] Allow 1 credit. Acceptable responses include, but are not limited to: parasite/host (parasitic) pathogen/host (pathogenic) [6] LIVING ENVIRONMENT continued Part C 56 [1] Allow 1 credit for pancreas or Islets of Langerhans. 57 [1] Allow 1 credit. Acceptable responses include, but are not limited to: sugar glucose ketones 58 [1] Allow 1 credit. Acceptable responses include, but are not limited to: They can transfer pathogens to humans and domestic animals. Imported species may displace native species. increased competition for food and/or habitat for native species 59 [1] Allow 1 credit. Acceptable responses include, but are not limited to: make antibodies White blood cells will engulf and destroy pathogens. 60 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The coyote population will decrease, as the wolf will be a competitor for the same prey as the coyote. The coyote population will be unaffected because there is sufficient prey for both the wolf and the coyote. 61 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The coyotes control the growth of certain prey populations. 62 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The wolf was once a natural part of this ecosystem. to control the deer population There is adequate prey to support the wolf population. It would increase biodiversity. [7] [OVER] LIVING ENVIRONMENT continued 63 [3] Allow a maximum of 3 credits, allocated as follows: Allow 1 credit for stating the hypothesis to be tested. Acceptable responses include, but are not limited to: Tomato plants exposed to 16 hours of light will grow faster than those exposed to 8 hours of light. Light affects plant growth. A brighter light will cause the tomato plants to grow larger. Note: Do not allow credit for a hypothesis written in the form of a question. Allow 1 credit for identifying the independent variable in the experiment. responses include, but are not limited to: Acceptable the amount of light light the intensity of the light Allow 1 credit for describing the type of data to be collected. Acceptable responses include, but are not limited to: height of plants number of leaves size of leaves mass of the plants amount of growth Note: The type of data must be measurable. 64 [3] Allow a maximum of 3 credits, allocated as follows: Allow 1 credit for identifying one function regulated by the guard cells in leaves. Acceptable responses include but are not limited to: gas exchange respiration photosynthesis Allow 1 credit for explaining how guard cells carry out this function. Acceptable responses include but are not limited to: Guard cells change shape. Guard cells change the size of the leaf openings. Allow 1 credit for giving one possible evolutionary advantage of the position of guard cells on the leaves of land plants. Acceptable responses include but are not limited to: prevents excess evaporation of water on sunny days prevents the entrance of some pollutants [8] LIVING ENVIRONMENT continued 65 [1] Allow 1 credit. Acceptable responses include, but are not limited to: No, mutations in body cells are not transmitted to offspring. No, only mutations in gametes are transmitted to offspring. 66 [2] Allow a maximum of 2 credits, 1 credit for each of two acceptable responses. Acceptable responses include, but are not limited to: decrease in consumers/biodiversity decrease in oxygen decrease in available energy increase in carbon dioxide 67 [1] Allow 1 credit. Acceptable responses include, but are not limited to: doesn t allow for recycling of nutrients in the lawn takes up landfill space [9] [OVER] LIVING ENVIRONMENT continued Part D 68 2 69 1 70 1 71 [1] Allow 1 credit. Acceptable responses include, but are not limited to: A and C most characteristics in common A and C same type of chlorophyll present 72 [1] Allow 1 credit. Acceptable responses include, but are not limited to: structure of protein molecules types of enzymes present DNA sequences other physical characteristics 73 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Two related plants may produce similar substances that could be used for medicines. A related plant may provide a cheaper source of a substance. If a plant becomes extinct, a related plant may provide an alternative source of a substance. 74 3 75 2 [10] LIVING ENVIRONMENT concluded 76 [1] Allow 1 credit for drawing all the s inside the membrane only, and drawing some of the xs inside and some outside the membrane. Example of a 1-credit response: Note: The starch indicator does not have to be evenly distributed. 77 [1] Allow 1 credit. Acceptable responses include, but are not limited to: A blue-black color would indicate the presence of starch. A color change would occur. 78 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Some molecules are too large to pass through the membrane. Some molecules are not soluble. the permeability of the membrane 79 2 80 3 [11] [OVER] The Chart for Determining the Final Examination Score for the June 2008 Regents Examination in Living Environment will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Tuesday, June 24, 2008. 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 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 June 2008 Living Environment Question Numbers Standards Part A 1 30 Part B 1 31 42 Part B 2 43 55 Part C 56 67 Standard 1 Analysis, Inquiry and Design Key Idea 1 32 Key Idea 2 33,34 Key Idea 3 39 43,44 31 51,52 Appendix A (Laboratory Checklist) 63 Standard 4 Key Idea 1 1,2,4,5,9,25 35,36,42 48,53 Key Idea 2 3,6,7,10,11,12 38 50 Key Idea 3 8,13,14,16 40,41 54 65 Key Idea 4 17,18,21,22 37 Key Idea 5 15,19,20,23 49 56,57,59,64 Key Idea 6 24,27,28 55 60,61,62,66 Key Idea 7 26,29,30 45,46,47 58,67 Part D 68 80 Lab 1 68,69,71,72,73 Lab 2 70 Lab 3 74,75 Lab 5 76,77,78,79,80

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Additional Info : Refer : Scoring Key (page 29)
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