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New York Regents Living Environment August 2012

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LIVING ENVIRONMENT The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT Friday, August 17, 2012 12:30 to 3:30 p.m., only Student Name _____________________________________________________________ School Name ______________________________________________________________ Print your name and the name of your school on the lines above. 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. 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, 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. 1 The cell represented below produces oxygen. 4 Which statement concerning cell communication is correct? (1) DNA codes for certain molecules that become cell receptors involved in cell communication. (2) Cells produce ATP molecules, which become cell receptors for communication. (3) Cells build new cell parts, which function as communication genes. (4) Certain proteins use cell communication to build new cell parts made of DNA. A B C D Which structure allows the passage of this oxygen to the environment? (1) A (3) C (2) B (4) D 5 A towel placed on a lawn for a length of time can cause the grass beneath it to lose its green color. The most probable explanation for this is that darkness (1) affects the expression of certain genes in the grass (2) causes a mutation in the plants (3) affects the structure of cell membranes in the grass (4) causes plants to switch to heterotrophic nutrition 2 The diagram below represents a cell and several molecules. The number of molecules shown represents the relative concentration of the molecules inside and outside of the cell. Key Cell Molecule A Molecule B Molecule C 6 Which sequence correctly represents the arrangement of structures containing genetic material, from the largest to the smallest size? (1) chromosome gene nucleus (2) nucleus chromosome gene (3) gene chromosome nucleus (4) gene nucleus chromosome Molecule B could enter the cell as a direct result of (1) digestion (2) diffusion (3) active transport (4) enzyme production 7 The DNA of a fly and the DNA of a gorilla are made up of subunits that are (1) arranged in the same order in both species (2) arranged in chains of the same length in both species (3) different bases in each of the two species (4) in different sequences in each of the two species 3 Which two terms are considered to be opposite processes? (1) photosynthesis and autotrophic nutrition (2) cloning and mitosis (3) digestion and synthesis (4) dynamic equilibrium and homeostasis Living Environment Aug. 12 [2] 13 The crucian carp, a Scandinavian fish, thrives in shallow ponds that freeze over during winter. While other creatures in the pond die from lack of oxygen, these carp are able to obtain energy through a biochemical pathway that does not require oxygen. This characteristic is an example of a (1) feedback mechanism common to carnivores that inhabit shallow pond ecosystems (2) favorable adaptive trait that has led to increased survival (3) stage of succession that leads to a new community (4) gene mutation that occurred because carp need to survive to maintain ecological stability 8 The diagram below represents one process that might occur in cells. ATTCAGACG ATTCGGACG Which process is represented in the diagram? (1) cell reproduction (3) mutation (2) meiosis (4) gene replication 9 The way a protein molecule is folded determines the shape of the molecule, which determines the (1) function of that protein (2) structure of ATP containing that protein (3) type of simple sugars in that protein (4) amino acids in that protein 14 Examination of ancient rock layers at a certain location reveals many different fossils. Which conclusion can be drawn concerning the species that formed these fossils? (1) Only the predators are still present. (2) Many of them are now extinct. (3) They produced offspring that were all genetically identical. (4) They had no variations due to mutations. 10 In order for a species to evolve, it must be able to (1) consume a large quantity of food (2) reproduce successfully (3) maintain a constant body temperature (4) be domesticated 11 Domestic horses have a greater diversity of coat colors than that of wild horses. The process that led to a greater diversity of coat colors in domestic horses is (1) selective breeding (3) gene alteration (2) random mutation (4) natural selection 15 Breathing rate is constantly being monitored and adjusted in the human body, which results in (1) the differentiation of mature body cells (2) feedback mechanisms removing damaged cells (3) modification of gene activity in cells (4) the internal environment being kept within certain limits 12 A population of white moths lives in a forest near a factory. This factory burns coal and pollutes the air with black dust. Over time, this dust has settled on the trees in the area, making them darker in color. This could result in (1) an increase in the white moth population (2) a decrease in the white moth population (3) an increase in the number of trees in the area (4) a decrease in the air pollution affecting the area Living Environment Aug. 12 16 Modern technology could be used to clone pet dogs and cats. The cloned animals would resemble the original pets because (1) the genes of the new animals are different from those of the original pets (2) half of the genetic information of the new animals is the same as that of the original pets (3) the new animals have mutations not found in the original pets (4) the new animals have the same genetic information as the original pets [3] [OVER] 21 More energy can be released from a fat molecule than from a glucose molecule because the fat molecule contains more (1) genes (3) chemical bonds (2) organic compounds (4) mitochondria 17 The colors and scents of plants attract helpful insects and repel insects that feed on them. The production of the proteins that provide these colors and scents is the direct result of the (1) behavior learned from parent plants (2) presence of specific genes (3) the genetic makeup of the surrounding vegetation (4) inability of plants to move as animals do 22 People who have AIDS are more likely than others to become ill with multiple infections because the pathogen that causes AIDS (1) targets many body systems (2) mutates, releasing toxins directly into the bloodstream (3) increases the rate of enzyme activity in different types of body cells (4) damages the immune system 18 Which situation would be part of the normal reproductive cycle of a human? (1) the presence of testosterone regulating gamete production in a male (2) estrogen in concentrations that would produce sperm in a female (3) a high progesterone level in a male (4) a low insulin level in either a male or a female 23 Which organism would most likely have new gene combinations? (1) a frog that was produced from a skin cell of a frog (2) a hamster resulting from sexual reproduction (3) a bacterium resulting from asexual reproduction (4) a starfish that grew from part of a starfish 19 What is the primary source of energy for all the organisms in the ecosystem represented below? Sun (1) (2) (3) (4) 24 A certain fungus can be harmful when it infects the outermost layers of the human foot, while another type of fungus can be beneficial when it recycles nutrients by breaking down dead organisms. Which terms identify these two roles of fungi? (1) producer, prey (2) host, autotroph (3) parasite, decomposer (4) herbivore, predator photosynthesis in the producers respiration in the heterotrophs light energy from the Sun minerals from the rocks 25 Shawangunk Grasslands National Wildlife Refuge has been developed from an abandoned airport to restore habitat for six species of birds that require an area rich in tall grasses. Workers must continually remove trees that are beginning to invade the area as a result of (1) direct harvesting (2) genetic engineering (3) evolutionary change (4) ecological succession 20 Which statement best describes enzymes? (1) Every enzyme controls many different reactions. (2) The rate of activity of an enzyme might change as pH changes. (3) Temperature changes do not affect enzymes. (4) Enzymes are produced from the building blocks of carbohydrates. Living Environment Aug. 12 [4] 29 Which occurrence most likely led to the other three? (1) Human population growth reached 6.8 billion in 2010 and it continues to increase. (2) The number of African elephants has declined from 1.2 million in 1979 to about 20,000 today. (3) Approximately 6,500 gallons of oil were spilled into a river in Illinois after a pipeline broke. (4) At one time, rain forests covered 14 percent of Earth and today they cover only 6 percent. 26 In order for an ecosystem to remain stable there must be (1) drastic modifications to the environment (2) interrelationships and interdependencies among organisms (3) limited biodiversity (4) gradual changes in the climate 27 Some data suggest that the average global temperature will increase by 1 C 2 C by the year 2050. If this occurs, a major concern for humans would most likely be that (1) sea levels might rise enough to flood some coastal areas (2) long-term stability of the climate will benefit ecosystems (3) the availability of salt water for agricultural use will increase (4) the threat of extinction of land organisms will decrease 30 A community is trying to decide on the location for a new shopping center. Two possible locations have been proposed, with each location having some benefits and some problems. The proper approach to deciding the best location would be to (1) select the site that could hold the most stores (2) select the site that would be the least expensive to develop (3) compare the problems, but not the benefits (4) compare the trade-offs of building at either location 28 A wetland provides a variety of services for an ecosystem, such as filtering pollutants from the water, allowing animals to lay eggs and reproduce, and producing fertile soils for plants. When humans build houses on wetland areas, they always (1) change this area so these processes can still take place (2) create new habitats for the wetland species (3) transport the wetland species to a new area (4) make changes that might not be reversible Living Environment Aug. 12 [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. 33 Which statement is a valid inference concerning structure X represented in the diagram below? 31 A diagram of the actual size of a peppered moth wingspan is shown below. X Wingspan An estimated length of the wingspan could be (1) 3 centimeters (3) 3 milliliters (2) 3 grams (4) 3 kilometers 32 An investigation was carried out to determine which of three antibacterial soaps is most effective. Four petri dishes labeled A, B, C, and D were set up. The same amount and type of bacteria was added to each dish. Next, 2 mL of a different brand of soap were added to dishes B, C, and D. Then, 2 mL of water were added to dish A, instead of soap. The dishes were incubated at 37 C for 24 hours. At the end of the investigation, the amount of bacteria in each dish was determined. Dish D had the least bacteria. It was concluded that the soap in dish D was the most effective soap to use against bacteria. (1) Structure X contains guard cells that regulate glucose intake. (2) Structure X carries out heterotrophic nutrition. (3) Structure X produces gametes for asexual reproduction. (4) Structure X transports materials for metabolic activities. 34 The diagram below represents a food web composed of producers, consumers, and decomposers. Which statement best describes the validity of this conclusion? (1) The conclusion is not valid since the same amount of bacteria was used in each dish. (2) The conclusion is valid since too small a sample of bacteria was used in this investigation. (3) The conclusion is valid since the amounts of bacteria were measured at the end of the investigation. (4) The conclusion might not be valid since the investigation was carried out only once. Living Environment Aug. 12 A B D C Which group would represent the decomposer organisms? (1) A (3) C (4) D (2) B [6] 35 The chart below shows three ecological terms used to describe levels of organization on Earth. A ecosystem B population C biosphere Which diagram best represents the relationship of these ecological terms? B C A A A C C B (1) A B B (2) C (3) (4) 36 The diagram below represents some changes that took place in a bacterial population recently exposed to an antibiotic. Antibiotic treatment Day 1 Day 2 Day 3 Day 4 Which statement would best explain the presence of bacteria on day 4? (1) A bacterial population cannot survive exposure to antibiotics. (2) This bacterial population cannot survive exposure to this antibiotic. (3) Bacteria can change whenever it is necessary to survive antibiotic treatment. (4) Some of the bacterial population was resistant to this antibiotic. Living Environment Aug. 12 [7] [OVER] 37 Two different species of single-celled organisms that eat the same food were placed in the same container. A constant food supply was provided starting on day 2, and the populations were monitored daily. The graph below represents the growth of the two populations. Size of Population Growth of Two Populations P. aurelia P. caudatum 2 4 6 8 10 12 14 16 18 Days The most likely reason for the observed changes in the populations over the 18-day period is (1) P. caudatum outcompeted P. aurelia (3) the two species shared available resources (2) P. aurelia outcompeted P. caudatum (4) P. caudatum became a predator for P. aurelia Base your answers to questions 38 and 39 on the diagram below and on your knowledge of biology. The diagram represents the reproductive systems of the human female and male. G A F D B H C E 38 In which structure would both mitosis and differentiation of an embryo occur? (1) G (3) E (2) B (4) D 39 In which structure do gametes usually unite to produce a zygote? (1) A (3) C (2) G (4) F Living Environment Aug. 12 [8] Biodiversity Biodiversity 40 Which graph best shows the relationship between the amount of biodiversity and the number of different populations in an ecosystem? (1) (3) Biodiversity Number of Different Populations Biodiversity Number of Different Populations Number of Different Populations Number of Different Populations (2) (4) 41 The diagram below represents one possible evolutionary change that could have led lobe-finned fish to develop into the first amphibians. Amphibians are animals that live on land some of their life. Millions of years Land Water Lobe-finned fish Early amphibian This change from fins on the lobe-finned fish to legs and feet on the early amphibian is most likely due to (1) a sudden mutation that changed the gills of the lobe-finned fish to lungs (2) increased competition between animals that had adapted to living on the land (3) the need to move to land because of increased competition for food in the ocean (4) variations among offspring, followed by natural selection Living Environment Aug. 12 [9] [OVER] Base your answers to questions 42 and 43 on the information below and on your knowledge of biology. Yes, This Big Lizard is Pink A new study from the University of Rome Tor Vergata shows that a rare strawberry-tinted land iguana [rosada iguana] in the Galapagos Islands is genetically distinct from other iguanas there, having diverged from them more than five million years ago as the archipelago [a group of islands] formed. The rosada iguana which escaped Darwin s notice was discovered only recently, largely because it lives on the desolate slopes of an active volcano. Source: Smithsonian, March 2009 42 Which diagram best represents the evolutionary pathway of the strawberry-tinted iguana? Time (millions of years ago) Present day 1 2 3 4 5 6 (1) (2) (3) (4) 43 According to information in the article, it is most likely that (1) the ancestors of this iguana were separated from ancestors of other Galapagos iguanas millions of years ago and adapted to different environments (2) the ancestors of this iguana came from the mainland of South America millions of years ago and needed to adapt to the conditions of the Galapagos (3) gases released from an active volcano caused ancestral iguanas to mutate so they could adapt to the hot, dry environment near the volcano (4) it is a color variation of the same species of iguana that lives elsewhere on the island, and it was not discovered because it blended in with its environment near the volcano Living Environment Aug. 12 [10] 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 and 45 on the information below and on your knowledge of biology. A student grew ten tomato plants from seed. After three weeks, the heights of the ten plants were measured in centimeters (cm). The results are shown below. Tomato Tomato Tomato Tomato Tomato plant plant plant plant plant A B C D E = = = = = 5 cm 3 cm 3 cm 3 cm 5 cm Tomato Tomato Tomato Tomato Tomato plant plant plant plant plant F G H I J = = = = = 9 cm 7 cm 5 cm 3 cm 7 cm 44 Organize the data by completing both columns in the data table below, so that the height of the plants increases from the top to the bottom of the table. [1] Height of Tomato Plants After Three Weeks Height of Plant (cm) Number of Tomato Plants 45 State one likely reason for differences in the heights of the plants. [1] Living Environment Aug. 12 [11] [OVER] 46 The chart below contains characteristics that can be used to classify organisms A, B, and C. Characteristics Organism A Organism B Organism C Number of Cells single celled multicellular single celled Type of Nutrition autotrophic autotrophic heterotrophic Nuclear Membrane absent present absent Ribosomes present present present State one reason why organism A and organism C might be placed into two different classification groups, even though they are both single celled. [1] Base your answers to questions 47 through 50 on the passage below and on your knowledge of biology. Keystone Species A keystone species is one whose presence contributes to the diversity of life and whose extinction would lead to the extinction of other forms of life. A keystone species helps to support the ecosystem of which it is a part. An example of what can happen when a keystone species is removed occurred when fur hunters eliminated sea otters from some Pacific Ocean kelp beds. Otters eat sea urchins, which eat kelp. With its major predator gone, sea urchin populations exploded and consumed most of the kelp. Fish, snails, and other animals associated with the kelp beds disappeared. The grizzly bear is another example of a keystone species. Grizzlies transfer nutrients from the ocean ecosystem to the forest ecosystem. The first stage of this transfer is performed by salmon that swim up rivers, sometimes for hundreds of miles. Salmon are rich in nitrogen, sulfur, carbon, and phosphorus. The bears capture the salmon and carry them onto dry land, scattering nutrient-rich feces (wastes) and partially eaten salmon carcasses. It has been estimated that the bears leave up to half of the salmon they harvest on the forest floor. Note: The answer to question 47 should be recorded on your separate answer sheet. 47 One action humans can take that might ensure that these sea otters will continue their function as a keystone species in their environment is to (1) establish a sea otter wildlife refuge in the Atlantic Ocean (2) pass laws to regulate the hunting of sea otters (3) plant kelp in the Pacific Ocean (4) destroy sea urchins found living in the kelp beds Living Environment Aug. 12 [12] 48 Some people feel the grizzly bear should be eliminated from parts of its natural range. Describe the impact of this proposed action on the forest ecosystems in these areas if the bears are eliminated. Support your answer with information from the passage. [1] Note: The answers to questions 49 and 50 should be recorded on your separate answer sheet. 49 Which organism is most likely not functioning as a keystone species in its ecosystem? (1) beaver transforms its territory from a stream to a pond or swamp, maintaining the habitat for a variety of native species (2) elephant destroys trees, making room for grass species and preventing the environment from becoming a woodland (3) black-tailed prairie dogs burrows act as homes to other creatures, including burrowing owls, badgers, rabbits, snakes, salamanders, and insects (4) zebra mussels compete with native species, reducing the biodiversity of the Great Lakes ecosystem 50 Which sequence best represents the feeding relationships in a kelp ecosystem that has not been disturbed by humans? (1) sea urchins kelp fish (3) kelp sea otters sea urchins (2) kelp sea urchins sea otters (4) sea urchins snails kelp 51 State one role of white blood cells at the site of a wound during the healing of the wound. [1] 52 Explain why changes in climate can result in the extinction of a species. [1] Living Environment Aug. 12 [13] [OVER] Base your answers to questions 53 through 55 on the diagram below and on your knowledge of biology. The diagram compares cell functions with jobs in a factory. Shipping A Mitochondrion Protein being exported F U E L Ribosomes Nucleus Chloroplast 53 Which two chemical waste products are most likely represented by the smoke above the mitochondrion? [1] ______________________________________ and _____________________________________________ 54 What chemical substance produced by the mitochondrion is represented by arrow A? [1] 55 Which cell structure synthesized the Protein being exported ? [1] Living Environment Aug. 12 [14] 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 60 on the information below and on your knowledge of biology. Poison ivy is a weed that grows in New York State. It synthesizes an oil, urushiol, that causes skin rashes. Researchers have found that if poison ivy grows in an environment that contains an increased concentration of carbon dioxide, the plants grow larger, faster, and produce more urushiol. Because carbon dioxide levels in the atmosphere are rising, poison ivy might become a hazard to people who work or vacation outdoors. 56 60 In order to verify this research, experiments must be carried out. Design an experiment to test whether poison ivy is affected by air containing higher than normal concentrations of carbon dioxide. In your answer, be sure to: state the hypothesis the experiment would test [1] state one way the control group should be treated differently from the experimental group [1] identify two conditions that should be kept the same in both the control and the experimental groups [1] describe the type of data to be collected [1] identify one safety precaution that should be taken during the experiment and explain why it is necessary [1] Living Environment Aug. 12 [15] [OVER] Base your answers to questions 61 and 62 on the information below and on your knowledge of biology. Invasion of the Giant Rodents Large, 20-pound rodents [nutria] that were originally from South America are spreading northward from the southern United States. The nutria were brought in and raised in the southern United States for their fur. Nutria escaped and started a wild population. They have since moved up the east coast, damaging plant life in Delaware and Maryland. Currently, they have reached New Jersey. These rodents are damaging New Jersey s marshland ecosystems. A nutria can eat up to 5 pounds of marshland plants a day. This loss of plant life is harming the marshland ecosystems. 61 A wildlife manager in New Jersey wants to use poisons to destroy the nutria. State one problem that might result from this action. [1] 62 State one reason why the removal of plant life by the nutria can harm marshland ecosystems. [1] Living Environment Aug. 12 [16] Base your answers to questions 63 through 66 on the information below and on your knowledge of biology. Research has shown that plants might chemically change their environment. The roots of certain plants release many chemicals. Some chemicals made by plants can kill nearby plants or discourage herbivores from eating them. Other plant chemicals kill plant pathogens such as bacteria and fungi. 63 State two ways that the release of these chemicals is beneficial to these plants. [1] (1) (2) 64 Predict what would happen to the size of the population of these plants if other plants in the area began releasing similar chemicals. Support your answer. [1] 65 Predict what would happen to the herbivore population if many plants in the area made protective chemicals. Support your answer. [1] 66 Predict one way the carnivores in the area could be affected by the production of protective chemicals by plants. Support your answer. [1] Living Environment Aug. 12 [17] [OVER] Base your answer to question 67 70 on the information below and on your knowledge of biology. An Experimental SARS Vaccine Works in Animals Scientists reported that they had protected animals from the effects of the SARS virus by using an experimental vaccine. The SARS virus causes an acute respiratory illness in humans and other animals. This vaccine was sprayed once into the nostrils of each of four African green monkeys. Four weeks later, these monkeys were exposed to the virus that causes SARS. The monkeys showed no sign of the disease in their respiratory tracts. Blood tests confirmed the presence of proteins known as neutralizing antibodies that indicate protection against disease. The scientists also sprayed a placebo (a substance that did not contain the vaccine) into the nostrils of each of four other African green monkeys. After exposure to the virus that causes SARS, all of these monkeys developed symptoms of this condition. 67 70 Briefly explain the nature of a vaccine and some steps that should be taken before a vaccine is available for public use. In your answer, be sure to include: a description of what a vaccine is [1] an explanation of why one group had a placebo sprayed into their nostrils before exposure to the virus [1] an explanation of why scientists used monkeys to test the SARS vaccine [1] a statement of what could be done to verify the results [1] Living Environment Aug. 12 [18] Base your answers to questions 71 and 72 on the diagram below and on your knowledge of biology. The diagram identifies four groups that can have an effect on air quality in New York State. Environmental agencies Health professionals Air quality Community groups Industry 71 Identify one specific air-quality problem caused by pollution that affects New York State. [1] 72 Select one of the four groups and record its name on the space below. Describe one way the group you selected could help to improve the air quality in New York State. [1] Group: Living Environment Aug. 12 [19] [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 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 73 through 75 on the diagram below and on your knowledge of biology. Woodpecker finch Warbler finch Sharp-beaked ground finch Small insectivorous tree finch ills ls ng fi n bi l Seed eaters gb Insect eaters Medium ground finch es spi ch Gra ou h in Tre e Cactus eaters us Parrot-like b i l ls Gr fin Vegetarian tree finch Small ground finch Cr ch es er Warblh finc ing bills P r ob nd Large insectivorous tree finch Cactus ground finch Large ground finch Fruit eaters Source: www.pbs.org Note: The answers to questions 73 through 75 should be recorded on your separate answer sheet. 73 Which two finches could temporarily occupy the same niche? (1) large ground finch and warbler finch (2) vegetarian tree finch and medium ground finch (3) large insectivorous tree finch and woodpecker finch (4) small insectivorous tree finch and cactus ground finch 74 Several of the Galapagos Islands are inhabited by grasshoppers, beetles, flies, bees, and butterflies. Finches that feed on these consumers would have beaks adapted for (1) probing, only (3) crushing or probing (2) probing or grasping (4) parrotlike feeding or grasping 75 Farmers on a few of the Galapagos Islands have orchards of oranges, apples, grapes, and pears. Which species of finch would consume these foods? (1) woodpecker finch (3) sharp-beaked ground finch (2) small ground finch (4) vegetarian tree finch Living Environment Aug. 12 [20] Base your answers to questions 76 and 77 on the diagram below and on your knowledge of biology. The diagram shows the evolutionary relationships of some organisms. Platypus Opossum Cow Gorilla Chimp Monkey Mouse Rat Horse Dog Note: The answer to question 76 should be recorded on your separate answer sheet. 76 Which two organisms would most likely synthesize the most similar enzymes? (1) monkey and mouse (3) chimp and rat (2) cow and horse (4) horse and dog 77 Scientists want to compare the DNA of these organisms. Identify a technique that could be used to produce bands of DNA fragments for this comparison. [1] Living Environment Aug. 12 [21] [OVER] Base your answers to questions 78 through 80 on the information below and on your knowledge of biology. DNA samples were taken from three different species and used to determine the amino acid sequence for a portion of a particular protein. The amino acids were then compared in order to determine which species were most closely related. Some of the information is shown on the table below. DNA base sequence Species mRNA base sequence A amino acid sequence DNA base sequence Species mRNA base sequence B amino acid sequence DNA base sequence Species mRNA base sequence C amino acid sequence GAC CUG LEU GAC TGA ACU THR AGA UCU LEU GAC CUG LEU CTC GAG CAC GUG VAL CAC CTT GAA TGC VAL CTC CAC GUG VAL THR GLU TGA ACU TGA ACU THR AGA UCU SER 78 Using the information given, fill in the missing mRNA base sequences in the table for species B and species C. [1] 79 Using the Universal Genetic Code Chart below, fill in the missing amino acid sequences in the table for species A and species B. [1] 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 80 State one specific effect on the protein produced if an mRNA code is changed from AGU to AGA. [1] Living Environment Aug. 12 [22] Note: The answer to question 81 should be recorded on your separate answer sheet. 81 In an experiment to test the effect of exercise on the number of times a clothespin can be squeezed in 1 minute, the dependent variable would be the (1) test subject (3) number of squeezes (2) amount of exercise (4) clothespin Base your answers to questions 82 through 84 on the information and diagram below and on your knowledge of biology. In an experiment, students placed a dialysis bag containing 100 mL of a starch-water mixture in a beaker of water, as shown below. They left the setup until class the next day, when they removed the dialysis bag and measured the volume of the contents. They found that there were now 125 mL of the starch-water mixture. Water Water 100 mL starch-water mixture 125 mL starch-water mixture Day One Day Two Note: The answer to question 82 should be recorded on your separate answer sheet. 82 To measure the volume of the starch-water mixture in the dialysis bag, the students should have used a (1) meterstick (3) graduated cylinder (2) triple-beam balance (4) test tube 83 Identify the process that caused the increase in volume. [1] 84 Identify one organ in the human body where this process occurs and identify one substance that moves into the blood at that location. [1] Organ: Substance: 85 State one possible reason a certain substance can not pass across a cell membrane. [1] Living Environment Aug. 12 [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 Friday, August 17, 2012 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/apda/ 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 . . . . . . 2 . . . . . . 25 . . . . . . 4 . . . . . . 2 ......3...... 10 . . . . . . 2 . . . . . . 18 . . . . . . 1 . . . . . . 26 . . . . . . 2 . . . . . . 3 ......3...... 11 . . . . . . 1 . . . . . . 19 . . . . . . 3 . . . . . . 27 . . . . . . 1 . . . . . . 4 ......1...... 12 . . . . . . 2 . . . . . . 20 . . . . . . 2 . . . . . . 28 . . . . . . 4 . . . . . . 5 ......1...... 13 . . . . . . 2 . . . . . . 21 . . . . . . 3 . . . . . . 29 . . . . . . 1 . . . . . . 6 ......2...... 14 . . . . . . 2 . . . . . . 22 . . . . . . 4 . . . . . . 30 . . . . . . 4 . . . . . . 7 ......4...... 15 . . . . . . 4 . . . . . . 23 . . . . . . 2 . . . . . . 8 ......3...... 16 . . . . . . 4 . . . . . . 24 . . . . . . 3 . . . . . . Part B 1 31 . . . . . . 1 . . . . . . 35 . . . . . . 1 . . . . . . 39 . . . . . . 1 . . . . . . 32 . . . . . . 4 . . . . . . 36 . . . . . . 4 . . . . . . 40 . . . . . . 1 . . . . . . 33 . . . . . . 4 . . . . . . 37 . . . . . . 2 . . . . . . 41 . . . . . . 4 . . . . . . 34 . . . . . . 1 . . . . . . 38 . . . . . . 4 . . . . . . 42 . . . . . . 3 . . . . . . Part B 2 47 . . . . . . 2 . . . . . . 49 . . . . . . 4 . . . . . . 50 . . . . . . 2 . . . . . . 73 . . . . . . 3 . . . . . . 75 . . . . . . 4 . . . . . . Part D 81 . . . . . . 3 . . . . . . 74 . . . . . . 2 . . . . . . 76 . . . . . . 4 . . . . . . 82 . . . . . . 3 . . . . . . 43 . . . . . . 1 . . . . . . 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. 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. 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/apda/ on Friday, August 17, 2012. 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. 12 [2] Part B 2 44 [1] Allow 1 credit for completing the data table. Example of a 1-credit response for question 44: Height of Tomato Plants After Three Weeks Height of Plant (cm) Number of Tomato Plants 3 4 5 3 7 2 9 1 45 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Some may have received more water/sunlight/nutrients. differences in genes mutations different types of tomato plants 46 [1] Allow 1 credit. Acceptable responses include, but are not limited to: They have different nutritional requirements. A is an autotroph and C is a heterotroph. They have at least one very different characteristic. 47 MC on scoring key 48 [1] Allow 1 credit for describing the impact of the proposed action on the forest ecosystems in these areas if the bears are eliminated and supporting the answer. Acceptable responses include, but are not limited to: The forest ecosystem would not get the nitrogen, sulfur, carbon, and phosphorus it needs, since grizzly bears leave these elements. The plants and animals that require the nutrients from the salmon carcasses would not be able to survive. The forest ecosystem would change without nutrients from decaying fish. Living Environment Rating Guide Aug. 12 [3] 49 MC on scoring key 50 MC on scoring key 51 [1] Allow 1 credit. Acceptable responses include, but are not limited to: White blood cells engulf bacteria that might have entered the wound. White blood cells produce antibodies that attack pathogens that may have entered the cut. They fight infection. 52 [1] Allow 1 credit. Acceptable responses include, but are not limited to: These changes could result in an environment not suitable for some species. Extinction can result when a species lacks sufficient variation to survive in a changing environment. A change could result in less food for the species. 53 [1] Allow 1 credit for carbon dioxide and water. 54 [1] Allow 1 credit for ATP. 55 [1] Allow 1 credit for ribosome. Living Environment Rating Guide Aug. 12 [4] Part C Note: The student s responses to the bulleted items in question 56 60 need not appear in the following order. 56 [1] Allow 1 credit for stating the hypothesis the experiment would test. Acceptable responses include, but are not limited to: If poison ivy grows in a place with a higher than normal concentration of carbon dioxide, then it will grow taller. In high concentrations of carbon dioxide, poison ivy will grow faster. Large concentrations of carbon dioxide will cause poison ivy to produce more urushiol. Different concentrations of carbon dioxide will affect the growth rate of poison ivy plants. Note: Do not allow credit for a hypothesis written in the form of a question. 57 [1] Allow 1 credit for stating one way the control group should be treated differently from the experimental group. Acceptable responses include, but are not limited to: The experimental group would be exposed to a higher than normal concentration of carbon dioxide. The control group would be exposed to the same level as before (normal level). The control group would have plants growing at normal carbon dioxide level. The experimental group would have plants growing at a higher carbon dioxide level. Note: Do not allow credit for the control receiving no carbon dioxide. 58 [1] Allow 1 credit for identifying two conditions that should be kept the same in both the control and the experimental groups. Acceptable responses include, but are not limited to: The soil should be the same. amount of water is the same same species of plant used The length of exposure to daylight should be the same. the initial size of plants 59 [1] Allow 1 credit for describing the type of data to be collected. Acceptable responses include, but are not limited to: heights of plants average number of plant leaves total mass of plants size of leaves on the plants amount of urushiol produced Note: Allow credit for an answer consistent with the student s hypothesis for question 56. The type of data must be measurable and must relate to the student s hypothesis for question 56. Living Environment Rating Guide Aug. 12 [5] 60 [1] Allow 1 credit for identifying one safety precaution that should be taken during the experiment and explaining why it is necessary. Acceptable responses include, but are not limited to: Wear gloves to avoid exposure to the oil (urushiol). Wear goggles to protect your eyes from the oil. Avoid direct contact with poison ivy to avoid getting a rash. 61 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Other animals might be poisoned. Beneficial organisms might be destroyed. The poisons might be harmful to people. 62 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Plants provide food for native consumers. Fish hide among plants to avoid predators. The marshland food web might be altered. decreased biodiversity 63 [1] Allow 1 credit for two acceptable responses. Acceptable responses include, but are not limited to: It will keep them from getting a disease. It will keep them from getting eaten. It protects them from pathogens. It will give them a competitive advantage. It keeps other plants from growing nearby. 64 [1] Allow 1 credit for predicting what would happen to the size of the population of these plants if other plants in the area began releasing similar chemicals and supporting the answer. Acceptable responses include, but are not limited to: The chemicals from other plants would harm this species, so its numbers will decline. The plant population will decrease, since the chemicals might make the other species more competitive. The population size might not change because the chemical may affect only bacteria or fungi. The population would increase because they would all be releasing chemicals that kill pathogens. Living Environment Rating Guide Aug. 12 [6] 65 [1] Allow 1 credit for predicting what would happen to the herbivore population if many plants in the area made protective chemicals and supporting the answer. Acceptable responses include, but are not limited to: Herbivores will increase if more plants are protected from pathogens. The herbivore population might decline if they have no food. The herbivores will have less food, so they will migrate to another area. 66 [1] Allow 1 credit for predicting one way the carnivores in the area could be affected by the production of protective chemicals by plants and supporting the answer. Acceptable responses include, but are not limited to: The carnivores will increase if there are more herbivores. The carnivore population would probably decline because their food source would probably decline. The carnivores might migrate to a different area where more food is available. Note: The student s response to the bulleted items in question 67 70 need not appear in the following order. 67 [1] Allow 1 credit for a description of what a vaccine is. Acceptable responses include, but are not limited to: a substance injected to stimulate the immune system to produce antibodies A vaccine contains a dead/weakened pathogen that stimulates an immune response. a substance that is administered that contains antigens It has a small piece of the virus/viral coat, which causes the formation of antibodies. Note: Do not accept a response that indicates that a vaccine contains a little bit of the disease or a small amount of the virus. 68 [1] Allow 1 credit for explaining why one group had a placebo sprayed into their nostrils before exposure to the virus. Acceptable responses include, but are not limited to: The group that received the placebo was the control group. to see if the vaccine makes a difference Living Environment Rating Guide Aug. 12 [7] 69 [1] Allow 1 credit for explaining why scientists used monkeys to test the SARS vaccine. Acceptable responses include, but are not limited to: Scientists used monkeys to test the vaccine because of their biological similarity to humans. Monkeys are affected by the SARS virus, also. There are stricter regulations regarding testing on humans, that must be followed. 70 [1] Allow 1 credit for stating what could be done to verify the results. Acceptable responses include, but are not limited to: researcher could repeat the experiment use a larger sample size verify blood samples were not contaminated check that equipment is working properly 71 [1] Allow 1 credit. Acceptable responses include, but are not limited to: acid rain global warming smog high particulate concentration increased carbon dioxide Note: Do not allow credit for pollution. 72 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Group: Industry could reduce the amount of carbon dioxide or other pollutants it puts into the air could add scrubbers to their smokestacks Group: Environmental agencies could enforce the laws that limit the kinds and amounts of specific pollutants could fine companies and individuals that are not within the legal levels could propose new legislation to further reduce air pollution Group: Health professionals could point out the dangers associated with air pollution/smog could motivate people to modify their activities that reduce air quality Group: Community groups could lobby for legislation that regulates the release of specific pollutants could encourage politicians to pass laws that regulate the amounts of specific air pollutants that can be released could organize boycotts of companies that pollute the air could run recycling programs Living Environment Rating Guide Aug. 12 [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. Acceptable responses include, but are not limited to: electrophoresis gel electrophoresis DNA fingerprinting 78 [1] Allow 1 credit for correctly filling in the missing mRNA base sequences for species B and C. Note: Allow 1 credit only if all four sequences are correct. 79 [1] Allow 1 credit for correctly filling in the missing amino acid base sequences for species A and B. Note: Allow 1 credit only if all four sequences are correct. Example of a 2-credit table for questions 78 and 79: DNA base sequence Species mRNA base sequence A amino acid sequence DNA base sequence Species mRNA base sequence B amino acid sequence DNA base sequence Species mRNA base sequence C amino acid sequence Living Environment Rating Guide Aug. 12 GAC CUG LEU GAC CUG LEU GAC CUG LEU [9] TGA ACU THR AGA UCU SER TGC ACG THR CTC GAG GLU CTT GAA GLU CAC GUG VAL CAC GUG VAL CAC GUG VAL CTC GAG GLU TGA ACU THR TGA ACU THR AGA UCU SER 80 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The amino acid ARG will be substituted for SER. The shape of the protein might change. The protein might not work. 81 MC on scoring key 82 MC on scoring key 83 [1] Allow 1 credit. Acceptable responses include, but are not limited to: diffusion water diffused osmosis passive transport 84 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Organ: lungs Substance: oxygen Organ: small intestine Substance: digested food Organ: large intestine Substance: water 85 [1] Allow 1 credit. Acceptable responses include, but are not limited to: molecules of substance too large molecule is charged Living Environment Rating Guide Aug. 12 [10] The Chart for Determining the Final Examination Score for the August 2012 Regents Examination in Living Environment will be posted on the Department s web site at: http://www.p12.nysed.gov/apda/ on Friday, August 17, 2012. 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. 12 [11] Map to Core Curriculum August 2012 Living Environment Standards Question Numbers Part A Part B 1 Part B 2 Part C Standard 1 Analysis, Inquiry and Design Key Idea 1 32 Key Idea 2 Key Idea 3 33 Appendix A (Laboratory Checklist) 31 44, 45 34, 35, 37 48, 49, 50 56, 57, 58, 59, 60 Standard 4 Key Idea 1 1, 2, 3, 4, 26 Key Idea 2 5, 6, 7, 8, 9, 11, 17 Key Idea 3 10, 12, 13, 14 36, 41 Key Idea 4 16, 18, 23 38, 39 Key Idea 5 15, 19, 20, 21, 22 Key Idea 6 24, 25 Key Idea 7 27, 28, 29, 30 55 51, 53, 54 40, 42, 43 76, 77, 78, 79, 80 Lab 2 81 Lab 3 73, 74, 75 Lab 5 82, 83, 84, 85 Living Environment Rating Guide Aug. 12 [12] 67, 68, 69, 70 62, 63, 64, 65, 66 47, 52 Part D Lab 1 46 61, 71, 72

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