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Snail Shell Color & Banding: Biology Test Answer Key, Study notes of Biology

The answer key for a biology practice test focusing on the relationship between snail shell color, banding, and habitat. It includes scoring information and explanations for each question, highlighting the relationship between snail color, banding, and habitat in different environments. The document also explains how each snail population will likely be affected if the trend shown in the graph continues.

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2021/2022

Uploaded on 09/12/2022

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Biology Practice Test
Answer Key
BIOLOGY PRACTICE TEST ANSWER KEYAUGUST 2021
1
This document contains the answer keys, rubrics, and Scoring
Notes for items on the Biology Practice Test. Additional Practice
Test resources are available in the LDOE Practice Test Library.
Session
Set
Sequence
Item
Type
Key
Point
Value
1
Alaskan
Salmon
1
MC
C
1
SEP: 6. Constructing explanations (for science)
and designing solutions (for engineering)
1
2
TEI
See
Rubric
2
SEP: 2. Developing and using models
DCI: HS.LS1B.c
1
3
TEI
See
Rubric
2
SEP: 6. Constructing explanations (for science)
and designing solutions (for engineering)
1
4
MC
C
1
SEP: 6. Constructing explanations (for science)
and designing solutions (for engineering)
DCI: HS.LS1C.b
1
Scales and
Feathers
5
MC
C
1
SEP: 8. Obtaining, evaluating, and
communicating information
DCI: HS.LS4A.a
1
6
TPD:
MC/
MC
A/A
2
SEP: 6. Constructing explanations (for science)
and designing solutions (for engineering)
DCI: HS.LS1A.a
1
7
MC
D
1
DCI: HS.LS4A.a
CCC: Patterns
1
8
CR
See
Rubric
2
SEP: 6. Constructing explanations (for science)
and designing solutions (for engineering)
DCI: HS.LS1A.a
CCC: Structure and Function
1
Tonewood
Trees
9
MC
A
1
DCI: HS.LS1C.a
UPDATES INCLUDED - AUGUST 2021
Student Responses with Annotations -
Session 3 Item 27 (CR)
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Answer Key

This document contains the answer keys, rubrics, and Scoring Notes for items on the Biology Practice Test. Additional Practice Test resources are available in the LDOE Practice Test Library.

Session Set Sequence Item Type

Key Point Value

Alignment

Alaskan Salmon

MC C 1 PE: HS-LS1-

SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) CCC: Energy and Matter 1 2 TEI See Rubric

2 PE: HS-LS1-

SEP: 2. Developing and using models DCI: HS.LS1B.c CCC: Systems and System Models 1 3 TEI See Rubric

2 PE: HS-LS1-

SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) CCC: Energy and Matter 1 4 MC C 1 PE: HS-LS1- SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS1C.b CCC: Energy and Matter 1

Scales and Feathers

5 MC C 1 PE: HS-LS4-

SEP: 8. Obtaining, evaluating, and communicating information DCI: HS.LS4A.a CCC: Patterns 1 6 TPD: MC/ MC

A/A 2 PE: HS-LS1-

SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS1A.a CCC: Structure and Function 1 7 MC D 1 PE: HS-LS4- DCI: HS.LS4A.a CCC: Patterns 1 8 CR See Rubric

2 PE: HS-LS1-

SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS1A.a CCC: Structure and Function 1 Tonewood Trees

9 MC A 1 PE: HS-LS1-

DCI: HS.LS1C.a CCC: Energy and Matter

UPDATES INCLUDED - AUGUST 2021

• Student Responses with Annotations -

Session 3 Item 27 (CR)

Answer Key

Session Set Sequence Item Type

Key Point Value

Alignment

Tonewood Trees

10 MC D 1 PE: HS-LS2-

SEP: 5. Using mathematics and computational thinking DCI: HS.LS2B.b CCC: Energy and Matter 1 11 TPD: TEI/ MC

TEI:

See Rubric; MC: B

2 PE: HS-LS2-

SEP: 5. Using mathematics and computational thinking DCI: HS.LS2B.a CCC: Energy and Matter 1 12 CR See Rubric

2 PE: HS-LS1-

DCI: HS.LS1C.a CCC: Energy and Matter 1

Standalone Items

13 MS A, D, E 1 PE: HS-LS3-

SEP: 1. Asking questions (for science) and defining problems (for engineering) DCI: HS.LS3A.b 1 14 TEI See Rubric

2 PE: HS-LS1-

SEP: 2. Developing and using models DCI: HS.LS1C.a CCC: Energy and Matter 1 15 TEI See Rubric

1 PE: HS-LS1-

SEP: 8. Obtaining, evaluating, and communicating information DCI: HS.LS1E.c CCC: Scale, Proportion and Quantity 2

Banded Snails

16 MC B 1 PE: HS-LS4-

SEP: 7. Engaging in argument from evidence DCI: HS.LS4C.c 2 17 TPD: MC/ MC

C/D 2 PE: HS-LS4-

SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4C.c CCC: Cause and Effect 2 18 TEI See Rubric

1 PE: HS-LS4-

DCI: HS.LS4C.d CCC: Cause and Effect 2 19 TEI See Rubric

2 PE: HS-LS4-

SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4C.a CCC: Cause and Effect 2 20 ER See Rubric

9 PE: HS-LS4-

SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4C.a CCC: Cause and Effect

Answer Key

Session Set Sequence Item Type

Key Point Value

Alignment

Standalone Items

33 TEI See Rubric

2 PE: HS-LS4-

SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4B.a CCC: Cause and Effect 3 34 MS B, F 1 PE: HS-LS1- SEP: 2. Developing and using models DCI: HS.LS1A.b CCC: Systems and System Models 3 35 MC A 1 PE: HS-LS4- SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4B.a 3 36 MC B 1 PE: HS-LS1- SEP: 8. Obtaining, evaluating, and communicating information DCI: HS.LS1E.c 3 37 MS A, D, E 1 PE: HS-LS4- SEP: 4. Analyzing and interpreting data DCI: HS.LS4C.a CCC: Patterns 3 38 TEI See Rubric

2 PE: HS-LS1-

SEP: 3. Planning and carrying out investigations DCI: HS.LS1A.d CCC: Stability and Change 3 39 TEI See Rubric

1 PE: HS-LS1-

SEP: 2. Developing and using models DCI: HS.LS1A.b CCC: Systems and System Models 3 40 TPD: MS/ MC

A, D/

B

2 PE: HS-LS2-

SEP: 7. Engaging in argument from evidence DCI: HS.LS2C.a CCC: Stability and Change 3 41 MC D 1 PE: HS-LS4- SEP: 4. Analyzing and interpreting data DCI: HS.LS4B.c

Answer Key

Item Types and Scoring:

• Multiple-choice (MC) questions with four answer options and only one correct

answer. All MC items are worth one point each.

Multiple-select (MS) questions with five to seven answer options and more than

one correct answer. For MS items, the question identifies the number of correct

answers, unless it is part of a Two-part Dependent (TPD). In a TPD, the question

in Part B will then be worded to “select all that apply.” All MS items are worth one

point each.

• Technology Enhanced Items (TEI): uses technology to capture student

comprehension in authentic ways. TE items are worth up to two points and may

include item types such as, but not limited to, drag and drop, dropdown menus,

and hot spots.

• Two-part Items: require students to answer two related questions, worth a total of

two points. Two-part items may combine MC, MS, and/or TE item types.

o Two-part Dependent (TPD): the first part must be correct in order to earn

credit for the second part. TPDs are scored as follows:

 If both parts are correct, score is 2.

 If Part A is correct and Part B is incorrect or partially correct,

score is 1.

 If Part A is incorrect, score is 0 regardless of Part B.

o Two-part Independent (TPI): each part is scored independently, with each

part worth one point.

• Constructed Response (CR): requires a brief response provided by the student

and will be scored using a 2-point rubric. These items may require a brief

paragraph, a few sentences, and/or completion of a chart.

• Extended Response (ER): asks students to write an in-depth response that

expresses the students’ ability to apply all three dimensions of the LSS for

Science and will be scored using a 9-point rubric.

Answer Key

Scoring for Session 1 Item 2 (TEI)

Scoring Notes:

This item is worth 2 points. Partial credit (1 point) will be awarded if half or more of

the student responses are correct. For this item, the key contains 4 correct responses;

therefore 1 point will be awarded if the student selects 2 or more correct responses.

Answer Key

Scoring for Session 1 Item 3 (TEI)

Scoring Notes:

This item is worth 2 points. Partial credit (1 point) will be awarded if half or more of

the student responses are correct. For this item, the key contains 3 correct responses;

therefore 1 point will be awarded if the student selects 2 correct responses.

Answer Key

Scoring for Session 1 Item 11 (TEI)

Answer Key

Scoring for Session 1 Item 12 (CR)

A student claims that a change in the amount of an input of photosynthesis affects the

amount of glucose produced as an output of photosynthesis.

Explain the reasoning that can be used to support the student’s claim. Use evidence

from Table 2 to support your explanation.

Scoring Information

Score Description

Student’s response correctly explains the reasoning that can be used to

support the student’s claim, and correctly uses evidence from Table 2 to

support the explanation.

Student’s response correctly explains the reasoning that can be used to

support the student’s claim, but does not correctly use evidence from

Table 2 to support the explanation

Student’s response does not correctly explain the reasoning that can be

used to support the student’s claim or correctly use evidence from Table 2 to

support the explanation.

OR

Student’s response is blank, irrelevant, or too brief to evaluate.

Scoring Notes:

• Explanation of the reasoning that can be used to support the student’s claim

(1 point)

• Evidence from Table 2 to support the explanation (1 point)

Examples include:

• As the amount of water available to trees increases, they are able to produce

more glucose. Table 2 shows that trees in areas with higher rainfall have a larger

diameter than trees in areas with less rainfall. As energy is needed for trees to

grow, the increase in tree diameter suggests that more glucose is produced by

trees in the location with more rainfall.

Accept other reasonable answers.

Answer Key

Session 1 Item 14 (TEI), continued

Drag each phrase into the appropriate column of the table to show what this model of

photosynthesis can and cannot be used to explain.

Answer Key

Scoring for Session 1 Item 14 (TEI)

Scoring Notes:

This item is worth 2 points. Partial credit (1 point) will be awarded if half or more of

the student responses are correct. For this item, the key contains 6 correct responses;

therefore 1 point will be awarded if the student selects 3 or more correct responses.

Answer Key

Scoring for Session 2 Item 18 (TEI)

Answer Key

Session 2 Item 19 (TEI)

Use Graph 1, Figure 1, and the information about banded snails to answer the

question.

Drag the correct statement into each box to show an effect that each cause is likely to

have on a snail population with a high degree of genetic diversity.

Not all statements will be used.

Answer Key

Scoring for Session 2 Item 20 (ER)

Extended Response

As you respond to Part A, Part B, and Part C, follow the directions below.

• Address all of the instructions in each prompt.

• Use the evidence from the information provided and your own knowledge of

science to support your responses.

Part A

Based on the information in Graph 1, explain the relationships between shell color,

presence of banding, and habitat. Use the evidence from the graph to support your

answer.

Part B

The characteristics of two snail populations are shown.

• Population 1: high degree of genetic variation among snails living in a wood

environment at higher elevations

• Population 2: all snails have the same traits specialized for a hedge environment

that is found in warmer locations

Explain how each snail population will likely be affected if the trend shown in Graph 2

continues. Use evidence from Graph 1, Graph 2, and Figure 1 to support your

explanation.

Part C

Describe the snail color that will offer the greatest selective advantage if the trends

shown in Graph 2 continue. Use evidence from the information on banded snails to

support your claim.

Answer Key

Session 2 Item 20 (ER), continued

Score Points

• The student’s score is the sum total of all the points earned across all parts (up to

an item-maximum of 9 points) of the item.

• The student’s score is 0 if the response is blank, incorrect, or does not address

the prompt.

PART A (0-3 points maximum)

• 1 point for explaining relationship between shell color, banding, and habitat for

meadow environment shown in graph

• 1 point for explaining relationship between shell color, banding, and habitat for

wood environment shown in graph

• 1 point for explaining relationship between shell color, banding, and habitat for

hedge environment shown in graph

PART B (0-4 points maximum)

• 1 point for explanation of how Population 1 will be affected

• 1 point for explanation of how Population 2 will be affected

• 1 point for evidence to support the explanation of Population 1

• 1 point for evidence to support the explanation of Population 2

PART C (0-2 points maximum)

• 1 point for description of snail color with greatest selective advantage

• 1 point for using evidence to support the claim

Score information:

Part A: explaining relationship between shell color and habitat for each environment (

point each)

• Snails that are yellow- or brown-colored and have a high to medium degree of

banding do best in meadow environments (1 point)

• Snails with brown color and a medium degree of banding to no banding do best

in wood environments (1 point)

• Snails that are mostly yellow-colored with a higher degree of banding do best in

hedge environments (1 point).