ap08_biology_sgs - AP® Biology 2008 Scoring Guidelines The...

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Unformatted text preview: AP® Biology 2008 Scoring Guidelines The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,400 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. © 2008 The College Board. All rights reserved. College Board, AP Central, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Permission to use copyrighted College Board materials may be requested online at: www.collegeboard.com/inquiry/cbpermit.html. Visit the College Board on the Web: www.collegeboard.com. AP Central is the online home for AP teachers: apcentral.collegeboard.com. AP® BIOLOGY 2008 SCORING GUIDELINES Question 1 1. The physical structure of a protein often reflects and affects its function. (a) Describe THREE types of chemical bonds/interactions found in proteins. For each type, describe its role in determining protein structure. (6 points; 1 point for bond/interaction description, 1 point for description of role) Bond/interaction Covalent/ peptide Disulfide/ covalent Hydrogen van der Waals Hydrophobic Ionic Description sharing electrons OR linking amino acids together disulfide, S–S bond (bridges); sulfur-containing R group bonding H–O or H–N interactions unequal electron clouds in R group; dipole moments nonpolar R groups charged R groups Role associated to bond/interaction amino acid sequence OR primary structure (no credit for chain or polypeptide alone) tertiary or quaternary structure α helix, β sheet; secondary, tertiary, or quaternary structure tertiary or quaternary structure tertiary or quaternary structure tertiary or quaternary structure (b) Discuss how the structure of a protein affects the function of TWO of the following. (3 points maximum) Muscle contraction (1 point for each bullet; 2 points maximum) • Actin (thin filaments) and myosin; cross-bridges OR filamentous proteins slide past each other. • Troponin/tropomyosin interaction blocks binding of myosin to actin. • Ca2+ changes troponin shape/binding of troponin-tropomyosin to actin altered. • ATP/ADP changes myosin structure. Regulation of enzyme activity (2 points maximum) • Shape change caused by (1 point for each bullet) o Binding of allosteric or noncompetitive inhibitor. o Binding of allosteric activator. o Feedback control. o pH or temperature changes. o Cleavage of pre-enzyme (e.g., zymogen). o Cooperativity; coenzymes; cofactors. o Covalent modification (e.g., phosphorylation). • Competitive inhibitors binding in the active site prevent substrate binding. NOTE: The active site regulating enzyme activity is not enough to earn a point. © 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® BIOLOGY 2008 SCORING GUIDELINES Question 1 (continued) Cell signaling (2 points maximum) • Receptor-ligand binding (1 point for each bullet) o Event: Ligand binds specifically to receptor. o Result: Receptor structure altered by binding, transducing signal through membrane. Examples may include hormones, neurotransmitters. • Enzyme-linked receptors: binding of ligand causes enzyme to catalyze reaction. • Gap junctions: shape of junctions allows for passage of regulatory ions or molecules. • Ligand-gated channel: binding of ligand opens channel. • Immune signaling: leads to activation of cells. (c) Abnormal hemoglobin is the identifying characteristic of sickle cell anemia. Explain the genetic basis of the abnormal hemoglobin. Explain why the sickle cell allele is selected for in certain areas of the world. (3 points maximum) Genetic basis (2 points maximum) • Point mutation in DNA; base substitution leading to a different amino acid in the hemoglobin. • Changing glutamate (glutamic acid) to valine (in β-globin). Selection (2 points maximum) • Sickle cell condition protects against or resists malaria. • Changed hemoglobin leads to oxygen-deprivation minimizing malarial infection. • Heterozygotes maintain a reproductive advantage/success. NOTE: Stating that sickle cell confers immunity to malaria does not earn a point. © 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® BIOLOGY 2008 SCORING GUIDELINES Question 2 2. Consumers in aquatic ecosystems depend on producers for nutrition. (a) Explain the difference between gross and net primary productivity. (2 points) • • Definition of gross primary productivity (1 point) o Total energy converted/transformed by photosynthesis o Total organic molecules produced or carbon fixed Definition of net primary productivity (1 point) o The biomass or total energy converted minus the amount used by the producers for cell respiration o The amount of energy or organic molecules left for the next trophic level o The energy that is available to organisms that eat primary producers o Gross primary productivity minus respiration (b) Describe a method to determine net and gross primary productivity in a freshwater pond over a 24-hour period. (1 point for each bullet; 4 points maximum) Measurement described • Dissolved oxygen production or increase in biomass, or carbon dioxide uptake Instrument/technique used to collect the data • Winkler or C14 or oxygen probe Methodology/design described • Initial/baseline comparison • Light and dark bottle comparison Data analysis • Light minus initial = net productivity • Initial minus dark = respiration • Light minus dark = gross productivity Net Productivity I Respiration Gross Productivity © 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® BIOLOGY 2008 SCORING GUIDELINES Question 2 (continued) (c) Explain the data presented by the graph, including a description of the relative rates of metabolic processes occurring at different depths of the pond. (1 point for each bullet; 4 points maximum) Explanation of data: • As depth is increased, the net primary productivity decreases because light decreases/lower rates of photosynthesis. Description of relative rates of metabolic process occurring at specific depths according to the graph (letters added to graph to simplify rubric): • A: The upper area of the graph is equally productive because light availability is not a limiting factor at the surface/ photosynthesis is not limited. A • B: The rapidly decreasing productivity region is a result of decreasing light B available for photosynthesis/photosynthesis is decreasing rapidly. • C: At 0 (the compensation point) the C photosynthetic product is equal to the D cell respiration requirements due to light availability/photosynthesis equals cell respiration. • D: Below 0 the photosynthetic product does not meet the cell respiration requirements due to insufficient light. Photosynthesis less than respiration. (d) Describe how the relationship between net primary productivity and depth would be expected to differ if new data were collected in mid-summer from the same pond. Explain your prediction. (1 point for each bullet; 2 points maximum) • • Description of a plausible prediction of a change in graph or a change in the relationship between productivity and depth from spring graph to mid-summer graph. Explanation of a plausible prediction of a shift in the graph must be tied to a valid or plausible reason. © 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® BIOLOGY 2008 SCORING GUIDELINES Question 3 3. Regulation is an important aspect of all biological processes. For FOUR of the following processes, describe the specific role of the regulator and discuss how the process will be altered if the regulation is disrupted. SCORING RUBRIC FOR EACH PROCESS (1 point per bullet; 3 points maximum per process) Role of regulator (2 points) • Cause and effect • Effecting mechanism How process is disrupted (2 points) • Increase in regulator • Decrease in regulator Cell Cycle/Cyclin Role of regulator • Allows cell cycle to proceed OR get past checkpoint from one phase to next: G1, S, G2 • Works/combines with Cdk, S-phase, MPF, APC; OR how concentration fluctuates How process is disrupted • Decrease in cyclin: no mitosis/not past checkpoints/G1, cell in G0; examples: nerve and muscle cells • Increase in cyclin: cancer/uncontrolled growth/cell division Metabolic Rate/Thyroxine Role of regulator • Stimulates/increases metabolic rate • Discuss negative feedback, TSH OR hypothalamus-releasing hormone—anterior pituitary— TSH OR metamorphosis in frog OR conversion T4 → T3 discussion How process is disrupted • Decrease in thyroxine: weight gain, lethargy, no negative feedback (altered), hypothyroidism, osteoporosis OR decrease in iodine: decrease in thyroxine—goiter • Increase in thyroxine: weight loss, increase in heart rate, increase in blood pressure, hyperthyroidism, Grave’s disease Ovarian Cycle/FSH Role of regulator • Stimulates maturation/development of follicle/egg OR stimulates estrogen production OR leads to (not causes or triggers) ovulation • Continuation of meiosis OR completion of meiosis 1 OR discuss negative feedback, FSH/estrogen How process is disrupted • Decrease in FSH: sterile, no possibility of fertilization/pregnancy—no ovulation • Increase in FSH: multiple eggs develop, multiple births © 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® BIOLOGY 2008 SCORING GUIDELINES Question 3 (continued) Prey Population Dynamics/Predators Role of regulator • Predator decreases (consumes, eats, etc.) prey population in size/number • Negative feedback discussion: graph/lag elaboration, cyclic fluctuation or equilibrium leads to stabilizing size or carrying capacity How process is disrupted • Decrease in predators: prey population increases, exceeds carrying capacity, increased competition for resources—decrease in prey • Increase in predators: prey population decreases, boom/bust as result of more prey being captured/eaten causing decrease in prey population; may cause predator decrease due to lack of food Ecological Succession/Fire Role of regulator • Triggers/sets stage for succession; OR maintains a stable community • Returns/releases nutrients into soil; OR triggers germination in some plant species; OR changes community makeup, allows for pioneer species, eliminates some species How process is disrupted • Decrease in fire: leads to invasive species opportunity, lack of nutrient recycling, leads to detritus build-up (may lead to catastrophic fire) • Increase in fire: never achieves stable/climax community, succession is suspended, increase/decrease in biodiversity (with explanation) © 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® BIOLOGY 2008 SCORING GUIDELINES Question 4 4. Flowering plants have evolved various strategies for fertilization. (a) Describe the process of fertilization in flowering plants. (3 points maximum) Double fertilization (2 points maximum) • Sperm + egg → zygote (2n)/fertilized egg • Sperm (n) + 2 polar nuclei (n+n) → endosperm food source (3n) Pollen tube formation (1 point maximum) • Pollen grain adheres to stigma, absorbs water and germinates; growth of pollen tube (tube nucleus) • Generative nucleus divides into two sperm nuclei (or pollen grain has two sperm nuclei) • Development of embryo sac (female gametophyte) (b) Discuss TWO mechanisms of pollen transfer and the adaptations that facilitate each mechanism. (4 points maximum) Mechanism (1 point for each mechanism discussed with action verb; 2 points maximum) Wind (e.g., blows, carries) Adaptations (1 point for each adaptation appropriate to the mechanism(s) discussed; 2 points maximum) Pollen shape (pits) Lightweight pollen Feather-like, sticky stigma High pollen:ovule ratio Male flowers elevated/exposed anther Stem/stamen modification for pollen release Barbs, spikes on pollen (attaches) Nectar/fragrance/color/UV patterns Coevolution of animals (specific example) Shape of flower/position of pollen Lightweight pollen floats on water Anther/stigma mature at same time Anthers above stigma Animal vectors (e.g., transfer, carry) Water (e.g., transfers, carries) Gravity (self-pollination) (e.g., falls, drops) Some species of flowering plants have evolved mechanisms to prevent self-fertilization. (c) Discuss an evolutionary advantage of preventing self-fertilization. (2 points maximum) • Maintains/increases genetic variability of the population (not at individual level) • Variability in action—explain or give an example (e.g., more material for natural selection, avoids effects of inbreeding, allows population to cope with changing environment) • Hybrid vigor © 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® BIOLOGY 2008 SCORING GUIDELINES Question 4 (continued) (d) Describe TWO mechanisms that prevent self-fertilization. (3 points maximum) 1 point for a description of each mechanism as suggested by the bullets below (2 points maximum); 1 point for an appropriate specific example or detailed description Self-incompatibility • Pollen fails to germinate (stigma epidermal cells prevent germination of pollen through signal transduction pathway). • Pollen tube does not complete development (due to destruction by RNAses). • Sperm fails to unite with egg. • S-genes must be different (allele incompatibility). o If pollen grain and stigma have matching alleles at the S-locus then the male gametophyte fails to begin process of fertilization. Structural adaptations • Stigmas are higher than anthers or vice-versa (pin and thrum) (heterostylous). • Separate male/female flowers (monoecious)/separate sexes/stamens OR carpels (dioecious). • Temporal separation of maturation of male/female parts (dichogamy/protogyny/ protandry). • Nectar production at different times. • Mechanical isolation: difference in size of pollen grains and stigma papillae. © 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. ...
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This note was uploaded on 11/23/2009 for the course BIOLOGY 1101 taught by Professor Keith during the Winter '05 term at The University of Oklahoma.

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