ap04_sg_biology - AP® Biology 2004 Scoring Guidelines The...

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Unformatted text preview: AP® Biology 2004 Scoring Guidelines The materials included in these files are intended for noncommercial use by AP teachers for course and exam preparation; permission for any other use ® must be sought from the Advanced Placement Program . Teachers may reproduce them, in whole or in part, in limited quantities, for face-to-face teaching purposes but may not mass distribute the materials, electronically or otherwise. This permission does not apply to any third-party copyrights contained herein. These materials and any copies made of them may not be resold, and the copyright notices must be retained as they appear here. 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 4,500 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three 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. For further information, visit www.collegeboard.com Copyright © 2004 College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program, AP, AP Central, AP Vertical Teams, APCD, Pacesetter, Pre-AP, SAT, Student Search Service, and the acorn logo are registered trademarks of the College Entrance Examination Board. PSAT/NMSQT is a registered trademark of the College Entrance Examination Board and National Merit Scholarship Corporation. Educational Testing Service and ETS are registered trademarks of Educational Testing Service. Other products and services may be trademarks of their respective owners. For the College Board’s online home for AP professionals, visit AP Central at apcentral.collegeboard.com. AP® BIOLOGY 2004 SCORING GUIDELINES Question 1 (a) Explain how the reduction and rearrangement are accomplished in meiosis. (5 points maximum) REDUCTION 1 point: (homologous) chromosomes pair, then separate and move to opposite poles during 1st meiotic division 1 point: chromatids separate during 2nd meiotic division REARRANGEMENT 1 point: crossing over (in proper context) 1 point: random alignment (independent assortment) of tetrads 1 point: elaboration (e.g.: correct mechanism/description or consequences of one of the above) * OR 1 point: two rounds of cell (nuclear) division but only one replication of the chromosomes *NOTE: Diagrams that are clearly labeled and are described in the essay portion are acceptable and may receive a point (b) Several human disorders occur as a result of defects in the meiotic process. Identify ONE such chromosomal abnormality; what effects does it have on the phenotype of people with the disorder? Describe how this abnormality could result from a defect in meiosis. (4 points maximum) CHROMOSOMAL ABNORMALITY 1 point: Identify one condition by name or description (e.g.: Down or trisomy 21; Turner or XO; fragile X; cri-du-chat or 5p-; etc.) 1 point: Phenotype of the example given above DESCRIBE 1 point: Name or identify the meiotic event (e.g.: nondisjunction, unequal crossing over, inversion, mispairing) 1 point: Description of the meiotic event * (c) Production of offspring by parthenogenesis or cloning bypasses the typical meiotic process. Describe either parthenogenesis or cloning and compare the genomes of the offspring with those of the parents. (3 points maximum) CLONING OR PARTHENOGENESIS 1 point: Definition - Parthenogenesis: development of an unfertilized egg into an adult; often the adult is haploid OR - Cloning: using a somatic cell or cells from a multicellular organism to make one or more genetically identical individuals (or inducing a diploid body cell of an organism to revert to its embryonic state and then develop into a complete adult organism without fertilization) 1 point: Description of an example or the process in a plant or animal (parthenogenesis is rare in plants) 1 point: Comparison of the genomes of offspring and parents (e.g. identical for cloning) Copyright © 2004 by College Entrance Examination Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents). 2 AP® BIOLOGY 2004 SCORING GUIDELINES Question 2 (a) For EACH of the four contributions listed below, discuss one example of supporting evidence. (2 points each; 8 points maximum) Contributions Possible Examples of Evidence (1 point) The nonconstancy of species ♦ Branching evolution, which implies the common descent of all species Occurrence of gradual changes in species ♦ Must demonstrate common ancestry ◊ Homology (embryological, structural, molecular, processes) ◊ Vestigial structure from common ancestor ◊ Hominoids, finches, etc… ♦ Must demonstrate change over time (generations) ◊ Vestigial structures (pelvic bones, appendix) ◊ Fossil sequence ◊ Coat color changes ◊ Giraffes’ necks ◊ Antibiotic/pesticide resistance ♦ Must demonstrate an appropriate natural selection effect ◊ Antibiotics/pesticide resistance ◊ Finches, moths, etc… ◊ Predator/prey relationships Natural selection as the mechanism for evolution Explanation/Understanding of Phrase (1 point) Must demonstrate variation ◊ Finches, horses, dogs, whales, peppered moths, etc.… ♦ Individual variation within a species/population (can be phenotypic or genotypic) ♦ Change within species over time (not change in an individual) ♦ Change in number of species over time ♦ Shared or common ancestor ♦ Adaptive radiation concept (divergent evolution, one species becomes 2 or more) ♦ Small changes over time / slow rate of change/incremental ♦ Genes mutate selection occurs populations evolve ♦ Accumulation of genetic/phenotypic changes ♦ Differential reproductive success ♦ Survivors pass genes to next generation ♦ No Lamarckian language (want, need…) ♦ No “survival of fittest” alone Note: Examples in context may earn 2 points. Possible examples are not limited to the listings above. An example alone, without the context of the phrase = no points. Copyright © 2004 by College Entrance Examination Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents). 3 AP® BIOLOGY 2004 SCORING GUIDELINES Question 2 (cont’d.) (b) Discuss how TWO of the following have modified biologists’ interpretation of Darwin’s original contributions. (3 points each; 6 points maximum) Definition/Explanation of the Idea (1 point) Hardy-Weinberg Equilibrium Description of How It Has Enhanced/Modified Interpretation of Evolution (1 point) * Direct mention of Darwin’s view is not necessary for points. ♦ Allele (gene) frequency remains constant over time ♦ D - Ongoing gradual change ♦ Under certain conditions no evolution occurs Genetic Engineering ♦ Sudden changes in tempo *Hardy-Weinberg equation without explanation of variables within equation = no points ♦ D - Gradual change ♦ Long period of stasis then sudden change Punctuated Equilibrium HW - Constant allele ratio (must refer to alleles or genes) PE - Possible rapid change ♦ Manipulation and/or alteration of genes/DNA ♦ D - Natural gene transfer GE - human directed gene transfer ♦ Others related to biotechnology ♦ D-Gradual change GE - rapid change Depth of Discussion /Expansion Point (1 point) ♦ Discuss evidence ♦ Deeper description of the theory ♦ Describe applicable technology Examples: ♦ Five conditions of HardyWeinberg Equilibrium cited correctly (need all 5) o Very large population size - no drift o No movement in or out of a population o No net mutations o Random mating - no sexual selection o No natural selection Hardy-Weinberg as a null hypothesis for determining cause of change Examples: ♦ A graph of punctuated evolution vs. Darwinian evolution ♦ Discussion of fossil record reflecting a punctuated equilibrium pattern Examples: ♦ Cloning process expressed ♦ RFLP analysis explained ♦ Universality of genetic code ♦ DNA analysis allows genomic comparisons Copyright © 2004 by College Entrance Examination Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents). 4 AP® BIOLOGY 2004 SCORING GUIDELINES Question 3 (a) On the axes provided, construct and label a graph showing the results for the three samples. (1point each; 3-point maximum) ♦ Orientation of axes is correct: x-axis is time/minutes, y-axis is light transmittance/% ♦ Data are plotted correctly (one misplaced data point is permissible) ♦ Graph is accurate: must include proper scaling and correct labels and units of measurement and key (b) Identify and explain the control or controls for this experiment. (1 point each; 3-point maximum) ♦ Sample 1 is the control ♦ Sample 1 is in the light and has permissive temperature/functional structures (membranes, proteins, enzymes, etc.) ♦ Control is the basis for comparison to treatment effects (can award even if wrong sample was identified as the experimental control) ♦ Reliability of data/design: identical procedures, reagents, measurements, adequate sample size (must identify at least two) (b) Discuss how electrons are generated in photosynthesis and why the three samples gave different transmittance results. (1 point each; 6-point maximum) ♦ Chlorophyll (photosystem, reaction- or photo- center; “chloroplast” alone is not sufficient) is the link between light (photons) and the generation of electrons ♦ Water is the source of electrons (photolysis, oxidation, splitting) ♦ Electron generation, not simply photosynthesis, is proportional to DPIP reduction light transmittance ♦ Decreasing light availability decreases the quantity of electrons that will be generated, and/or vice versa ♦ Boiling disrupts functional structures (membranes, denaturation of proteins/enzymes, etc.; “chloroplast” alone is not sufficient) Elaboration (1 point only) photosystem II and/or I/Z-scheme data analysis Copyright © 2004 by College Entrance Examination Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents). 5 AP® BIOLOGY 2004 SCORING GUIDELINES Question 4 (a) Identify the participants involved in the symbiosis and describe the symbiotic relationship, and (b) Discuss the specific benefit or detriment, if any, that each participant receives from the relationship. 1 point maximum is awarded for a correct pair of participants involved in each example given. Participants must be organisms. 1 point maximum is awarded for describing a correct symbiotic relationship to each example. 1 point maximum is awarded for discussing how each participant is involved in a specific benefit or detriment from the relationship. Wrong participants: NO points for participants, relationship, or discussion. Nonspecific participants: 2 points maximum for relationship and discussion. 1 point maximum for elaborating on any one of the four choices used. 10 points awarded only if 4 choices attempted. Example of Participants Involved Relationship Involved Discussion on Each Participant Symbiotic Relationship Plant root nodules Plants/legumes + Mutualism/both Plants receive nitrogen (not N2) while Rhizobium/bacteria organisms benefit bacteria receive CHO’s and other nutrients/water and shelter/hospitable environment Digestion of Termites/ruminants + Mutualism/both Host is able to use cellulose as a cellulose microorganisms (bacteria, organisms benefit nutrient (energy source) while protozoa, fungi) symbiont gains food/shelter/hospitable environment Plants + pathogenic bacteria/fungi Parasitism/one Host is infected, bacteria/fungi member is harmed, the receives nutrients other benefits Epiphytic plants Large trees (plants) + Commensalism/one Host is not affected or given any epiphyte/bromeliads/ member benefits, the benefit. Symbiont has a substrate for orchids/some mosses/ others are not harmed anchoring/access to sunlight & ferns pollinators Epiphyte + ants/frogs/small animals Mutualism/both organisms benefit Bromeliads provide water, shelter free of predation to many insect larva, frogs, etc…/a source of nitrogen is given to plant Dodder/mistletoe + plant Parasitism/one member is harmed, the other benefits Parasitic/one member is harmed, the other benefits Parasitic/one member is harmed, the other benefits Host has nutrients removed while epiphyte receives nutrients AIDS Human + Virus/HIV/retrovirus Anthrax Human/ruminant/ horse/pig + Bacillus anthracis/bacteria/spores HIV uses host to replicate while host/immune system is harmed or killed Illness or death to host; bacteria receives nutrients, habitat Copyright © 2004 by College Entrance Examination Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for AP students and parents). 6 ...
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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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