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Biology Practice Exam From the 2013 Administration This is a modified version of the 2013 AP Biology Exam. This Practice Exam is provided by the College Board for AP Exam preparation. Teachers are permitted to download the materials and make copies to use with their students in a classroom setting only. To maintain the security of this exam, teachers should collect all materials after their administration and keep them in a secure location . Exams may not be posted on school or personal websites, nor electronically redistributed for any reason. Further distribution of these materials outside of the secure College Board site disadvantages teachers who rely on uncirculated questions for classroom testing. Any additional distribution is in viola tion of the College Board’s copyright policies and may result in the termination of Practice Exam access for your school as well as the removal of access to other online services such as the AP Teacher Community and Online Score Reports .

Contents Exam Instructions Student Answer Sheet for the Multiple -Choice Section Secti on I: Multiple -Choice Questions Section II: Free- Response Questions Multiple -Choice Answer Key Free -Response Scoring Guidelines Scoring Worksheet Note: This publication shows the page numbers that appeared in the 2012−13 AP Ex a m I n st r uctions book and in the actual exam. This publication was not repaginated to begin with page 1. © 2013 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. 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.

B Exam Instructions The following contains instructions taken from the 2012−13 AP Exam Instructions book.

30 AP® Biology Exam Regul\brly Scheduled Ex\bm D\bte: Mond\by morning, M\by 13, 2013L\bte-Testing Ex\bm D\bte: Frid\by \bfternoon, M\by 24, 2013 Section I: At a Glance Section II: At a Glance Total Time: .1 .hour, .30 .mi nut\bs Number o\b Questions: .69 Percent o\b Total Score: .50% Writing Instrument: .P\bncil .r\bquir\bd Electronic Device: .Four-function .ca lculator . (wi th .squ ar\b .ro ot) .al low\bd . for .al l .s\b ctions Total Time: .1 .hour, .30 .mi nut\bs Number o\b Questions: .8 Percent o\b Total Score: .50% Writing Instrument: .P\bn .with .bl ack .or .da rk .bl u\b .in k Electronic Device: .Four-function .ca lculator . (wi th .squ ar\b .ro ot) .al low\bd . for .al l .s\b ctions Reading Period Time: .10 .minut\bs . Use t his time to read the questions and plan your answers. Writing Period Time: .1 .hour, .20 .mi nut\bs Suggested Time: .Approximat\bly .22 .mi nut\bs . . p\b r .lo ng .qu\b stion, .6 .mi nut\bs .p\b r . . sh ort .qu\b stion Weight: .Approximat\b .w\b ights .Qu\b stions .1 .an d .2: .25% .\ba ch .Qu\b stions .3 .– .5: . . 10% .\ba ch .Qu\b stions .6 .– .8: . . . 7% .\ba ch Section I: Multiple Choice Booklet Instructions Section II: Free Response Booklet Instructions S\bction .I .of .thi s .\bxa m .con tains .69 .qu\b stions . .Fil l .in .onl y .th\b .cir cl\bs .for . num b\brs .1 .thr ough .63 .and .num b\brs .121 .thr ough .126 .of .th\b .ans w\br . sh\b \bt . .Ind icat\b .all .of .you r .ans w\brs .to .th\b .S\bc tion .I .qu\b stions .on .th\b . ans w\br .sh\b \bt . .No .cr\b dit .wil l .b\b .giv \bn .for .any thing .wri tt\bn .in .thi s .\bxa m . boo kl\bt, .bu t .yo u .ma y .us \b .th \b .bo okl\bt .fo r .no t\bs .or .sc ratch .wo rk . . For .qu\b stions .1 .thr ough .63, .aft\br .you .hav \b .d\bc id\bd .whi ch .of .th\b . sug g\bst\bd .ans w\brs .is .b\bs t, .com pl\bt\bly .fill .in .th\b .cor r\bsponding .cir cl\b .on . th\b .ans w\br .sh\b \bt . .B\bc aus\b .thi s .s\bc tion .off\brs .onl y .fou r .ans w\br .opt ions . for .\ba ch .qu \bstion, .do .no t .ma rk .th \b .(E ) .an sw\br .ci rcl\b .fo r .an y .qu \bstion . . Giv\b .onl y .on\b .ans w\br .to .\bac h .qu\b stion . .If .you .cha ng\b .an .ans w\br, .b\b . sur \b .th at .th \b .pr \bvious .ma rk .is .\bra s\bd .co mpl\bt\bly . For .qu\b stions .121 .thr ough .126 , .fol low .th\b .ins tructions .at .th\b .b\bg inning . of .Par t .B .to .\bnt\br .you r .num \bric .ans w\brs . .Us\b .you r .tim \b .\bff\bc tiv\bly, . wor king .as .qui ckly .as .you .can .wit hout .los ing .acc uracy . .Do .not .sp\bn d . too .much .tim \b .on .any .on\b .qu\b stion . .Go .on .to .oth \br .qu\b stions .and . com \b .bac k .to .th\b .on\b s .you .hav \b .not .ans w\br\bd .if .you .hav \b .tim \b . .It .is .not . \bxp \bct\bd .tha t .\bv\br yon\b .wil l .kno w .th\b .ans w\brs .to .all .of .th\b .mul tipl\b- choic\b .qu \bstions . . You r .tot al .sco r\b .on .S\bc tion .I .is .bas \bd .onl y .on .th\b .num b\br .of .qu\b stions . ans w\br\bd .cor r\bctly . .Poi nts .ar\b .not .d\bd uct\bd .for .inc orr\bct .ans w\brs .or . una nsw\br\bd .qu \bstions . Th\b .qu\b stions .for .S\bc tion .II .ar\b .pri nt\bd .in .thi s .boo kl\bt . .You .may .us\b . th\b .unl in\bd .pag \bs .to .org aniz\b .you r .ans w\brs .and .for .scr atch .wor k, .but . you .mus t .wri t\b .you r .ans w\brs .on .th\b .lab \bl\bd .pag \bs .pro vid\bd .for .\bac h . qu\b stion . . Th\b .pro ctor .wil l .ann ounc\b .th\b .b\bg inning .and .\bnd .of .th\b .r\ba ding . p\bri od . .You .ar\b .adv is\bd .to .sp\bn d .th\b .10- minut\b .p\bri od .r\ba ding .all .th\b . qu\b stions, .and .to .us\b .th\b .unl in\bd .pag \bs .to .sk\b tch .gra phs, .mak \b .not \bs, . and .pla n .you r .ans w\brs . .Do .NOT .b\bg in .wri ting .on .th\b .lin \bd .pag \bs .unt il . th\b .pr octor .t\b lls .yo u .to .do .so . . Eac h .ans w\br .sho uld .b\b .wri tt\bn .out .in .par agraph .for m; .out lin\b .for m . is .not .acc \bptabl\b . .Do .not .sp\bn d .tim \b .r\bs tating .th\b .qu\b stions .or . pro viding .mor \b .tha n .th\b .num b\br .of .\bxa mpl\bs .cal l\bd .for . .For .ins tanc\b, . if .a .qu\b stion .cal ls .for .two .\bxa mpl\bs, .you .can .\bar n .cr\b dit .onl y .for .th\b . firs t .two .\bxa mpl\bs .tha t .you .pro vid\b . .Lab \bl\bd .dia grams .may .b\b .us\b d . to .sup pl\bm\bnt .dis cussion, .but .unl \bss .sp\b cifically .cal l\bd .for .by .th\b . qu\b stion, .a .dia gram .alo n\b .wil l .not .r\bc \biv\b .cr\b dit . .Wri t\b .cl\b arly .and . l\bg ibly . .B\bg in .\bac h .ans w\br .on .a .n\bw .pag \b . .Do .not .ski p .lin \bs . .Cro ss .out . any .\brr ors .yo u .ma k\b; .cr oss\bd-out .wo rk .wi ll .no t .b\b .sc or\bd . Man ag\b .you r .tim \b .car \bfully . .You .may .pro c\b\bd .fr\b \bly .fro m .on\b .qu\b stion . to .th\b .n\bx t . .You .may .r\bv i\bw .you r .r\bs pons\bs .if .you .fini sh .b\bf or\b .th\b .\bnd . of .th \b .\bx am .is .an nounc\bd .

31 AP Exam Instructio\Bns BIOLOGY What Proctors Nee d to Bri ng to Thi s Exam • .Exa m .pa ck\bts • .Ans w\br .sh \b\bts • .AP .St ud\bnt .Pa cks • .201 2-13 AP Coordinator\bs Manual . • .This .book .— .AP E xam Instructions • .Sch ool .Co d\b .an d .Ho m\b-School/S\blf- Study .Co d\bs • .Ext ra .Ca lculators • .P\bn cil .sh arp\bn\br • .Ext ra .No . .2 .p\b ncils .wi th .\br as\brs • .Ext ra .p\b ns .wi th .bl ack .or .da rk .bl u\b .in k • .Lin \bd .pa p\br • .Sta pl\br • .Wat ch • .Sig ns .fo r .th \b .doo r .to .th \b .t\b sting .roo m . – .“E xam .in .Pro gr\bss” . – . .“C\b ll .ph on\bs .ar \b .pr ohibit\bd .in .th \b . t\bs ting .roo m” SECTION I: Multiple Choice Stud\bnts .ar\b .allow\bd .to .us\b .four-function .(with .squar\b .root) .calculators .throughout .th\b .\bntir\b .AP . Bio logy .Ex am . .Gr aphing .ca lculators .an d .sc i\bntific .ca lculators .ar \b .no t .p\b rmitt\bd .fo r .us \b .on .th \b .AP . Bio logy .Ex am . .S\b \b .pa g\bs .39 –42 .of .th \b .20 12-13 AP Coordinator\bs Manual .fo r .mo r\b .in formation . B\bf or\b .st arting .th \b .\bxa m .ad ministration, .ma k\b .su r\b .\ba ch .st ud\bnt .ha s .an .ap propriat\b .ca lculator . . . If .a .st ud\bnt .do\b s .no t .ha v\b .a .ca lculator, .yo u .ma y .pr ovid\b .on \b .fr om .yo ur .su pply . .If .th \b .st ud\bnt .do\b s . not .wa nt .to .us \b .th \b .ca lculator .yo u .pr ovid\b .or .do\b s .no t .wa nt .to .us \b .a .ca lculator .at .al l, .h\b .or .sh \b . mus t .ha nd .co py, .da t\b, .an d .si gn .th \b .r\b l\bas\b .st at\bm\bnt .on .pa g\b .40 .of .th \b .20 12-13 AP Coordinator\bs Manual . .St ud\bnts .ma y .ha v\b .no .mo r\b .th an .tw o .ca lculators .on .th \bir .d\b sks . .Ca lculators .ma y .no t . b\b .sh ar\bd . ! Do not begin the exam instructions below until you have completed the appropriate Gen eral In structions \bo r yo ur gr oup. Mak \b .su r\b .yo u .b\bgi n .th \b .\bxa m .at .th \b .d\b signat\bd .ti m\b . . If you are giving the regularly scheduled exam, say: It is Monday morning, May 13, and you will be taking the AP Biology Exam. If you are giving the alternate exam for late testing, say: It is Friday afternoon, May 24, and you will be taking the AP Biology Exam.In a moment, you will open the packet that contains your exam materials. By opening this packet, you agree to all of the AP Program’s policies and procedures outlined in the 2012-13 Bulletin for AP Students and Parents . \bou may now remove the shrinkwrap from your exam packet and take out the Section I booklet, but do not open the booklet or the shrinkwrapped Section II materials. Put the white seals aside. . . . Carefully remove the AP Exam label found near the top left of your exam booklet cover. Now place it on page 1 of your answer sheet on the dark blue box near the top right-hand corner that reads “AP Exam Label.”

32 Biology If .stud\bnts .accid\bntally .plac\b .th\b .\bxam .lab\bl .in .th\b .spac\b .for .th\b .numb\br .lab\bl .or .vic\b .v\brsa, .advis\b . th\b m .to .l\b av\b .th \b .la b\bls .in .pl ac\b . .Th\b y .sh ould .no t .tr y .to .r\b mov\b .th \b .la b\bl; .th \bir .\bxa m .wi ll .b\b . proc \bss\bd .co rr\bctly . Read the statements on the front cover of Section I and look up when you have finished. . . . Sign your name and write today’s date. Look up when you have finished. . . . Now print your full legal name where indicated. Are there any questions? . . . Turn to the back cover and read it completely. Look up when you have finished. . . . Are there any questions? . . . Section I is the multiple-choice portion of the exam. Mark all of your responses beginning on page 2 of your answer sheet, one response per question. If you need to erase, do so carefully and completely. \bour score on the multiple-choice section will be based solely on the number of questions answered correctly. Four-function calculators (with square root) are allowed. This section also contains grid-in questions for which there are no answer choices. \bou will solve each problem and write your final numeric answer in the boxes at the top of the grid and fill in the corresponding circles. \bou will receive credit only if the circles are filled in correctly. Please pay close attention to the directions in your exam booklet for completing the grid-in questions. Are there any questions? . . . \bou have 1 hour and 30 minutes for this section. Open your Section I booklet and begin. 12 6 3 9 .Not \b .St art .Ti m\b .h\b r\b . . .Not\b .Stop .Tim\b .h\br\b . . .Ch\bck .that .stud\bnts .ar\b . mar king .th \bir .an sw\brs .in .p\b ncil .on .th \bir .an sw\br .sh \b\bts, .an d .th at .th \by .ar\b .not .loo king .at .th\b ir . shr inkwrapp\bd .S\bct ion .II .boo kl\bts . .Aft\b r .1 .hou r .and .30 .min ut\bs, .say : . Stop working. Close your booklet and put your answer sheet on your desk, face up. Make sure you have your AP number label and an AP Exam label on page 1 of your answer sheet. I will now collect your answer sheet. Coll\bct .an .answ\br .sh\b\bt .from .\bach .stud\bnt . .Ch \bck .th at .\ba ch .an sw\br .sh \b\bt .ha s .an .AP .nu mb\br .la b\bl . and .an .AP .Ex am .la b\bl . .Th\b n .sa y: Now you must seal your exam booklet. Remove the white seals from the backing and press one on each area of your exam booklet cover marked “PLACE SEAL HERE.” Fold each seal over the back cover. When you have finished, place the booklet on your desk, face up. I will now collect your Section I booklet. . . . Coll\bct .a .S\bction .I .bookl\bt .from .\bach .stud\bnt . .Ch \bck .th at .\ba ch .st ud\bnt .ha s .si gn\bd .th \b .fr ont .co v\br . of .th \b .s\b al\bd .S\bc tion .I .book l\bt .

33 AP Exam Instructio\Bns BIOLOGY Th\br\b .is .a .10-minut\b .br\bak .b\btw\b\bn .S\bctions .I .and .II . .Wh \bn .al l .S\bc tion .I .ma t\brials .ha v\b .b\b\b n . col l\bct\bd .an d .ac count\bd .fo r .an d .yo u .ar \b .r\b ady .fo r .th \b .br \bak, .sa y: Please listen carefully to these instructions before we take a 10-minute break. Everything you placed under your chair at the beginning of the exam must stay there. Leave your shrinkwrapped Section II packet on your desk during the break. \bou are not allowed to consult teachers, other students, or textbooks about the exam during the break. \bou may not make phone calls, send text messages, use your calculators, check email, use a social networking site, or access any electronic or communication device. Remember, you are not allowed to discuss the multiple-choice section of this exam. If you do not follow these rules, your score could be canceled. Are there any questions? . . . 12 6 3 9 \bou may begin your break. Testing will resume at . SECTION II: Free Response Aft\br .th\b .br\bak, .say: May I have everyone’s attention? Place your Student Pack on your desk. . . . \bou may now remove the shrinkwrap from the Section II packet, but do not open the exam booklet until you are told to do so. . . . Read the bulleted statements on the front cover of the exam booklet. Look up when you have finished. . . . Now place an AP number label on the shaded box. If you don’t have any AP number labels, write your AP number in the box. Look up when you have finished. . . . Read the last statement. . . . Using your pen, print the first, middle and last initials of your legal name in the boxes and print today’s date where indicated. This constitutes your signature and your agreement to the statements on the front cover. . . . Turn to the back cover and complete Item 1 under “Important Identification Information.” Print the first two letters of your last name and the first letter of your first name in the boxes. Look up when you have finished. . . . In Item 2, print your date of birth in the boxes. . . . In Item 3, write the school code you printed on the front of your Student Pack in the boxes. . . . Read Item 4. . . . Are there any questions? . . . I need to collect the Student Pack from anyone who will be taking another AP Exam. \bou may keep it only if you are not taking any other AP Exams this year. If you have no other AP Exams to take, place your Student Pack under your chair now. . . .

34 Biology While Student Packs are being collected, read the information on the back cover of the exam booklet. Do not open the booklet until you are told to do so. Look up when you have finished. . . . Coll\bct .th\b .Stud\bnt .Packs . .Th\b n .sa y: Are there any questions? . . . Section II begins with a 10-minute reading period. During the reading period, you will read the questions and plan your answers to the questions. \bou may use the unlined pages of this booklet to organize your answers and for scratch work, but you must write your answers on the lined pages provided for each question. Answers must be written in ink. Are there any questions? . . . \bou may now open the Section II booklet and begin the 10-minute reading period. 12 6 3 9 Not\b .Start .Tim\b .h\br\b . . .Not\b .Stop .Tim\b .h\br\b . . .Ch\bck .that .stud\bnts .ar\b . wri ting .an y .no t\bs .in .th \b .ap propriat\b .ar \bas .in .th \b .S\bc tion .II .book l\bt . .If .an y .st ud\bnts .b\bgi n .wr iting . th\b ir .r\b spons\bs .du ring .th is .ti m\b, .r\b mind .th \bm .th at .th \b .r\b ading .p\b riod .is .no t .y\b t .ov \br, .an d .th at . th\b .r\b ading .p\b riod .is .d\b sign\bd .to .pr ovid\b .st ud\bnts .wi th .ti m\b .to .d\b v\blop .b\bt t\br .or ganiz\bd, .hi gh\br . sco ring .r\b spons\bs . .If .th \b .st ud\bnts .ch oos\b .to .co ntinu\b .wr iting .r\b spons\bs, .ta k\b .no .fu rth\br .ac tion . . Aft\b r .10 .mi nut\bs, .sa y: Stop. The reading period is over. \bou have 1 hour and 20 minutes to answer the questions. \bou are responsible for pacing yourself, and may proceed freely from one question to the next. If you need more paper during the exam, raise your hand. At the top of each extra piece of paper you use, be sure to write only your AP number and the number of the question you are working on. Do not write your name. Are there any questions? . . . \bou may begin. 12 6 3 9 Not\b .Start .Tim\b .h\br \b . . .Not\b .Stop .Tim \b .h\br \b . . .Ch\bck .that .stu d\bnts .ar\b . usi ng .p\bn s .to .wri t\b .th\b ir .ans w\brs .in .th\b ir .\bxa m .boo kl\bts . .Aft\b r .1 .hour .and .10 .min ut\bs, .say : There are 10 minutes remaining. Aft\br .10 .minut\bs, .say: . Stop working and close your exam booklet. Place it on your desk, face up. If .any .stud\bnts .us\bd .\bxtra .pap\br .for .th\b .fr\b\b-r\bspons\b .s\bction, .hav\b .thos\b .stud\bnts .stapl\b .th\b .\bxtra . sh\b \bt/s .to .th \b .fir st .pa g\b .co rr\bsponding .to .th at .qu \bstion .in .th \bir .\bxa m .book l\bts . .Th\b n .sa y: Remain in your seat, without talking, while the exam materials are collected. . . . Coll\bct .a .S\bction .II .\bxam .bookl\bt .from .\bach .stud\bnt . .Ch \bck .fo r .th \b .fo llowing: .• .Exa m .book l\bt .fr ont .co v\br: .Th\b .st ud\bnt .pl ac\bd .an .AP .nu mb\br .la b\bl .on .th \b .sh ad\bd .box , .an d . pri nt\bd .hi s .or .h\b r .in itials .an d .to day’s .da t\b . . • .Exa m .book l\bt .ba ck .co v\br: .Th\b .st ud\bnt .co mpl\bt\bd .th \b .“I mportant .Id \bntification . Inf ormation” .ar \ba .

35 AP Exam Instructio\Bns BIOLOGY Wh\bn .all .\bxam .mat \brials .hav \b .b\b\b n .col l\bct\bd .and .acc ount\bd .for , .r\bt urn .to .stu d\bnts .any .\bl\b ctronic . d\bv ic\bs .you .may .hav \b .col l\bct\bd .b\bf or\b .th\b .sta rt .of .th\b .\bxa m . . If you are giving the regularly scheduled exam, say: \bou may not discuss these specific free-response questions with anyone unless they are released on the College Board website in about two days. \bour AP score results will be delivered online in July. If you are giving the alternate exam for late testing, say: None of the questions in this exam may ever be discussed or shared in any way at any time. \bour AP score results will be delivered online in July. If .any .stud\bnts .compl\bt\bd .th\b .AP .numb\br .card .at .th\b .b\bginning .of .this .\bxam, .say: Please remember to take your AP number card with you. \bou will need the information on this card to view your scores and order AP score reporting services online. Th\bn .say: \bou are now dismissed. All .\bxam .mat\brials .should .b\b .put .in .s\bcur\b .storag\b .until .th\by .ar\b .r\bturn\bd .to .th\b .AP .Program . aft\b r .yo ur .sc hool’s .la st .ad ministration . .B\b for\b .st oring .ma t\brials, .ch \bck .th \b .“S chool .Us \b .On ly” . s\bct ion .on .pa g\b .1 .of .th \b .an sw\br .sh \b\bt .an d: .• .Fil l .in .th \b .ap propriat\b .s\bc tion .nu mb\br .ci rcl\b .in .or d\br .to .ac c\bss .a .s\bp arat\b .AP . . In structional .Pl anning .R\bpo rt .(f or .r\bg ularly .sc h\bdul\bd .\bxa ms .on ly) .or .su bj\bct . . sc or\b .ro st\br .at .th \b .cl ass .s\bc tion .or .t\b ach\br .l\b v\bl . .S\b \b .“P ost-Exam .Ac tiviti\bs” .in .th \b . . 20 12-13 AP Coordinator\bs Manual . . . • .Ch\bc k .yo ur .li st .of .st ud\bnts .wh o .ar \b .\bl igibl\b .fo r .f\b \b .r\bd uctions .an d .fil l .in .th \b . . ap propriat\b .ci rcl\b .on .th \bir .r\bg istration .an sw\br .sh \b\bts .

B Student Answer Sheet for the Multiple -Choice Section Use this section to capture student responses. (Note that the following answer sheet is a sample, and may differ from one used in an actual exam.)









B Section I: Multiple -Choice Questions This is the multiple-choice section of the 201 3 AP exam. It includes cover material and other administrative instructions to help familiarize students with th e mechanics of the exam. (Note that future exams may differ in look from the following content.)

AtaGlance Total Time1 hour, 30 minutes Number of Questions58 Percent of Total Score50% Writing InstrumentPencil required Electronic DeviceFour-function calculator (with square root) Instructions SectionIofthisexam contains 53 multiple-choice questions and5grid -in questions . Indicate all ofyouranswers to theSectionIquestions on theanswer sheet.No credit will be given foranything written in thisexam booklet ,but you may usethebooklet fornotes or scratch work. For questions 1 –53 ,after youhave decided which of thesuggested answers is best, completely fill inthecorresponding circle ontheanswer sheet.Fill in onlythecircles for questions 1 –53 .Because thissection offersonlyfouranswer options foreach question ,do not mark the(E ) answer circleforany question . Give onlyoneanswer to eachquestion .If you change an answer,be sure thattheprevious mark is erasedcompletely .Here i sasample questionandanswer . DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO. AP ® Biology Exam SECTION I: Multiple Choice and Grid-In Forquestions 121–125 ,follow theinstructions afterquestion 53 to enteryournumeric answers .Write yournumeric answer in theboxes at thetop of thegrid andfill in the corresponding circlesforquestions Use your timeeffectively ,working as quickly asyoucanwithout losingaccuracy .Do not spend toomuch time on anyone question .Go on to otherquestions andcome back to the ones youhave notanswered if youhave time.It is notexpected thateveryone will know theanswers to all ofthequestions . Your totalscore on SectionIis basedonly on thenumber of questionsansweredcorrectly. Points arenot deducted forincorrect answers or unanswered questions. 121 –125.

AP® BIOLOGY EQUATIONS AND FORMULAS ss Statistical Analysis and Probability Mean Standard Deviation 1 1 n i i n xx = = Â 2 () 1 ixx n s= - - Â Standard Error of the Mean Chi-Square x SE n s = () 2 2 oe e c - = Â Chi-Square Table p value Degrees of Freedom 1 2 3 4 5 6 7 8 0.05 3.84 5.99 7.82 9.49 11.07 12.59 14.07 15.51 0.01 6.64 9.21 11.34 13.28 15.09 16.81 18.48 20.09 Laws of Probability If A and B are mutually exclusive, then: P(A or B) = P(A) + P (B) If A and B are independent, then: P(A and B) = P(A) ¥ P (B) Hardy-Weinberg Equations p 2 + 2pq + q 2 = 1 p + q = 1 x = sample mean n = size of the sample s = sample standard deviation (i.e., the sample-based estimate of the standard deviation of the population) o = observed results e = expected results Degrees of freedom are equal to the number of distinct possible outcomes minus one. Mode = value that occurs most frequently in a data set Median = middle value that separates the greater and lesser halves of a data set Mean = sum of all data points divided by number of data points Range = value obtained by subtracting the smallest obser vation (sample minimum) from the greatest (sample maximum) Metric Prefixes Factor Prefix Symbol 10 9 giga G 106 mega M 103 kilo k 10–2 centi c 10–3 milli m 10–6 micro μ 10 –9 nano n 10 –12 pico p p = frequency of the dominant allele in a population q = frequency of the recessive allele in a pop ulation -3- uuu

-4- uuu pH = – log 10 [H +] T2 = higher temperature T 1 = lower temperature k 2 = reaction rate at T 2 k 1 = reaction rate at T 1 Q 10 = the factor by which the reaction rate increases when the temperature is raised by ten degrees Dilution (used to create a dilute solution from a concentrated stock solution) C iVi = C fVf i = initial (starting) C = concentration of solute f = final (desired) V = volume of solution Rate and Growth Rate dY dt Population Growth dN BD dt =- Exponential Growth max dN rN dt = Logistic Growth ( ) dN K N rN dt K - max = Temperature Coefficient Q 10 21 10 2 10 1 Q TT k k      Primary Productivity Calculation 22 mg O mL O 0.698 mL × = Lmg L 2 2 mL O0.536 mg C fixed mg C fixed × = LmL O L (at standard temperature and pressure) dY = amount of change dt = change in time B = birth rate D = death rate N = population size K = carrying capacity r max = maximum per capita growth rate of population Surface Area and Volume Volume of a Sphere 3 4 3 Vr p = Volume of a Rectangular Solid Vwh = Volume of a Right Cylinder 2 Vrh p = Surface Area of a Sphere 2 4 Arp = Surface Area of a Cube 2 6 As = Surface Area of a Rectangular Solid surface area of each side A = Â r = radius  = length h = height w = width s = length of one side of a cube A = surface area V = volume  = sum of all Gibbs Free Energy Δ G = ΔH – TΔ S Δ G = change in Gibbs free energy Δ S = change in entropy Δ H = change in enthalpy T= absolute tem perature (in Kelvin ) Water Potential ( Y ) PS YY Y =+ PY = pressure potential SY = solute potential The water potential will be equal to the solute potential of a solution in an open container because the pressure potential of the solution in an open container is zero. The Solute Potential of a Solution S iCRT Y =- i = ionization constant (this is 1.0 for sucrose because sucrose does not ionize in water) C = molar concentration R = pressure constant ( R = 0.0831 liter bars/mole K) T = temperature in Kelvin (ºC + 273)

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -5- BIOLOGY Section I 53 Multiple-Choice Questions 5 Grid-In Questions Time —90 Minutes Directions: Each of the questions or incomplete statem ents below is followed by four suggested answers or completions. Select the one that is best in each case and then fill in the corresponding circle on the answer sheet. 1. A dog is following the scent of a jackrabbit. Which of the following accurately describes how the dog’s brain integrates information for smell? (A) Chemoreceptors in the brain send impulses for smell in the nasal cavity. (B) Chemoreceptor cells in the nasal cavity send impulses to the appropriate area of the brain. (C) Chemoreceptors on epithelial cells of the tongue send hormones to the appropriate area of the brain. (D) Receptors originating in the nose send action potentials to the motor regions of the brain. 2. Thrips are insects that feed on rose pollen. Scientists noted that the thrips population increased in the spring an d decreased dramatically during the summer. The researchers hypothesized that food abundance was the limiting factor for the population. Which of the following types of data would be most useful for the scientists to collect at regular intervals on a designated test plot of rose plants? (A) Amount of sunlight (hours/day) (B) Mean temperature (C) ∞ (C) Density of rose pollen produced (g/m 2) (D) Amount of pollen produced by each flower (g/flower) 3. If ATP breakdown (hydrolysis) is inhibited, which of the following types of movement across cell membranes is also inhibited? (A) Movement of oxygen into a cell (B) Movement of water through aquaporins (C) Passage of a solute against its concentration gradient (D) Facilitated diffusion of a permeable substance 4. Undersea landslides can disrupt marine habitats by burying organisms that live on the ocean floor. The graph above shows the size of a population of a certain organism that lives on the ocean floor. The population was affected by a recent landslide at the time indicated on the graph. Which of the following best predicts how the population will be affected by the landslide? (A) The surviving organisms will evolve into a new species. (B) The reduced population will likely have allelic frequencies that are different from the initial population. (C) The population will adapt to deeper waters to avoid future landslides. (D) The reduced population will have a greater number of different genes than the initial population.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -6- 5. Which of the following questions is most relevant to understanding the Calvin cycle? (A) How does chlorophyll capture light? (B) How is ATP used in the formation of 3-carbon carbohydrates? (C) How is NADP + reduced to NADPH? (D) How is ATP produced in chemiosmosis? 6. Rosalind Franklin’s x-ray diffraction images taken in the 1950s most directly support which of the following claims about DNA? (A) The ratios of base pairs are constant. (B) The nucleotide sequence determines genetic information. (C) The two strands of DNA are antiparallel. (D) The basic molecular structure is a helix. + 3HHCO   Æ ¨ 22HO CO  7. The equation above show s one of the reversible reactions that occur in blood. After exercise, an athlete’s blood pH has dropped below the normal level. How will normal blood pH be restored? (A) An increase in O 2 concentration in the plasma will lead to an increase in H + concentration. (B) An increase in temperature will lead to an increase in H + concentration. (C) An increase in sweating will lead to a decrease in OH – and H + concentration. (D) An increase in breathing rate will lead to a decrease in blood CO 2 and H + concentration.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -7- 8. A researcher is investigating th e relationship between the existing speci es diversity in a community and the ability of an introduced nonnative species to destabilize the community. Which of the following graphs is mo st consistent with the claim that communities with high diversity are more resistant to change than are communities with low diversity? (A) (B) (C) (D) 9. In 1944 Avery, MacLeod, and McCarty performed transformation experiments using live, harmless bacteria and extracts from virulent bacteria treated with various enzymes. Which of the following enzymes were used and why? (A) Proteases and RNases to rule out protein and RNA as the transforming factors (B) Lipase (an enzyme that facilitates the breakdown of lipids) to rule out lipoproteins as the transforming factor (C) Kinase (an enzyme that facilitates transfer of a phosphate group from ATP to a substrate molecule) to show that transformation is phosphorylation dependent (D) ATPase to show that transformation is not dependent on ATP

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -8- Questions 10-13 The figures below show the changes in popula tions of two species of flour beetles, Tribolium confusum (Figure I) and Tribolium castaneum (Figure II), in cultures without parasites ( ) and in cultures infected with a parasite ( •). Each data point represents the mean population size fro m ten culture dishes of equal size and food content.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -9- 10. Under which of the following conditions is the observed number of beetles per culture dish the greatest? (A) T. confusum with parasite at 500 days (B) T. confusum without parasite at 300 days (C) T. castaneum with parasite at 100 days (D) T. castaneum with parasite at 600 days 11. The data over the duration of the experiment provide the strongest support for which of the following conclusions regarding the effect of the parasite on Tribolium populations? (A) T. confusum is adversely affected by the parasite, while T. castaneum is not. (B) T. castaneum is adversely affected by the parasite, while T. confusum is not. (C) Both T. confusum and T. castaneum are adversely affected by the parasite. (D) Both T. confusum and T. castaneum show increased fitness in the presence of the parasite. 12. In Figure I, the difference between the two curves can best be attributed to which of the following? (A) The difference between controlled laboratory conditions and the natural environment (B) The effect of the host on its parasite (C) The influence of competition for limited resources (D) The natural variation among populations 13. If the experiment was continued for an additional 500 days, the population density of T. castaneum with the parasite would most likely stabilize at a value closest to which of the following? (A) 5 beetles/culture dish (B) 10 beetles/culture dish (C) 20 beetles/culture dish (D) 25 beetles/culture dish

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -10- 14. Beaked whales feed at various depths, but they defecate at the ocean’s surface. Nitrogen-rich whale feces deposited in surface waters supply nutrients for algae that are eaten by surface- dwelling fish. Which of the following best predicts what would happen if the whale population decreased? (A) There would be a reduction in surface nitrogen concentration, which would cause an algal bloom. (B) The surface fish populations would decline due to reduced populations of algae. (C) The remaining whales would accumulate mutations at a faster rate. (D) The remaining whales would be forced to forage in the deepest parts of the ocean. 15. The processes illustrated in the models depicted above all result in which of the following? (A) Transcription (B) An increase in genetic variation (C) An increase in the chromosome number (D) Horizontal gene transfer

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -11- 16. The vertebrate forelimb initially develops in the embryo as a solid mass of tissue. As development progresses, the solid mass near the end of the forelimb is remodeled into individual digits. Which of the following best explains the role of apoptosis in remode ling of the forelimb? (A) Apoptosis replaces old cells with new ones that are less likely to contain mutations. (B) Apoptosis involves the regulated activation of proteins in specific cells of the developing forelimb that leads to the death of those cells. (C) Apoptosis involves the destruction of extra cells in the developing forelimb, which provides nutrients for phagocytic cells. (D) Apoptosis in the deve loping forelimb triggers the differentiation of cells whose fate was not already determined. 17. What most likely causes the trends in o xygen concentration shown in the graph above? (A) The water becomes colder at night and thus holds more oxygen. (B) Respiration in most organisms increases at night. (C) More organisms are respiring at night than during the day. (D) Photosynthesis produces more oxygen than is consumed by respiration during the day.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -12- 18. Data regarding the presence (+) or absence ( -) of five derived traits in several different species are shown in the table below. Trait Species 1 2 3 4 5 V + + + - - W + + - - - X + - - + + Y - - - - - Z + - - - + Which of the following cladograms provides the simplest and most accurate representation of the data in the table? (A) (B) (C) (D)

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -13- 19. A common laboratory investigation involves putting a solu tion of starch and glucose into a dialysis bag and suspending the bag in a beaker of water, as shown in the figure below. The investigation is aimed at understanding how molecular size affects movement through a membrane. Which of the following best represents the amount of starch, water, and glucose in the dialysis bag over the course of the investigation? (A) (B) (C) (D)

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -14- Questions 20-22 Rhagoletis pomonella is a parasitic fly native to North America that infests fruit trees. The female fly lays her eggs in the fruit. The larvae hatch a nd burrow through the developing fruit. Th e next year, the adult flies emerge. Prior to the European colonization of North America, the major host of Rhagoletis was a native species of hawthorn, Crataegus marshallii. The domestic apple tree, Malus domestica, is not native to North America, but was imported by European settlers in the late 1700s and early 1800s. When apple trees were first imported into North America, there was no evidence that Rhagoletis could use them as hosts. Apples set fruit earlier in the season and deve lop faster, where hawthorns set later and develop more slowly. Recent analysis of Rhagoletis populations has shown that two distinct populations of flies have evolved from the original ancestral population of flies that were parasitic on hawthorns. One population infests only apple trees, and the other infests only hawthorns. The life cycles of both fly populations are coordinated with those of their host trees. The flies of each population apparently can distinguish and select mates with similar host preferences and reject mates from the population specific to the other host tree. Th ere is very little hybridization (only about 5 percent) between the two groups. 20. The divergence between the two populations of Rhagoletis must have occurred very rapidly because (A) the apple tree was imported into North America with European settlement approximately 200 years ago (B) flies were imported into North America with European settlement approximately 200 years ago (C) long-distance rail transport of fruit increased only after the American Civil War (1861–1865) (D) heavy use of gunpowder during the American Civil War (1861–1865) led to increased mutation rates in many natural populations of plants and animals 21. Initially, which of the following isolating mechanisms is likely to have been the most important in preventing gene flow between the two populations of Rhagoletis? (A) Gamete incompatibility (B) Temporal isolation (C) Mechanical isolation (D) Reduced hybrid viability 22. Matings between individuals from the two populations of Rhagoletis produce hybrid flies that appear to be healthy and have normal life spans. The eggs laid by these hybrid flies, however, hatch less often than those of flies from either of the two populations. What isolating mechanism seems to be important in this hybrid population? (A) Prezygotic isolation (B) Mechanical isolation (C) Reduced hybrid fertility (D) Habitat isolation

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -15- 23. A group of mice was released into a large field to which no other mice had access. Immediately after the release, a representative sample of the mice was captured, and the fur color of each individual in the sample was observed and recorded. The mice were then returned to the field. After twenty years, another representative sample of the mice was captured, and the fur color of each individual in the sample was again recorded. Which of the following best explains the change in the freque ncy distribution of fur color phenotypes in the mouse population, as shown in the figures above? (A) The allele for gray fur color is unstable, and over twenty years most of those alleles mutated to become alleles for black fur. (B) The field was composed primarily of light-colored soil and little vegetation, affording gray mice protection from predators. (C) Sexual selection led to increas ed mating frequency of black and brown versus gray and brown. (D) The gray mice were hardest to capture and so were underrepresented in the twenty-year sample.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -16- 24. Scientists have found th at the existing populations of a certain species of amphibian are small in number, lacking in genetic diversity, and separated from each other by wide areas of dry land. Which of the following human actions is most likely to improve the long-term survival of the amphibians? (A) Cloning the largest individuals to counteract the effects of aggressive predation (B) Reducing the population size by one-fifth to decrease competition for limited resources (C) Constructing a dam and irrigation system to control flooding (D) Building ponds in the areas of dry land to promote interbreeding between the separated populations 25. A new mutation that arose in one copy of gene X in a somatic cell resulted in the formation of a tumor. Which of the following pieces of evidence best describes how the new mutation directly caused the tumor? (A) Protein X normally stimulates cell division, and the mutation created an overactive version of protein X. (B) Protein X normally activates a growth hormone receptor, and the mutation decreased the stability of protein X. (C) Protein X normally prevents passage through the cell cycle, and the mutation created an overactive version of protein X. (D) Protein X normally regulates gene expression, and the mutation created an underactive version of protein X that blocked the cell cycle.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -17- 26. Cystic fibrosis is a recessively inherited disorder that results from a mutation in the gene encoding CFTR chloride ion channels located on the surface of many epithelial cells. As shown in the figure, the mutation prevents the normal movement of chloride ions from th e cytosol of the cell to the extracellular fluid. As a consequence of the mutation, the mucus layer that is normally present on the surface of the cells becomes exceptionally dehydrated and viscous. An answer to which of the following questions woul d provide the most information about the association between the CFTR mutation and the viscous mucus? (A) Is the mucus also secreted from the cells through the CFTR proteins? (B) How does the disrupted chloride movement affect the movement of sodium ions and water by the cell? (C) How does the mutation alter the structure of the CFTR proteins? (D) What is the change in nucleotide seque nce that results in the CFTR mutation?

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -18- Questions 27-31 In a classic experiment from the 1970s investigating ge ne expression, a solution containing equal amounts of rabbit a-hemoglobin mRNA and b-hemoglobin mRNA, which encode subunits of a protein found in red blood cells, was injected into newly fertilized frog eggs. The in jected mRNA was not degraded during the course of the experiment. Tadpoles that developed from the injected eggs were dissected into two fragments, one containing predominantly the notochord, muscle tissue, and nerve ti ssue and the other containing predominantly the other tissue types. Equal amounts of total protein were analyzed after se paration by electrophoresis to identify the relative amounts of the different proteins present in each sample. The thickness of the bands indicates the relative amounts of rabbit a-hemoglobin, rabbit b-hemoglobin, and frog tubulin (a cytoskeletal prot ein that is expressed at relatively constant levels in all tissues) present in each tadpole sample. The experimental protocol and results are summarized in the figure below.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -19- 27. The observation that the rabbit mRNA was successfully translated in the frog tissues supports which of the following conclusions? (A) Frog cells are able to replace their own hemoglobin with rabbit hemoglobin. (B) Undeveloped frog eggs can be induced to form genetically identical copies of a rabbit. (C) Rabbit hemoglobin can induce an immune response in frogs. (D) Rabbits and frogs share a common genetic code for expressing heritable information. 28. The electrophoresis results best support which of the following conclusions? (A) Cell specialization during development results in some cells losing the ability to synthesize proteins. (B) Cells from different tissues share a common ability to use genetic material from a foreign source to produce protein. (C) In comparison with other cells, nerve cells have a superior ability to produce cytoskeletal proteins. (D) Muscle cells produce more b-hemoglobin than do cells from the other tissues in a tadpole. 29. Which of the following is the best justification for why the rabbit hemoglobin proteins were found throughout the tadpole? (A) Rabbit mRNA is composed of nucleotides that are more stable than those in frog mRNA. (B) Rabbit hemoglobin is synthesized more efficiently than frog hemoglobin in frog cells. (C) After differentiation, the rabbit hemoglobin proteins move through the circulatory system of the tadpole to every cell. (D) The mRNA injected into the newly fertilized frog eggs is distributed in the cytoplasm of every daughter cell during cell division. 30. Which of the following conclusions is most consistent with the results of the experiment? (A) Rabbit mRNA is composed of nucleotides that are absent from frog mRNA. (B) A larger volume of blood circulates through a rabbit than through a frog. (C) The subunits of hemoglobin differ in size, shape, or charge. (D) Synthesis of b-hemoglobin occurs at a faster rate in muscle cells than in other body cells. 31. Given that equal amounts of the different mRNAs were injected into fertilized frog eggs, which of the following conclusions is most consistent with the electrophoresis results? (A) b-hemoglobin mRNA is translated more efficiently than is a-hemoglobin mRNA. (B) a-hemoglobin is present only in cells where b-hemoglobin is absent. (C) a-hemoglobin mRNA is more stable than b -hemoglobin mRNA. (D) Tubulin inhibits translation of hemoglobin mRNA.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -20- 32. To determine the evolutionary hi story and relationships among organisms, scientists gather evidence from a wide variety of sources including pa leontology, embryology, morphology, behavior, and molecular biology. A phylogenetic tree of vertebrates is shown. Which of the following statements is most consistent with the phylogenetic tree shown? (A) Birds and turtles evolved their own means of gas exchange independently of the other vertebrates. (B) Mammals are most closely related to birds because they share a direct common ancestor. (C) The common ancestor of reptiles, bird s, and mammals produced amniotic eggs. (D) Crocodiles are direct descendents of ray-finned fishes since they live in the same environment.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -21- 33. A student in a biology class crossed a male Drosophila melanogaster having a gray body and long wings with a female D. melanogaster having a black body and apterous wings. Th e following distribution of traits was observed in the offspring. Phenotype Number of Offspring Gray body, long wings 42 Black body, apterous wings 41 Gray body, apterous wings 9 Black body, long wings 8 Which of the following is supported by the data? (A) The alleles for gray body and long wings are dominant. (B) The alleles for gray body and long wings are recessive. (C) Genes for the two traits are located on two different chromosomes, and independent assortment occurred. (D) Genes for the two traits are located close togeth er on the same chromosome, and crossing over occurred between the two gene loci.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -22- 34. The diagram above depicts the response to a pinprick (stimulus) on the tip of a human finger. The arrows show the direction of impulse transmission along the labeled axons. If axon II was damaged before the pinprick, which of the following is most likely? (A) The person will not feel the pinprick. (B) The person can no longer feel pain. (C) The person’s finger will not withdraw reflexively. (D) The person cannot transmit nerve impulses to the brain.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -23- 35. If chemical signals in the cytoplasm control the progression of a cell to the M phase of the cell cycle, then fusion of a cell in G 1 with a cell in early M phase would most likely result in the (A) replication of chromosomes only in the G 1 cell (B) exiting of both cells from the cell cycle and into the G 0 phase (C) condensation of chromatin in preparation of nuclear division in both cells (D) transfer of organelles from the G 1 cell to the cell in the M phase 36. The healthy human immune system responds to pathog ens with both specific and nonspecific processes. Which of the following models depicts a nonspecific response? (A) (B) (C) (D)

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -24- 37. In the Arctic Ocean, the predominant primary producers are phytoplankton. Phytoplankton are consumed by zooplankton, which in turn are eaten by codfish. In years when there is more open water (less ice coverage), there are more zooplankton and fish than in years with less open water (more ice coverage). Based on the graph above, the difference is most likely because (A) when there is less open water, light is blocked from the zooplankton, so they cannot produce as much food for the fish (B) when there is more open water, the temperature is warmer, so the zooplankton and fish populations increase in size (C) the ice blocks the light, so in years with more ice coverage, there is less photosynthesis by the phytoplankton (D) the ice increases the light available for photosynthesis, so primary production increases and zooplankton populations increase in size

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -25- 38. The figure above depicts the DNA-protein complex that is assembled at the transcriptional start site of gene X when the expression of gene X is activated in liver cells. Previ ous studies have shown that gene X is never expressed in nerve cells. Based on the diagram, which of the following most likely contributes to the specific expression pattern of gene X ? (A) Expression of gene X produces large amounts of tRNA but undetectable amounts of mRNA. (B) The general transcription factor s inhibit the activation of gene X in liver cells by blocking the activator from binding to RNA polymerase II. (C) The activator is a sequence-specific DNA-binding protein that is present in some tissues but not in other tissues. (D) The enhancer is a unique DNA segment that is added to the nuclear DNA of some cells of an organism during the process of mitotic cell division but not other cells.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -26- 39. The diagram above illustrates feedback control as exerted by the hormone thyroxine. Following surgical removal of the thyroid gland, the level of TSH in the blood will increase. Which of the following best explains this increase? (A) Residual blood thyroxine, from prior to thyroid gland removal, will bind to cells in the anterior pituitary, signaling more TSH secretion. (B) Thyroxine will remain bound to thyroxine receptors on various body cells, and these body cells will secrete additional hormones that stimulate the anterior pituitary to secrete TSH. (C) Thyroxine that was stored in the anterior pituitary prior to thyroid gland removal will signal more TSH secretion. (D) A decrease in thyroxine levels means a loss of inhibition to the hypothalamus and anterior pituitary, leading to increased TSH secretion.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -27- 40. The data below demonstrate the frequency of tasters and nontasters of a certain compound in four isolated populations that are in Hardy-Weinberg equilibrium. The allele for nontasters is recessive. In which population is the frequency of the recessive allele highest? Population Tasters Nontasters Size of Population (A) 1 110 32 142 (B) 2 8,235 4,328 12,563 (C) 3 215 500 715 (D) 4 11,489 2,596 14,085

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -28- Questions 41-45 Photosynthetic activity can be measured using chloroplasts suspended in a buffered solution containing DCPIP, a dye that can accept electrons from the electron transport chai n of photosynthesis. Transfer of electrons to DCPIP decreases the relative absorb ance of a specific wavelength of light (605 nm) by a solution that contains the dye. A buffered solution containing chloroplasts and DCPIP was divided equally among six identical samples. The samples were placed at various distances from a lamp, and then all samples were exposed to white light from the lamp for 60 minutes at room temperature. Sample 3 was wrapped in foil to prevent any light from reaching the solution. At 20-minute intervals, the photosynthetic ac tivity in each sample was determined by measuring the relative absorbance of 605 nm light. The results of the experiment are provided below. Relative Absorbance of 605 nm Light (arbitrary units) Sample Distance from Lamp (cm) 0 min 20 min 40 min 60 min 1 15 0.89 0.61 0.34 0.04 2 30 0.90 0.67 0.41 0.14 3* 30 0.88 0.87 0.86 0.87 4 45 0.86 0.69 0.47 0.26 5 60 0.92 0.75 0.59 0.41 6 75 0.88 0.79 0.71 0.58 * wrapped in foil

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -29- 41. Which of the following provides the best indication that light is required for the activation of electron transfer reactions in chloroplasts? (A) Calculating the rate of change of the absorbance for sample 1 (B) Comparing the observed results for sample 2 and sample 3 (C) Repeating the entire experimental procedure at night (D) Including multiple trials for all the samples 42. Which of the following can be reasonably concluded from the experimental results? (A) Chloroplasts must be suspended in a buffer solution to function properly. (B) The optimal temperature for activation of electron transfer is 25°C. (C) DCPIP inhibits biochemical reactions in suspended chloroplasts. (D) Light from a lamp can substitute for sunlight in stimulating chloroplast processes. 43. If an additional sample containing the chloroplast/DCPIP solution was placed at a distance of 90 cm from the lamp, which of the following predictions would be most consistent with the experimental results? (A) The concentration of DCPIP in the solution will increase exponentially. (B) The absorbance at 60 minutes will be roughly equal to 1.4. (C) The change in abso rbance over time in the solution will be less than that of the other samples. (D) The temperature of the solution will exceed 75°C. 44. Which of the following descriptions of photosynthesis best explains the results of the experiment? (A) Availability of electrons for transfer to DCPIP depends on light energy. (B) Movement of DCPIP across chloroplast membranes occurs in less than 60 minutes. (C) Chlorophyll molecules degrade rapidly in the presence of DCPIP. (D) DCPIP can only be used to measure photosynthetic activity at low light levels. 45. Which of the following sc ientific questions could be investigated using a similar experimental setup? (A) How much carbon dioxide is required by a plant cell to produce one molecule of glucose? (B) What wavelength of light best activates electron transfer reactions in chloroplasts? (C) Which molecule in chloroplasts accepts activated electrons from DCPIP during photosynthesis? (D) Are the same genes that are expressed in chloroplasts also expressed in mitochondria?

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -30- 46. The figure above shows a model of a ligand precursor be ing cleaved to produce an active ligand that binds to a specific receptor. Which of the following is most likely to reduce the binding of the active ligand to its receptor? (A) A change in the cytoskeletal a ttachment of transmembrane proteins (B) The presence of a large amount of the precursor form of the ligand (C) An increase in the ratio of the number of unsaturat ed to the number of saturated fatty acid tails of the membrane lipids (D) A mutation in the receptor gene that causes a subs titution of a charged amino acid for a nonpolar amino acid in the ligand binding site of the receptor

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -31- 47. Students in a class measured the mass of various livi ng organisms. They then kept the organisms in the dark for 24 hours before remeasuring them. None of the organisms were provided with nutrients during the 24-hour period. The data are as follows. Organism Starting Mass (g) Final Mass (g) Elodea (submerged aquatic plant) 15.10 14.01 Goldfish 10.10 9.84 Sea anemone 25.60 24.98 Which of the following is the best explanation for the pattern of change in mass of the organisms over time? (A) Water loss due to evaporation (B) Cellular respiration (C) The law of conservation of matter (D) Growth and reproduction

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -32- Questions 48-51 The following figures display data collected while studyi ng a family, some members of which have sickle-cell disease — a rare genetic disorder caused by a mutation in the hemoglobin beta gene (HBB). There are at least two alleles of the HBB gene: the HbA allele encodes wild-type hemoglobin and the HbS allele encodes the sickle-cell form of hemoglobin. Genetic testing provided insight into the inheritance pattern for sickle-cell disease. Figure 1. Pedigree of a family with affected individuals. Squares represent males, circles represent females, shaded symbols represent individuals with sickle-cell disease. 5′ CTG ACT CCT GAG GAG AAG TCT 3′ Non-template Strand 3 ′ GAC TGA GGA CTC CTC TTC AGA 5 ′ Template Strand Figure 2. A portion of the DNA sequence from the wild-type hemoglobin allele ( HbA) that codes for normal hemoglobin. Figure 3. Codon table showing nucleo tide sequences for each amino acid.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -33- Figure 4. Image of a gel following electrophoretic separation of DNA fragments of the HBB gene from three individuals in the pedigree in Figure 1. 48. Based on the data shown in Figure 1, which of the following best describes the genotypes of individual family members in the pedigree? (A) All affected individuals possess at least one dominant allele of the hemoglobin beta gene. (B) Healthy individuals may possess one mutant allele ( HbS) of the hemoglobin beta gene. (C) Individuals IV and V must be heterozygous for the HbS (mutant) allele. (D) Individuals II and VI possess two copies of the HbA (wild-type) allele. 49. The HbS allele, which causes sickle-cell disease, results from a mutation in the DNA sequence shown in Figure 2 that produces a valine (val) in the place of a glutamic acid (glu) residue in the hemoglobin protein. Which of the following mRNA sequences is derived from the HbS allele? (A) 5′ GAC TGA GGA CTC CTC TTC AGA 3 ′ (B) 5′ UCU GAA GAG GAA UCC UCA GUC 3 ′ (C) 5′ AGA CTT CTC CTC AGG AGT CAG 3 ′ (D) 5′ CUG ACU CCU GUG GAG AAG UCU 3 ′ 50. The restriction endonuclease Mst II recognizes the sequence 5 ′ C CT(N)AG (where N = any nucleotide) and cuts DNA at that site, producing separate fragments. Which of the following best explains the banding patterns exhibited in Figure 4 ? (A) The HbA DNA contains a recognition site for the Mst II restriction enzyme. (B) The HbA/HbS DNA contains three recognition sites for the Mst II restriction endonuclease. (C) Individual I has only one copy of the hemoglobin gene; therefore there is only one band on the gel. (D) The HbS/HbA DNA contains three different alleles for sickle-cell disease. 51. Possessing a single copy of the HbS allele has been shown to provide some resistance to infection by Plasmodium falciparum , the parasite that causes malaria. Which of the following individuals represented in the pedigree would have the greatest selective advantage in an area where malaria is common? (A) I (B) II (C) III (D) V

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -34- 52. Antidiuretic hormone (ADH) is important in maintaining homeostasis in mammals. ADH is released from the hypothalamus in response to high tissue osmolarity. In response to ADH, the collecting duct and distal tubule in the kidney become more permeable to water, which increases water reabsorption into the capillaries. The amount of hormone released is controlled by a negative feedback loop. Based on the model presented, which of the following statements expresses the proper relationship between osmolarity, ADH release, and urine production? (A) As tissue osmolarity rise s, more ADH is released, causing less water to be excreted as urine. (B) As tissue osmolarity rises, less ADH is released, causing less water to be excreted as urine. (C) As tissue osmolarity rises, more ADH is released, causing more water to be excreted as urine. (D) As tissue osmolarity rises, less ADH is released, causing more water to be excreted as urine.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -35- 53. Ellis-van Creveld syndrome is a recessive genetic disorder that includes the characteristics of short stature and extra fingers or toes. In the general population, this syndrome occurs in approximately 1 in 150,000 live births. In a particular isolated population, however, the incidence of this syndrome among live births is 1 in 500. Assume that both the isolated population and the general population are in Hardy-Weinberg equilibrium with respect to this syndrome. Which of the following best describes the difference between the frequency of the allele that causes the syndrome in the general population and the frequency of the allele in the isolated population? (A) The frequency of the Ellis-van Creveld allele is 0.002 in the isolated population and 0.0000066 in the general population, which suggests that selection for this trait is occurring in both populations. (B) The frequency of the Ellis-van Creveld allele is 0.0447 in the isolated population and 0.0026 in the general population, showing that the rate of genetic mutation is highest among individuals in the isolated population. (C) The frequency of the Ellis-van Creveld allele is 0.002 in the isolated population and 0.0000066 in the general population, which demonstrates gametic incompatibility between the populations. (D) The frequency of the Ellis-van Creveld allele is 0.0447 in the isolated population and 0.0026 in the general population, which suggests that genetic drift has occurred in the isolated population.

GO ON TO THE NEXT PAGE. -36- Directions: The next five questions, numbered 121–125, require numeric answers. Determine the correct answer for each question and enter it in the grid on page 3 of the answer sheet. Use the following guidelines for entering your answers. • Start your answer in any column, space permittin g. Unused columns should be left blank. • Write your answer in the boxes at the top of the grid and fill in the corresponding circles. Mark only one circle in any column. You will receive cred it only if the circles are filled in completely. • Provide your answer in the format specified by the question. The requested answer may be an integer, a decimal, or a fraction, and it may have a negative value. • To enter a fraction, use one of the division slashe s to separate the numerator from the denominator, as shown in the example below. Fractions only ne ed to be reduced enough to fit in the grid. • Do not enter a mixed number, as this will be scored as a fraction. For example, 2 1/2 (two and one- half) will be scored as 21/2 (twenty-one halves).

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