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Filename:	[PDF] 2016 AP Biology Practice Exam MCQ Multiple Choice Questions with Answers Advanced Placement.pdf
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Description:	Download file or read online AP past exam paper 2016 AP Biology Practice Exam MCQ Multiple Choice Questions with Answers and FRQ Free Response Questions with Scoring Guidelines - Collegeboard Advanced Placement.

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AP ® Biology Practice Exam From the 2 016 Administration NOTE: This is a modified version of the 2016 AP Biolo gy Exam. This exam ma y no t be posted on school or persona l websites , no r electronically redistribute d fo r an y reason . Thi s Released Exa m is provided by th e Colleg e Boar d for AP Exam preparation . Teacher s ar e permitted to download th e material s an d mak e copies to use wit h thei r student s in a classroo m settin g onl y. To maintai n th e securit y of this exam , teacher s shoul d collec t all material s afte r thei r administratio n an d keep them in a secure location . Fu rther distribution o f thes e material s outsid e of the secur e Colleg e Board sit e disadvantages teachers wh o rel y on uncirculated questions fo r classroo m testing . An y additional distributio n is in violation of the Colleg e Board ’s copyrigh t policies and ma y resul t in the terminatio n of Practice Exam acces s fo r you r school as well as the removal of access to othe r onlin e service s suc h as the A P T eacher Communit y an d Onlin e Scor e Repo rts.

Contents Exam Instructions Student Answer Sheet for the Multiple -Choice and Grid- In Section Section I: Multiple -Choice and Grid- In Questions Section II: Free -Response Questions Multiple -Choice and Grid- In Answer Key Free- Response Scoring Guidelines Scoring Worksheet Question Descriptors and Performance Data Note: This publication shows the page numbers that appeared in the 201 5−16 AP Exam Instructions book and in th e actual exam. This publication was not repaginated to begin with page 1. © 2016 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.

Exam Instructions The following contains instructions taken from the 2015−16 AP Exam Instructions book.

30 AP® Biology Exam Regularly Scheduled Exam Date: Monday morning, May 9, 2016 Late-Testing Exam Date: Friday afternoon, May 20, 2016 Section I Total Time: 1 hr. 30 min. Section II Total Time: 1 hr. 30 min. Section I Total Time: 1 hour 30 minutes Number of Questions: 69* (63 multiple-choice questions plus 6 grid-in questions; 1 hour 30 minutes) Percent of Total Score: 50% Writing Instrument: Pencil required *The number of questions may vary slightly depending on the form of the exam. Section II Total Time: 1 hour 30 minutes Number of Questions: 8 questions (2 ten-point questions, 3 four-point questions, and 3 three-point questions, 10-minute reading period, 1 hour 20-minute writing period) Percent of Total Score: 50% Writing Instrument: Pen with black or dark blue ink Note: Four-function calculators (with square root) may be used on all sections of the AP Biology Exam. What Proctors Need to Bring to This Exam • Exam packets • Answer sh eets • AP Studen t Packs • 2015-16 A P Coordinator’s Manual • This book — AP Exa m Instructions • AP Exam Sea ting Chart template(s) • School Cod e and Home-School/Self- Study Codes • Extra ca lculators • Pencil sh arpener • Contain er for students’ electronic devices (if needed) • Extra No. 2 p encils with erasers • Extra pen s with black or dark blue ink • Lined pape r • Stapler • Wa t c h • Signs for t he door to the testing room – “Exam in Pr ogress” – “Cell phones are prohibited in the testing room” SECTION I: Multiple Choice and Grid-In Students are allowed to use four-function (with square root) calculators throughout the entire AP Biology Exam. Graphing calculators and scientific calculators are not permitted for use on the AP Biology Exam. See pages 44–47 of the 2015-1 6 AP Coordinator’s Manual for more information. Before starting the exam administration, make sure each student has an appropriate calculator. If a stud ent does not have a calculator, you may provide one from your supply. If the student does not want to use the calculator you provide or does not want to use a calculator at all, he or she must hand copy, date, and sign the release statement on page 45 of the 2015 -1 6 AP Coordinator’s Manual . Students may have no more than two calculators on their desks. Calculators may not be shared. ! Do not begin the exam instructions below until you have completed the appropriate General Instructions for your group. ? 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

31 AP Exam Instructions BIOLOGY 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 2015 - 16 Bulletin for AP Students and Parents. You 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 bo oklet cover. Now place it on page 1 of your answer sheet on the light blue box near the top right-hand corner that reads “AP Exam Label.” If students accidentally place the exam label in the space for the number label or vice versa, advise them to leave the labels in place. They should not try to remove the label; their exam can still be processed correctly. 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 of your exam booklet and read it completely. Look up when you have finished. . . . Are there any questions? . . . Section I is the multiple-choice and grid-in portion of the exam. For the multiple-choice questions, the answer sheet has circles marked A–E for each question. For Biology, you will use only the circles marked A–D. You must complete the answer sheet using a No. 2 pencil only. Open your answer sheet to page 2. Mark all of your responses beginning on page 2 of your answer sheet, one response per question. No credit will be given for anything written in the exam booklet. Scratch paper is not allowed, but you may use the margins or any blank space in the exam booklet for scratch work. If you need to erase, do so carefully and completely. Your 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. For the grid-in questions, you will solve each problem, write your final numeric answer in the boxes at the top of the grid, and fill in the corresponding circles. Enter your responses for the grid-in questions on page 3 of the answer sheet beginning with number 121. You will receive credit only if the circles are filled Make sure you begin the exam at the designated time. Remember, you must complete a seating chart for this exam. See pages 305–306 for a seating chart template and instructions. See the 2015-16 AP Coordinator’s Manual for exam seating requirements (pages 49–52). If you are giving the regularly scheduled exam, say: It is Monday morning, May 9, 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 20, and you will be taking the AP Biology Exam. ? 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

32 Biology in correctly. Please pay close attention to the directions in your exam booklet for completing the grid-in questions. Are there any questions? . . . Yo u have 1 hour and 30 minutes for this section. Open your Section I booklet and begin. 12 6 3 9 Note Start Time here . Note Stop Time here . Check that students are marking their answers in pencil on their answer sheets, and that they are not looking at their shrinkwrapped Section II booklets. After 1 hour and 20 minutes, say: There are 10 minutes remaining. After 10 minutes, 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. Sit quietly while I collect your answer sheets. Collect an answer sheet from each student. Check that each answer sheet has an AP number label and an AP Exam label. After all answer sheets have been collected, say: Now you must seal your exam booklet using the white seals you set aside earlier. 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. . . . Collect a Section I booklet from each student. Check that each student has signed the front cover of the sealed Section I booklet. There is a 10-minute break between Sections I and II. When all Section I materials have been collected and accounted for and you are ready for the break, say: Please listen carefully to these instructions before we take a 10-minute break. All items you placed under your chair at the beginning of this exam must stay there, and you are not permitted to open or access them in any way. Leave your shrinkwrapped Section II packet on your desk during the break. You are not allowed to consult teachers, other students, notes, or textbooks during the break. You 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 may never discuss the multiple- choice questions at any time in any form with anyone, including your teacher and other students. If you disclose these questions through any means, your AP Exam score will be canceled. Are there any questions? . . . 12 6 3 9 You may begin your break. Testing will resume at . ? 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

33 AP Exam Instructions BIOLOGY SECTION II: Free Response After the break, say: May I have everyone’s attention? Place your Student Pack on your desk. . . . You 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 take an AP number label from your Student Pack and place it 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 a pen with black or dark blue ink, 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, using your pen, 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. You 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. . . . 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. . . . Collect the Student Packs. Then say: Are there any questions? . . . The total Section II time is 1 hour and 30 minutes. This includes a 10-minute reading period. The reading period is designed to provide you with time to develop thoughtful, well-organized responses. You are advised to spend the 10-minute period reading all the questions, and to use the unlined pages to sketch graphs, make notes, and plan your answers. The focus of the reading period should be the organization of questions 1 and 2. You may begin writing your exam responses before the reading period is over. You may make notes on the pages that contain the exam questions, but your responses must be written on the designated lined pages using a pen with black or dark blue ink. Are there any questions? . . . ? 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

34 Biology You are responsible for pacing yourself and may proceed freely from one question to the next. Be sure that you answer all of the questions. If you need more paper to complete your responses, raise your hand. At the top of each extra sheet of paper you use, be sure to write only: • your AP number, and • th e question number you are working on. You may now open the Section II booklet and begin the 10-minute reading period. 12 6 3 9 Note Start Time here . Note Stop Time here . After 10 minutes, say: The reading period is over. You have 1 hour and 20 minutes remaining to complete Section II. 12 6 3 9 Note Start Time here . Note Stop Time here . Check that students are using pens to write their answers in their exam booklets. After 1 hour and 10 minutes, say: There are 10 minutes remaining. After 10 minutes, say: Stop working and close your exam booklet. Place it on your desk, face up. If any students used extra paper for a question in the free-response section, have those students staple the extra sheet(s) to the first page corresponding to that question in their exam booklets. Complete an Incident Report. A single Incident Report may be completed for multiple students per exam subject per administration (regular or late testing) as long as all of the required information is provided. Include all exam booklets with extra sheets of paper in an Incident Report return envelope (see page 60 of the 2015-16 AP Coordinator’s Manual for complete details). Then say: Remain in your seat, without talking, while the exam materials are collected. . . . Collect a Section II exam booklet from each student. Check for the following: • Exam booklet front cover: The student placed an AP number label on the shaded box and pr inted his or her initials and today’s date. • Exa m booklet back cover: The student completed the “Important Identification Information” area. When all exam materials have been collected and accounted for, return to students any electronic devices you may have collected before the start of the exam. If you are giving the regularly scheduled exam, say: You may not discuss or share these specific free-response questions with anyone unless they are released on the College Board website in about two days. Your AP Exam score results will be available 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. Your AP Exam score results will be available online in July. ? 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

35 AP Exam Instructions BIOLOGY If any students completed the AP number card at the beginning of this exam, say: Please remember to take your AP number card with you. You will need the information on this card to view your scores and order AP score reporting services online. Then say: You are now dismissed. All exam materials must be placed in secure storage until they are returned to the AP Program after your school’s last administration. Before storing materials, check the “School Use Only” section on page 1 of the answer sheet and: • Fill in the appropriate section number circle in order to access a separate AP In structional Planning Report (for regularly scheduled exams only) or subject score roster at the class section or teacher level. See “Post-Exam Activities” in the 2015 -1 6 AP Coordinator’s Manual . • Check y our list of students who are eligible for fee reductions and fill in the appropriate circle on their registration answer sheets. Be sure to give the completed seating chart to the AP Coordinator. Schools must retain seating charts for at least six months (unless the state or district requires that they be retained for a longer period of time). Schools should not return any seating charts in their exam shipments unless they are required as part of an Incident Report. ? 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

Student Answer Sheet for the Multiple -Choice and Grid -In 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. )

Sign your legal name as it will appear on your college applications. Date To maintain the security of the exam and the validity of my AP score, I w\ ill allow no one else to see the multiple-choice questions. I will seal the multiple-choice booklet when asked to do so, and I will not dis\ cuss these questions with anyone at any time after completing the section. I am aware of and agree to the AP Program’s policies and procedures as outlined in the 2015-16 Bulletin for AP Students and Parents, including using testing accommodations (e.g., extended time, computer\ , etc.) only if I have been preapproved by College Board Services for Students with Disabilities.COMPLETE THIS AREA AT EVERY EXAM.USE NO. 2 PENCIL ONLY A. SIGNATURE PAGE 1 AP Exam Label (from Section I Booklet) AP Number Label (from Student Pack) Answer Sheet 2 016 B. LEGAL NAME Omit apostrophes, Jr., II. Legal First Name ? First 12 Letters Legal Last Name ? First 15 Letters MI A A A A A A A A A A A A A A A B B B B B B B B B B B B B B B C C C C C C C C C C C C C C C D D D D D D D D D D D D D D D E E E E E E E E E E E E E E E F F F F F F F F F F F F F F F G G G G G G G G G G G G G G G H H H H H H H H H H H H H H H I I I I I I I I I I I I I I I J J J J J J J J J J J J J J J K K K K K K K K K K K K K K K L L L L L L L L L L L L L L L M M M M M M M M M M M M M M M N N N N N N N N N N N N N N N O O O O O O O O O O O O O O O P P P P P P P P P P P P P P P Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q R R R R R R R R R R R R R R R S S S S S S S S S S S S S S S T T T T T T T T T T T T T T T U U U U U U U U U U U U U U U V V V V V V V V V V V V V V V W W W W W W W W W W W W W W W X X X X X X X X X X X X X X X Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z – – – – – – – – – – – – – 1 2 3 4 5 6 7 8 9 A A A A A A A A A A A A A B B B B B B B B B B B B B C C C C C C C C C C C C C D D D D D D D D D D D D D E E E E E E E E E E E E E F F F F F F F F F F F F F G G G G G G G G G G G G G H H H H H H H H H H H H H I I I I I I I I I I I I I J J J J J J J J J J J J J K K K K K K K K K K K K K L L L L L L L L L L L L L M M M M M M M M M M M M M N N N N N N N N N N N N N O O O O O O O O O O O O O P P P P P P P P P P P P P Q Q Q Q Q Q Q Q Q Q Q Q Q R R R R R R R R R R R R R S S S S S S S S S S S S S T T T T T T T T T T T T T U U U U U U U U U U U U U V V V V V V V V V V V V V W W W W W W W W W W W W W X X X X X X X X X X X X X Y Y Y Y Y Y Y Y Y Y Y Y Y Z Z Z Z Z Z Z Z Z Z Z Z Z – – – – – – – – – – 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 0 0 1 1 2 2 3 3 4 5 6 7 8 9 6 12 7 1 8 2 9 3 10 4 11 5 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 9 S D. EXAM DATE C. YOUR AP NUMBER Month AM PM F. MULTIPLE-CHOICE BOOKLET SERIAL NUMBER H. AP EXAM I AM TAKING USING THIS ANSWER SHEET Exam Name: Form Code: Form: COMPLETE THIS AREA ONLY ONCE. SCHOOL USE ONLY Fee Reduction Granted Section Number Option 1 Option 2 E. EXAM START TIME 0 0 1 1 2 3 4 5 6 7 8 9 1 2 0 0 0 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 8 8 8 9 9 9 G. ONLINE PROVIDER CODE Day O. STUDENT SEARCH SERVICE ® Colleges and scholarship programs may request your information to inform you of educational opportunities and financial aid. Would you like us to supply your information? If you don’t answer and previously chose to participate in this service, we will continue providing your information. Yes No 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 L. SOCIAL SECURITY NUMBER (Optional) 108603-00657 • TF216E4757.5 • Printed in U.S.A. Q4068/1- 4 COLLEGE CODE 0 0 0 0 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 6 6 6 6 7 7 7 7 8 8 8 8 9 9 9 9 M. COLLEGE TO RECEIVE YOUR AP SCORE REPORT College Name State Country Using the college code listed in the AP Student Pack, indicate the ONE college that you want to receive your AP score report. City SCHOOL CODE 0 0 0 0 0 0 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 6 6 6 6 6 6 7 7 7 7 7 7 8 8 8 8 8 8 9 9 9 9 9 9 School Name State Country J. SCHOOL YOU ATTEND City 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 9 INTERNATIONAL PHONE I. AREA CODE AND PHONE NUMBER 0 0 0 0 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 8 8 8 9 9 9 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Month DayYear K. DATE OF BIRTH N. CURRENT GRADE LEVEL Not yet in 9th grade 9th 10th B123456789T 785208 11th 12th No longer in high school

Q. LANGUAGE — Do not complete this section unless instructed to do so. 1 2 34 5 67 8 9 A B C D E F G H I A B C D E F G H I A B C D E F G H I A B C D E F G H I A B C D E F G H I A B C D E F G H I A B C D E F G H I A B C D E F G H I A B C D E F G H I If this answer sheet is for the French Language and Culture, German Language and Culture, Italian Language and Culture, Spanish Language and Culture, or Spanish Literature and Culture Exam, please answer the following questions. Your responses will not affect your score. 1. Have you lived or studied for one month or more in a country where the language of the exam you are now taking is spoken? Yes No DO NOT WRITE IN THIS AREA P. SURVEY QUESTIONS — Answer the survey questions in the AP Student Pack. Do not put responses to exam questions in this section. PAGE 2 COMPLETE THIS AREA AT EACH EXAM (IF APPLICABLE). Indicate your answers to the exam questions in this section (pages 2 and 3). Mark only one response per question for Questions 1 through 120. If a question has only four answer options, do not mark option E. Answers written in the multiple-choice booklet will not be scored. A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 QUESTIONS 1–75 Yes No 2. Do you regularly speak or hear the language at home? A B C D A B C D You must use a No. 2 pencil and marks must be complete. Do not use a mechanical pencil. It is very important that you fill in the entire circle darkly and completely. If you change your response, erase as completely as possible. Incomplete marks or erasures may affect your score. COMPLETE MARK EXAMPLES OF INCOMPLETE MARKS SELECTED MEDIA EXAMS R W O OTHER EXAMS R W O PT02 TOTAL PT03 Subscore (if applicable) PT04 Subscore (if applicable) ETS USE ONLY Exam Exam 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9

/ / / – . . . . . 0 0 0 0 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 6 6 6 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 / / / – . . . . . 0 0 0 0 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 6 6 6 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 / / / – . . . . . 0 0 0 0 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 6 6 6 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 / / / – . . . . . 0 0 0 0 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 6 6 6 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 / / / – . . . . . 0 0 0 0 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 6 6 6 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 For Students Taking AP Biology / / / – . . . . . 0 0 0 0 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 6 6 6 6 6 7 7 7 7 7 8 8 8 8 8 9 9 9 9 9 121123 122 124125 126 Write your answer in the boxes at the top of the griddable area and fill in the corresponding circles. Mark only one circle in any column. You will receive credit only if the circles are filled in correctly. PAGE 3 DO NOT WRITE IN THIS AREA A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 10 0 101 10 2 10 3 10 4 10 5 10 6 10 7 10 8 10 9 110111 11 2 11 3 11 4 11 5 11 6 11 7 11 8 11 9 120 Be sure each mark is dark and completely fills the circle. If a question has only four answer options, do not mark option E. QUESTIONS 76–120 © 2015 The College Board. College Board, AP, Student Search Service and the acorn logo are registered trademarks of the College Board. QUESTIONS 121–126 A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D A B C D 131 132 133 134 135 136 137 138139 140 141 142 For Students Taking AP Physics 1 or AP Physics 2 Mark two responses per question. You will receive credit only if both correct responses are selected. QUESTIONS 131–142

COMPLETE THIS AREA ONLY ONCE. 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Section I: Multiple -Choice and Grid -In Questions This is the multiple-choice and grid- in section of the 2016 AP exam. It includes cover material and other administrative instructions to help familiarize students with the mechanics of the exam. (Note that future exams may differ in look from the following content.) For purposes of test security and/or statistical analysis, some questions have been removed from the version of the exam that was administered in 2016 . Therefore, the timing indicated here may not be appropriate for a practice exam.

AP ® Biology Exam SECTION I: Multiple Choice and Grid-In 2016 DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO. At a Glance Total Time1 hour, 30 minutes Number of Questions 58 Percent of Total Score 50% Instructions Section I of this exam contains 53 multiple-choice questions and 5 grid-in questions. Indicate all of your answers to the Section I questions on the answer sheet. No credit will be given for anything written in this exam booklet, but you may use the booklet for notes or scratch work. For questions 1 through 53, after you have decided which of the suggested answers is best, completely fill in the corresponding circle on the answer sheet. Fill in only the circles for questions 1 through 53. Because this section offers only four answer options for each question, do not mark the (E) answer circle for any question. Give only one answer to each question. If you change an answer, be sure that the previous mark is erased completely. Here is a sample question and answer. For questions 121 through 125, follow the instructions after question 53 to enter your numeric answers. Write your numeric answer in the boxes at the top of the grid and fill in the corresponding circles for questions 121 through 125. Use your time effectively, working as quickly as you can without losing accuracy. Do not spend too much time on any one question. Go on to other questions and come back to the ones you have not answered if you have time. It is not expected that everyone will know the answers to all of the multiple- choice questions. Your total score on Section I is based only on the number of questions answered correctly . Points are not deducted for incorrect answers or unanswered questions. Form I Form Code 4MBP4-S 20 Writing InstrumentPencil required Electronic DeviceFour-function calculator (with square root)

-3- AP® BIOLOGY  EQUATIONS  AND  FORMULAS 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. Metric Prefixes Factor Prefix Symbol 10 9 giga G 10 6 mega M 10 3 kilo k 10 –2 centi c 10 –3 milli m 10 –6 micro μ 10 –9 nano n 10 –12 pico p Statistical Analysis and Probability Mean          1 1 n i i xx n = = Â Standard Deviation             2 () 1 xx i s n- Â = -     Standard Error of the Mean x s SE n =   Chi-Square ( ) 2 2 oe e c - = Â Chi-Square Table p value Degrees of Freedom 1 2345678 0.05 3.845.997.82 9.4911.07 12.5914.0715.51 0.01 6.649.2111.34 13.2815.09 16.8118.4820.09 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 p2 + 2 pq + q 2 = 1 p = frequency of the dominant allele in a population p + q = 1 q = frequency of the recessive allele in a population Mode = value that occurs most frequently in a data set Median = middle value that separate s the greater and lesser halves of a data set Mean = sum of all data points di vided by number of data points Range = value obtained by subtracting the smallest observation (sample minimum) from the greatest (sample maximum)

-4- 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 B D dt =- Exponential Growth max dN rN dt = Logistic Growth () dN K N rN K- max = dt Temperature Coefficient Q 10 21 10 2 10 1 Q TT k k      Primary Productivity Calculation 2 mg O 0.698 mL × = Lmg L 2 m L O 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 Vw= h Volume of a Right Cylinder 2 Vrh p = Surface Area of a Sphere 2 4 A r p = Surface Area of a Cube 2 6 A s = Surface Area of a Rectangular Solid A  S surface area of each side r = radius = length h = height w = width s = length of one side of a cube A = surface area V = volume  = sum of all Water Potential ( Y ) P YY Y =+ S 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 th e solution i n an open container is zero. The Solute Potential of a Solution SY =-iCRT 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) Gibbs Free Energy ΔG = ΔH – T ΔS ΔG = change in Gibbs free energy ΔS = change in entropy ΔH = change in enthalpy T = absolute temperature (in Kelvin)

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -5- B IOLOGY Section I 53 Multiple-Choice Questions 5 Grid-In Questio ns 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. Two popu lations of a species of squirrel are geographically isolated from each other. Although they have the same populatio n density, one population is significantly larger in number than the other. A new bacterial disease, which is easily spread and extremely virulent, affects both populations at the same time. Which of the following is the best prediction of how the new disease will affect the two populations? (A) The two populations will be equally affected, because the ability to trigger an immune response is randomly distributed among all squirrels of that species. (B) The larger population will be less affected by the disease than will the smaller population, because the mutation rate of the larger population is higher than the mutation rate of the smaller population. (C) The smaller population will be more affected than will the la rger population, because the smaller population has le ss genetic variation than the larger population has. (D) The smaller population will be less affected than will the larger population, because the smaller population exhibits more genetic drift than the larger population exhibits. 2. Mitochondria are found in most eukaryotic cells and contain their own DNA and ribosomes that are similar to those typical of many prokaryotic cells. Which of the following statements is justified by these observations? (A) The mitochondrion is the only location inwhich eukaryotic cells can synthesize ATP. (B) An ancestral cell most likely engulfed an aerobic prokaryote in a relationship that proved beneficial for both cells. (C) Mitochondrial membranes provide abundant surface area for reactions because of the infoldings called cristae. (D) The mitochondrion plays a role in respiration, but it also stores the cell’s extra mRNA.

Unauthorized copying or reuse of any part of this page is illegal. GO ON T O THE NEXT PAGE. -6- 3. Sickle-cell anemia is associated with a mutation in the gene encoding the beta subunit of hemoglobin that results in a change from glutamic acid to valine at position 6. All other amino acids are identical to a normal hemoglobin molecule. Based on the information above, which of the following mutations is the most likely cause of sickle-cell anemia ? (A) A single base-pair substitution in the geneencoding the beta subunit (B) A single base-pair insertion in the gene encoding the beta subunit (C) A single base-pair deletion in the gene encoding the beta subunit (D) A translocation of DNA from one chromosome to another 4. In the year 2000, specimens of Caulerpa taxifolia, a green alga used in tropical aquariums, were found off the coast of California. Native to the Indian Ocean, C. taxifolia is known for aggressive growth and an ability to compete with sea grasses. It is currently on an inte rnational list of invasive species. Which of the following best predicts the consequences of the introduction of C. taxifolia to the California coast? (A) Without natural herbivores or competitors, C. taxifolia will grow rapidly and crowd out native species of producers. (B) C. taxifolia will have a hard time establishing itself because it will have to compete against native species of sea grasses, which are better adapted to the environment. (C) C. taxifolia will grow rapidly, leading to an increase in the diversity of producers. (D) Because it is not in the Indian Ocean, its natural environment, C. taxifolia will not be able to grow efficiently.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -7- 5. The graph above represents the num ber of individuals in a population of wolves and in a population of moos e observed in t he same isolated geographic area over a 40-year period, from 1955 through 1995. Which of th e following stat ements about the two populations is best supported by the information presented in the graph? (A) The reproductive rate of the wolves was great er than the reproducti ve rate of the moose. (B) Mutualism allowed the two populations to repr oduce while occupying the same ecological niche. (C) Speciation occurred when the two populations became reproductively isolated from each other. (D) The wolves were predators of the moose, which were otherwise reproductively successful.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -8- Questions 6-9 Figure 1. Me an nitrogen influx 2SE X ± as a function of species pre sent. N = neither salmon nor bears present, B = only bears present, S = only salmon present, and SB = both salmon and bears present. Pacific salmon and black bears have often been cited as examples of keystone species. Pacific salmon spawn in freshwater streams but spend most of their lives at sea. When mature salmon return to the freshwater streams to spawn, they are preyed upon by bears and other predat ors. When salmon migrate from their marine habitat to the freshwater streams, they bring nitrogen and other marine-d erived nutrients that subsequently remain in the areas surrounding the streams — a process called nitrogen influx. In an investigation, the relationship between black bears, salmon, and influx of marine nitrogen into the area around a southwestern Alaskan stream was studied. The investigators established several test plots of the same size along the stream with the following species composition: no salmon or black bears (N), bears but not salmon (B), salmon but not bears (S), and a plot where salmon and bears interact (SB). Nitrogen influx in the different sampling areas was measured as a means of assessing the impact of the different species on the health of the ecosystem. The data are plotted in Figure 1.

6. Which of the following stat ements is best supported b y the data? (A) Black bears are a keystone species. (B) Salmon are a keystone species. (C) Black bear ur ine is a significant source of nitrogen i n the environment. (D) The presence of black bears and salmon correlate s with a significant increase in nitrogen influx. 7. Which of the following mo st likely describes how the inter action between bears and salmon influences nitrogen dy namics in the environment? (A) When bears consume salmon, they leave parts of the carcasses on th e ground, which decompose, releasing nitrogen into the environment. (B) When salmon swim upstream to spawn, bears migrate to the rivers and deposit nitrogen from the forest with their excrement. (C) Bears are a reservoir for nitrogen because they are the top consumer in the environment. (D) Bears urinate in rivers and streams, which provides nitrogen for the salmon. 8. Which of the following pieces of additional data would help f urther investigate the relatio nship between bears, salmon, and influ x of nitrogen into the local environment? (A) The experimenters should re move the remains of sa lmon carcasses immediately after the salmon are eaten by the bears and determine the nitrogen content of the carcasses. (B) The experimenters should increase the number of bears in the area and measure the amount of nitrogen available for uptake by plants. (C) The experimenters should set up a net to catch salmon before they enter the area and then measure nitrogen influx. (D) The experimenters should clear-cut the trees from the area and determine how much nitrogen remains in the streams. 9. If a dam is built downs tream and prevents salmon migration to t he test sites, which of the fo llowing most accurately predicts the impact on nitrogen influx? (A) Nitrogen influx will increase because the bears will no longer store nitrogen from the salmon. (B) Nitrogen influx will decrease because there will be less bear-salmon interaction. (C) Nitrogen influx will remain stable because organisms other than bears and salmon will mobilize nitrogen in the environment. (D) Nitrogen influx will increase because bears will no longer lose nitrogen to the salmon. Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -9-

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -10- 10. As depicted in the diagram, honeybees communicate the location of flower patches to members of their hives with waggle dances that give information about the direction and distance to the flowers. Which of the following statements about how honeybees communicate the position of fl ower patches is most consistent with the model? (A) The number of repetitions of the waggle dance indicates the quality of the pollen source. (B) The total area covered by any waggle dance leads bees to the target flowers. (C) The angle of the waggle phase relative to the verti cal plane indicates the position of the target flowers relative to another beehive. (D) The farther the target flowers from the hive, the longer the waggle phase.

11. Eye pigment in a particular strain of fly is determined by two genes. An autosomal gene that controls the color of the pigments in the eye has two alleles: a dominant allele ( R) that results in red eyes and a recessive allele ( r) that results in sepia eyes. A sex-linked gene that controls the expression of the colored pigments also has two alleles: a dominant allele ( T) that allows for expression of the colored pigments and a recessive allele ( t) that does not allow for expression of the colored pigments. Individuals without a T allele have white eyes regardless of the alleles of other eye-color genes. Which of the following represents a cross between a white-eyed female a nd a red-eyed male? (A) Tt X RXR × tt X rY (B) Tt X rXr × tt X RY (C) RR X TXT × Rr X TY (D) Rr X tXt × Rr X TY 12. Some strains of the bacterium Streptococcus pyogenes secrete poisonous substances called exotoxins. T he genes encoding the exotoxins are thought to have originated in bacteriophages, which are viruses that infect bacteria. Which of the following is the most likely mechanis m by which the S. pyogenes acquired the ability to produce the exotoxins? (A) Bacteriophages engulfed cellular debris from dead bacteria. (B) Bacteriophages in the environment activated bacterial cell division. (C) Bacteriophage DNA became integrated in the bacterial chromosome. (D) Bacteriophage proteins were absorbed into bacteria cells by endocytosis. Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -11-

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -12- Questions 13-16 Over many generations, two populations of the same species can diverge into separate species through reproductive isolation. The figures below represent a model of speciation and show the results of matings between individuals from two diverging populations at four different stages of speciation. The males represented in the model are heterogametic, which means they ha ve two different sex-determining chromosomes, (e.g., XY). The females are homogametic, which means they have tw o similar sex-determining chromosomes, (e.g., XX). The offspring from each mating are labeled interpopulation hybrids. Figure 1 shows the results of a mating between a male a nd a female from the two populations. In each subsequent figure, the males are from one of the diverging populati ons and the females are from the other population. The fertility and viability of the offspring from each mating are indicated in the figures. Figure 1. Mating between individuals from the initial populations Figure 2. Mating between individuals from diverging popul ations at an intermediate stage of speciation

Figure 3. Mating between individuals from diverging populations at a late stage of speciation Figure 4. Mating between individuals from diverg ent populations after speciation is complete 13. Based on the model of speciation presented, which of the following describes the most likely consequence to the populations over time? (A) Hybrid individuals are less likely to pass their genetic information on to subsequent generations. (B) Hybrid individuals living together are physically unable to mate with each other. (C) Geographically isolated populations gradually acquire similar heritable traits. (D) Differences between hybrid individuals of a species disappear over time. 14. Which of the following best describes the reason for excluding hybrid males when calculating the allele frequencies of two interbreeding populations at the intermediate stage of speciation (Figure 2) ? (A) The process of mate selection in large groups often favors females over males. (B) The frequency of sex-determining chromosomes is usually equal to 0.5. (C) Sterile individuals make no genetic contribution to the next generation. (D) The chance of inheriting a recessive allele from a male is too small to calculate. 15. In a separate investigation, individual mice from two populations that in nature are geographically isolated from each other are mated in the laboratory. The hybrid offspring were then mated with individuals from either of the original populations. Only the female hybrid offspring were fertile. The experimental results are most consistent with which of the stages that are depicted in the model? (A) Initial population (Figure 1) (B) Intermediate stage (Figure 2) (C) Late stage (Figure 3) (D) Terminal stage (Figure 4) 16. Using the model of speciation and applying it to a different population, which of the following outcomes is most consistent for a different species in which the males are homogametic and the females are heterogametic? (A) Sterility would appear in females before appearing in males. (B) Speciation would occur more rapidly because females would produce more offspring. (C) Behavioral isolation would occur sooner in species exhibiting nonrandom mating. (D) The population would reach Hardy-Weinberg equilibrium at an accelerated rate. Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -13-

    Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -14- 17. A scientist is evaluating a proposal for raising large numbers of fish in ocean pens for human consumption. As part of the evaluation, the scientist is designing a plan for investigating how the fish in the ocean pens might affect nearby ecosystems. Which of the following is the most appropriate factor to use as the dependent variable in the experimental investigation? (A) The amount of metabolic wastes in the water where the fish are being raised (B) The water temperature in the natural habitat of the fish being studied (C) The types of fish that are preferentially consumed by humans (D) The amount of time it takes for fish to digest a meal 18. Epinephrine is a protein ho rmone found in many animals. Epinephrine stimulates a signaling pathway that results in the breakdown of glycogen to glucose in the liver cells. Which of the following describes the initial steps in the process whereby epinephrine stimulates glycogen breakdown? (A) Epinephrine binds to a cell-surface receptor; the activated receptor stimulates production of the second messenger, cAMP. (B) Epinephrine binds to a cell-surface rece ptor; the activated receptor catalyzes the conversion of glycogen to glucose. (C) Epinephrine diffuses through the plasma membrane; the hormone dimerizes in the cytosol. (D) Epinephrine is taken into the cell by endocytosis; glycogen is converted to glucose in the endocytotic vesicle.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -15- 19. Which of the following scientific questions is most relevant to the model represented in the figure above? (A) Is ATP required for the transpor tation of sugars across the outer mitochondrial membrane? (B) Do the types of phospholipids in a membrane affect the rate at which molecules enter a cell by passive diffusion? (C) Which molecular substance is actively transported across the plasma membrane? (D) How does temperature affect the movement of molecules into lysosomes?

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -16- 20. A group of students design ed an experiment to determine the effect of compost on the germination and growth of plants. The students set up experimental plots by mixing diff erent ratios of soil and compost. They planted 20 pea and 20 melon seeds in each plot and watered ea ch plot regularly . The students recorded the number of seeds that germinated, a nd as the plants grew, they recorded plant length , number and size of leaves, and general health observations. The following observations were r ecorded.  In all treatments, more pea seeds germinated than melon see ds.  There was a week of rainy weather at three weeks.  Melon plants developed a fungal growth at four weeks.  Melon plants grew longer than pea plants , but many melon leaves showed signs of yellowing as the weeks pass ed. The students concluded that pea plants grew better in compost than di d melon plants. Which of the following best addresses the validity of the conclu sion made by the students? (A) The conclusion is valid because the independent and depe ndent variables in the experiment were controlled. (B) The conclusion is valid because the experimental design included a large sample size. (C) The conclusion is invalid because other variables in the experiment (both biotic and abiotic) affected the results. (D) The conclusion is invalid because the units of measurement were not given in the experimental design.

21. Butterflies of the genus Colias live in the Rocky Mountains, where they experience a wide range of temperatures. Different variants of a particular glycolytic enzyme in the flight muscles are optimally active at different temperatures. Within the same population, some individual butterflies fly most effectively at 29 C °, while others fly most effectively at 40 °C. Still others can be equally active at both temperatur es. Which of the following claims is most consistent with the observed butterfly behavior? (A) Butterflies that express two variants of the enzyme are active over a greater range of temperature. (B) Butterflies that are active over a wide range of temperatures produce greater amounts of the enzyme. (C) Temperature has little effect on the activity of butterflies. (D) Butterflies that are active at warmer temperatures produce more offspring. Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -17-

Unauthorized copying or reuse of any part of this page is illegal. GO ON T O THE NEXT PAGE. -18- 22. Two groups of students attempted to re-create the primitive atmospheric conditions of early Earth using the apparatus represented below. Each group ran the experiment with different gas mixtures in the apparatus. Which of the following statements best justifies the clai m that the conditions in at least one of the experiments could generate the molecular building blocks essential for life? (A) The carbon dioxide (CO 2) gas and water (H 2O) vapor in experiment 1 could react spontaneously to produce the phospholipids required by the first life-forms. (B) The nitrogen (N 2) gas and ammonia (NH 3) gas in experiment 1 could provide the elemental nitrogen required for the formation of amino acids. (C) The sulfur dioxide (SO 2) gas in experiment 2 could donate the excited electrons required to drive the process of photosynthesis. (D) The methane (CH 4) gas in experiment 2 could act as the electr on acceptor required to complete the process of cellular respiration.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -19- 23. The cladogram shown below de picts an accepted model of the evolutionary relationships among selected species. The amino acid at position 104 in the beta-hemoglobin protein for each of these four organisms is listed below. Species Amino Acid 104 Horse Arginine Gorilla Leucine Human Arginine Chimpanzee Arginine The validity of the cladogram is best supported by molecular evidence for which of the fo llowing changes in the amino acid composition of the beta-hemoglobin protein during the evolution of these species? (A) Arginine to leucine at position X on the cladogram (B) Arginine to leucine at position Y on the cladogram (C) Leucine to arginine at position W on t he cladogram (D) Leucine to arginine at position Z on the cladogram

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -20- Questions 24-27 Diapause is the interruption of an organism’s life cycl e in response to environmental cues. The soil nematode Caenorhabditis elegans is capable of entering adult reproductive diapause (ARD) when food is scarce. In C. elegans , individuals normally become reproductively mature 2 days after hatching and remain fertile for 18 days. They reproduce either by self-fertilization or by mating with another individual. In an investigation, researchers examin ed the survival and reproductive succes without food for 0–30 days. Upon s of C. elegans following different times in ARD. In the first experiment, groups of C. elegans were held in ARD reintroduction of food, average brood si zes (average number of offspring per adult) were determined following either self-fertilization or mating with a well -fed male. The results are shown in Figure 1. Figure 1. Me an brood sizes= 2 X SE ± after differe nt times in ARD. Individ ual C. elegans were held in ARD and subsequently allowed to reproduce either via self-fertilization (unshaded bars) or by mating with well-fed males (shaded bars). In a second experiment, individuals were held in ARD without food for 0–30 da ys and monitored for average survival times following reintroduction of food (Figure 2). Figure 2. Me an survival 2 X SE ± following diff erent times in ARD. Individ ual C. elegans were held in ARD and subsequently given access to food, whereupon their survival times were determined.

Unauthorized copying or reuse of any part of this page is illegal. GO ON T O THE NEXT PAGE. -21- 24. Which of the following best describes the reproductive ability of C. elegans following the ARD induced in the first experiment? (A) Mating with a well-fed male consistently produced more offspring than did reproduction via self-fertilization . (B) The numbers of progeny produced by self-fertilization and by mating with well-fed males were not statistically different. (C) C. elegans stopped reproducing after 20 days without food. (D) There was no relationship between days without food and average brood size. 25. The average brood size per mated individual uponreintroduction of food following 30 days of ARD is closest to which of the following? (A) 10 (B) 50 (C) 250 (D) 400 26. Which of the following conclusions is most consistent with the data show n in Figure 2 ? (A) Animals that spend 3–5 days in ARD are more likely to survive periods of food scarcity than are animals that spend 13–15 days in ARD. (B) Animals that spend 30 days in ARD live significantly longer after reintroduction of food than animals that spend only 3 days in ARD. (C) The number of days an animal spends in ARD does not significantly affect its time of survival after reintroduction of food. (D) The large standard errors of the means make conclusions from the data impossible. 27. Based on the experimental results, which of thefollowing is the best evolut ionary explanation for the occurrence of ARD in C. elegans ? (A) The ability to enter ARD provides a strong selective advantage because reproduction can occur despite periods of food scarcity. (B) Acquiring the genes for ARD gives individuals a selective advantage because they produce more offspring than d o individuals who cannot enter ARD. (C) Individuals who can enter ARD are selected for in the populati on because they live longer than do individuals who cannot enter ARD. (D) Individuals who can enter ARD have high fitness because they can reproduce even when food is scarce.

Unauthorized copying or reuse of any part of this page is illegal. GO ON T O THE NEXT PAGE. -22- 28. Steroid hormones, such as testosterone, pass through the plasma membrane and bind to an intracellular protein, as shown in the diagram below. The hormone-receptor complex then enters the nucleus, where it interacts with DNA to promote transcription of a specific gene. Based on the information presented, which of the following will also occur in response to steroid signaling? (A) Histone protein synthesis will increase because histones maintain the DNA in an optimal conformation for chromosome assembly. (B) Ribosome production will increase because ribosomes are specific for the mRNA with which they bind during translation. (C) DNA replication will increase as a result of the binding of the hormone-receptor complex to the DNA. (D) Production of a specific mRNA will increase as a result of the binding of the hormone-receptor complex to the DNA .

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -23- 29. The pedigree below shows the inheritance of a dominant allele of a gene in a family over several generations. Circles represent females and squares represent males. Shaded symbols indicate individuals carrying the allele. The pedigree suggests that the gene is on a nuclear chromosome, and not on mitochondrial DNA, because (A) mitochondrial genes are not heritable (B) mitochondrial mutations cannot produce dominant traits (C) maternal mitochondrial mutati ons are inherited by all of a mother�s offspring (D) mitochondrial DNA is circular, whereas chromosomal DNA is linear

Unauthorized copying or reuse of any part of this page is illegal. GO ON T O THE NEXT PAGE. -24- 30. High blood cholesterol (hypercholesterolemia, HC) can lead to cardiovascular problems such as atherosclerosis and heart attack. Exercise and monitoring of diet can often control cholesterol levels; however, in certain cases HC is inherited as an autosomal dominant disease ca used by a mutation in a single gene. A man with high cholesterol levels is about to marry a woman whose total cholesterol levels are also higher than average. A physician has suggested they get tested for the HC allele. Which of the following is a valid ethical question concerning the test? (A) How important are the results of the test to the couple’s health, since they already know they have HC? (B) How can they eliminate the allele for HC from their cells? (C) If both have the allele for HC, should an insurance company raise their rates because of the results of the test? (D) What cures are available for HC other than dietary changes and exercise? 31. A cell is treated with a drug that prevents theformation of new lysosomes. The cell continues to transcribe the genes that code for the hydrolytic enzymes that are normally found in lysosomes and continues to translate the mRNAs for those proteins on membrane-bound ribosomes. The hydrolytic enzymes are most likely to accumulate in which of the following cellular structures? (A) Nucleus (B) Mitochondrion (C) Smooth endoplasmic reticulum (D) Golgi complex

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -25- 32. The p53 protein regulates a cellular response to DNA damage. Based on the diagram above, which of the following best describes the role of p53 in the response to DNA damage? (A) Phosphorylated p53 binds to DNA and repairs the damage. (B) Phosphorylated p53 stimulates tran scription of p21, and the resulting p2 1 protein suppresses cell division until the DNA damage is repaired. (C) Phosphorylated p53 binds cyclin-Cdk complexes, and the resulting protein complex repairs the DNA damage. (D) Phosphorylated p53 activates p21 proteins, and the p21 proteins in turn repair the DNA damage.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -26- Questions 33-37 Students investigated the effect of light on the carbon cycle in aquatic ecosystems by performing the controlled experiment summarized below. The students placed equal am ounts of water (pH 7.0) from a large aquarium in glass beakers. The students transferred aquatic plants from the a quarium to several of the beakers, and then they placed equal numbers of the beakers in the light or the dark (Fi gure 1: groups I and II). Similarly, the students transferred goldfish from the same aquarium to other beakers, and then they placed equal numbers of those beakers in the light or dark (Figure 1: groups III and IV). Finally, the students placed an equal number of beakers containing water only in the light or dark (Figure 1: groups V and VI). After exposing the samples to light or dark for one hour, the students recorded the pH of the water in each beaker. Carbon dioxide dissolved in water will lower the pH of an aqueous solution. In th e experiment, the students used changes in pH to monitor changes in the amount of car bon dioxide in the water. For each treatment group, the students calculated the mean pH and standard error, as documented in the table below. MEAN pH OF TREATMENT GROUPS AFTER 1 HOUR Treatment group (n = 10) I IIIII IV VVI Mean pH 8.2 6.4 5.9 5.6 7.3 6.8 Standard error of the mean 0.3 0.30.2 0.3 0.5 0.4

    Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -27- 33. Which of the following graphs is the most appropriate representation of the experimental results documented in the table? (A) (B) (C) (D) 34. Which of the following observations provides the best evidence that photosynthesis occurred in treatment group I? (A) The specimens in the beakers were aquatic plants from a large aquarium. (B) The beakers were placed in the light. (C) The mean pH of the samples increased after one hour. (D) The standard error of the mean was smaller than that for treatment group V. 35. To investigate whether an organism in the study is capable of both photosynt hesis and respiration, a comparison of which treatment groups is most appropriate? (A) I and II (B) II and IV (C) III and V (D) IV and VI 36. The results for treatment groups V and VI could suggest which of the foll owing questions about the design of the experiment? (A) Do the glass beakers prevent light from reaching the test samples? (B) Is the method used for measuring pH harmful to aquatic organisms? (C) Is the availability of carbon dioxide a limiting factor in aquatic ecosystems? (D) Does the aquarium water contain living microorganisms? 37. Which of the following modifications to the experimental design will best help reduce the standard errors of the means? (A) Using pond water instea d of aquarium water (B) Exposing samples to light for a greater amount of time (C) Increasing the sample size of each treatment group (D) Collecting organisms from a natural water source instead of an aquarium

Unauthorized copying or reuse of any part of this page is illegal. GO ON T O THE NEXT PAGE. -28- 38. Many human cells can be stimulated to divide by hormonelike growth factors that bind to receptor proteins (R) on the plasma membrane and trigger an internal si gnal-transduction cascade. In many cases, however, the process of contact inhibition prevents mitosis when ce lls are in direct contact with one another. Contact inhibition occurs when proteins called cell adhesion mol ecules (CAMs) interact, causing them to change shape so that the growth-factor signaling proteins that normally associate with CAMs are replaced by another protein, called M. Both pathways are depicted in the figures below. Which of the following statements accurately uses the information presented to support the hypothesis that interruption of M function in a single body cell can result in cancer? (A) Protein 3 will be prevented from interacting w ith CAMs, causing the cell cycle to stop permanently. (B) The ras protein will remain bound to DNA, blocking expression of genes required for mitosis. (C) Growth-factor signaling can trigger mitosis in ce lls that are in direct contact with other cells. (D) The receptor proteins of body cells will no longer bind to growth-factor proteins.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -29- 39. In Drosophil a melanogaster the allele for wild-type tan body color (B ) is dominant to the recessive alle le for black body color ( b ). Similarly, the allele for wild-type wing shape ( V) is dominant to the recessive allele for vestigial wing phenotype (v ). In the cross diagrammed above, the e xpected and observed results are show n. Which of the following best explains the observed results of the cross? (A) The alleles for body color and wing shape asso rt independently, as predicted by Mendel’s laws. (B) The genes for body color and wing shape are locat ed close to each other on the same chromosome. (C) The traits of body color show complete dominance over the traits of wing shape. (D) The observed variations in body color and wing sh ape are detectable in males but not in females.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -30- 40. Some cells release active signaling protei ns when membrane-bound precursor proteins are cleaved by pro teolytic enzymes. The signaling pr oteins can then bind to receptors on the surface of a target cell, t hereby activating an intrac ellular signaling pat hway and eliciting a respon se from the target cell . This mechanism of activati ng receptor-binding signaling pr oteins has been observed in a variety of organisms from bacteria to humans. Many of the enzymes responsible for proteoly sis of membrane-bound precursor proteins have been isolated and characteri zed. Which of the following questions would be most appropriate to investigate whether the proteolytic enzymes are evolutionaril y conserved among species ? (A) Are the genes encoding th e proteolytic enzymes expressed in the same cell types in all species? (B) Once the precursor proteins of different species are cleaved, do the active signaling proteins bind to the same receptors on different target cells? (C) If a proteolytic enzyme from one species is incubated with a precursor protein from another species, does correct cleavage occur? (D) Are the proteolytic enzymes synthesized in the rough endoplasmic reticulum of all species? 41. Transmission of an action potential across a synapse involves the releas e of neurotransmitters by the presyn aptic neuron. The arrival of the action potential triggers a rise in the calci um concentration in the synapt ic terminal, and the change in concentration triggers a relea s e of neurotransmitters into the synaptic cleft. Which of the following representatio ns of the movement of calcium, sodium, and potas sium ions best shows how an action potential is transmitted to the postsynaptic neuron? (A) (B) (C) (D)

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -31- 42. The table below provides a comparison of nitr ogenous waste production in selected organisms. Nitrogenous Waste Solubility in Water Amount of Water Required for Excretion Organisms that Primarily P roduce the Nitrogenous Waste Ammonia High High Freshwater fish, aquatic invertebrates Urea Medium MediumMammals, sh arks Uric acid Very low Very low Birds, reptiles, and most terrestrial insects and arthropods Which of the following statements is most consistent with the data in the table? (A) In response to the hypotonic environment in which freshwater fish live, they excrete ammonia in concentrated urine or across their gills. (B) The kidneys of reptiles and birds are highly efficient because little water is needed to excrete uric acid. (C) Birds excrete ammonia in addition to uric acid, and the ratio of the two substances is independent of whether the birds are primarily terrestrial or aquatic species. (D) The similar regulation of extracellular fluid vo lume and composition in all the organisms suggests conservation of kidney structure throughout evolution.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -32- Questions 43-48 Figure 1. Model of synapse Researchers investigating the regula tion of neurotransmitter release from presynaptic neurons proposed a model (Figure 1) in which CDK5, a protein expressed in axon terminals, inhibits the movement of synaptic vesicles to the presynaptic membrane. To test their model, the researchers used a modified version of green fluorescent protein (GFP*). In slightly alkaline conditions, GFP* exhibits a bright green fluores cence. In acidic conditions, GFP* exhibits no fluorescence. Using standard techniques, the gene encoding GFP* is easily introduced in to living cells. By engineering the expression of GFP* in laboratory-cultur ed nerve cells, the researchers found that a bright green fluorescence was exhibited onl y when a presynaptic ne uron was given a certain stimulus. 43. Based on the model, which of the following best explains why a bright green fluorescence was observed following stimul ation of a presynaptic neuron? (A) GFP* synthesis was activated when a gene taken up by the neuron was switched on. (B) GFP* stored in the cytoplasm of the neuron was packaged into synaptic vesicles. (C) GFP* contained in synaptic vesicles moved into the synaptic cleft by exocytosis. (D) GFP* present in the synaptic cleft was reabsorbed by endocytosis into the neuron. 44. Which of the following best explains why GFP* might exhibit a bright green fluorescence in alkaline conditions but not in acidic conditions? (A) Addition of an H + to GFP* at acidic pH changes the shape of the protein, preventing fluorescence. (B) CDK5 is a degrading enzyme that hydrolyzes GFP* at alkaline pH, preventing fluorescence. (C) An influx of protons into the axon terminal activates synthesis of new GFP* molecules, preventing fluorescence. (D) Packaging of GFP* into synaptic vesicles is triggered by a sudden drop in cytosolic pH , preventing fluorescence.

Unauthorized copying or reuse of any part of this page is illegal. GO ON T O THE NEXT PAGE. -33- 45. Which of the following observations best supports the hypothesis that CDK5 negatively regulates neurotransmitter release? (A) Introduction of CDK5 protein into neurons results in the movement of synaptic vesicles to the plasma membrane in the absence of any stimulus. (B) Uptake of a gene encoding CDK5 by neurons results in the movement of synaptic vesicles to the plasma membrane in the absence of any stimulus. (C) Suppression of CDK5 expression in neurons inhibits the movement of synaptic vesicles to the plasma membrane in response to a specific sti mulus. (D) Inhibition of CDK5 activity in neurons increases the movement of synaptic vesicles to the plasma membrane in response to a specific stimulus. 46. Based on the model, which of the following describes the most likely mechanism by which CDK5 regulates neurotransmitter release? (A) CDK5 adds methyl groups to DNA, altering expression of genes required for synthesis of neurotransmitters. (B) CDK5 promotes the rearrangement of the lipid molecules of two bilayers into a single membrane. (C) CDK5 alters the activity of other proteins involved in the movement of synaptic vesicles to the plasma membrane. (D) CDK5 binds to gated ion channels in the postsynaptic membrane, resulting in diffusion of calcium ions. 47. Previous experiments indicate that CDK5 is active only when attached to a protein called p35. Which of the following best predicts how p35 might play a role in regulating neuron function? (A) Elevated intracellular levels of p35 result in increased synaptic activity. (B) Degradation of p35 results in increased synaptic activity. (C) Reabsorption of p35 from the synaptic cleft results in increased synaptic activity. (D) Attachment of p35 to synaptic vesicles results in increased synaptic activity. 48. Based on the model, which of the following best explains how regula tion of neurotransmitter release might increase the range of responses to a stimulus in the nervous system? (A) In the absence of any stimulus, neurons can still release neurotransmitters. (B) Different neurons in the same neural network can release different amounts of neurotransmitter. (C) In the depolarization phase of an action potential, postsynaptic neurons can adjust the amount of neurotransmitter bound to receptors on their surface. (D) In the recovery phase following a stimulus, enzymes can be mobilized to degrade molecules present in the synaptic vesicles.

Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -34- 49. In a species o f cactus, the number of spines on a plant is genetically dete rmined. The grap h above shows frequency distributi ons for p opul ations of the cactus spe c ies growing in the presence or absence of tw o herbivores: peccaries (a New World pig) and wasp larvae. Which of th e following best accounts for the different frequency distributions i n th e graph? (A) Peccaries eat cacti with the greatest number of spines, and wasp larvae show no preference with respect to spine number. (B) Peccaries eat cacti with a smaller number of spines, and wasp larvae eat cacti with a greater number of spines. (C) Wasps have increasing difficulty deposit ing eggs on cacti with more spines, and peccaries show no preference with respect to spine number. (D) Both peccaries and wasp larvae will eat the most abundant types of cacti, which are the plants with the greatest number of spines.

50. Scientists are studying several populations of finches on neighboring islands in the South Pacific. Previous genetic analysis has shown that a singl e gene controls tail-feather length in the finch populations and that the allele for long tail feathers (L) is dominant to the allele for short tail feathers ( l). On two separate islands, the scientists recorded the number of fi nches with long tail feathers and the n umber of finches with short tail feathers. The results are shown in the ta ble below. Location Phenotype Number of Individuals Island 1 Long tail feathers 1,58 2 Short tail feathers 598 Total count 2,18 0 Island 2 Long tail feathers 2,432 Short tail feathers 1,110 Total count 3,54 2 If the two finch populations are each in Hardy-Weinberg equilibrium and are isolated from each other, then which of the following grap hs correctly displays the relative genotype frequencies? (A) (B) (C) (D) Unauthorized copying or reuse of any part of this page is illegal. GO ON TO THE NEXT PAGE. -35-

Unauthorized copying or reuse of any part of this page is illegal. GO ON T O THE NEXT PAGE. -36- 5 ¢ -GACCGCAUGGUGACGAAAUUUGGCCAUUAA- 3¢ 51. Based on the universal genetic code, which of the following represents the correct polypeptide that will result from translation of the mRNA molecule shown, beginning with the first available start codon? (A) Asp-Arg-Met-Val-Thr-Lys-Phe-Gly-His (B) Met-Arg-Asp-Stop-His-Gly-Phe-Lys-Thr-Val (C) Met-Val-Thr-Lys-Phe-Gly-His (D) Val-Thr-Lys-Phe-Gly-His

. . . . . .