Welcome to Review session for 2013 Exam is required for all students enrolled in Biology class as well as all 10 th graders enrolled in a biology class AND those not enrolled

 A description of a biological system, sometimes involving an investigation or the technological design process  Establishes the context for a set of items that follows  One or two pages long  Includes a diagram and/or a table

SystemsInquiryApplication Describe a living system. May include systematic observations, models, or open-ended explorations of a system. Describe an investigation into a living system. Can be either controlled experiments or field studies and model age-appropriate investigations. Describe a technological design process students used to solve a problem. The problem must be one that involves a living system.

High School 2009 WASL 2010 HSPE 2011 HSPE 2012 EOC Multiple Choice/ Completion 2835 Short Answer11555 Extended Response3000 % Points from MC45%78%

EALR Percent of EOC 1: Systems (crossed with Life Science and alone) At least 15 2: Inquiry (crossed with Life Science and alone) 20 – 25 3: Application (crossed with Life Science and alone) 15 4: Life science domain of EALR 4 (alone) 45 – 50

Life Science Domain of EALR 4 Percent of EALR 4 Items Percent of EOC Points Processes in cells (LS1) Maintenance and stability of populations (LS2) Mechanisms of Evolution (LS3)

Item TypeBiology EOC Multiple Choice30-34 Completion1-5 Short Answer5 Total Items40 Total Points45 Pilot Items5

Item TypeBiology EOC Multiple Choice30-34 Completion1-5 Short Answer5 Total Items40 Total Points45 Pilot Items5

 “In your description, be sure to…”  Always include all bullets listed  Example: Describe two ways to solve the problem. In your description be sure to:  Identify two solutions to the problem  Describe how each solution will solve the problem

 You need to write more decisive conclusive statements  Don’t write “the amount of water does have an effect on the plant height”  Write – something like –  Plant A grew the tallest  Plant A grew taller than plant B & plant C  The more water the plant had, the taller the plant grew

 Always include supporting data &/or descriptive text from the data table  Do not round or qualify the data listed in conclusion, like using phrases around or about  Remember to include the scientific idea/concept that was included in the investigation

Rubric for all conclusions include: (include all bullets) 1. Conclusive statement [Answer the investigative question &/or include hypothesis] 2. Low end DATA 3. High end DATA 4. Statement connecting the data to the conclusive statement 5. Scientific Concept

 DO NOT include your hypothesis or prediction with your procedure  NOTE ALL the bullets listed  Include the manipulative and responding variable, but you DO NOT need to label or identify them [most students make errors when labeling them]  Be clear as to what you are measuring and recording for data such as “measure and record the height of the plant”

 Your procedure needs to include manipulated and responding variables given in the new field study question  Do NOT use the same responding variable as was used in the original scenario  This is also true when planning an experiment  Your field study plan procedure primarily includes the scientific skill of observation

How does proximity to a sewage outflow pipe affect species diversity in the intertidal zone?  If students were to plan this investigation, what attributes would you want to see?

7 Attributes  Logical Steps  Method of data collection  2 Conditions compared  Data to be collected  Record data & how often  Multiple trials of data collection  Record environmental conditions

Application scenarios describe a technological design process students use to solve a problem. The problem must be one that involves a Life Science System*  List the steps of a technological design process to help farmers with Black Dot disease in potatoes. Potato Black Dot Colletotrichum coccodes

The Steps  Define the Problem  Gather Information  Generate Ideas  Test Ideas  Redesign as needed  Communicate results Gather Information Attribute points  Research the Problem  Scientific Research  Explore Ideas (multiple)  Scientific Ideas  Use Test Results to….  Modify a design

 Reliability: An attribute of any investigation that promotes consistency of results during repeated trials.  Was there sufficient data?  Would you get the same results if you did the experiment again?

 Validity: An attribute of an investigation that describes the degree of confidence that data collected and logical inferences are accurate representations of the phenomena being investigated.  Was the experiment valid?  How could you improve an experiment’s validity?

 The following slides include areas of the Biology content standards that previous students seemed to have trouble on earlier assessments.

 Through the processes of  Photosynthesis  Cellular respiration  Do plants use the process of Cellular Respiration?

 How do materials move in and out of a cell?  Processes to review:  Passive Transportation (Physical action; no ATP or energy needed)  molecules move from a high concentration to low concentration  Diffusion  Osmosis  Active Transportation (needs ATP – Energy)  Molecules move from a low conc to high conc  Particles/ molecules – charged or too large to go through membrane

 Are you able to identify the roles and relationships among the following:  DNA  Chromosomes  Genes  Ribosomes  Proteins  Genetic Traits

 Are you able to identify the number of chromosomes in sex cells vs. body cells?  What happens to the number of chromosomes before and after the processes  Mitosis  Meiosis  Fertilization

 What are the mechanisms of Evolution?  5 points of the idea of Natural Selection 1. Population has variations. ▪ (variations result due to processes such as mutation, meiosis, crossing over, &fertilization – sexual reprod) 2. Some variations are favorable 3. More offspring are produced than survive. 4. Those that survive have favorable traits. 5. A population will change over time.

 Are you able to describe the following cycles?  Water Cycle  Carbon-Oxygen Cycle  Nitrogen Cycle  Follow a nitrogen atom through the cycle  What are the common components needed for these cycles?

 Hope this slide show helps you feel more prepared for the Biology EOC