1. EOC BIOLOGY
Updates 2014 Biology EOC

2. 1. Coyotes eat proteins in food
1. Coyotes eat proteins in food. The proteins break down due to enzymes produced in the stomach of the coyote. The production of these enzymes then cause more enzymes to be released in the stomach. Which process dies this describe?
A. Meiosis
Special cell division into 4 daughter cells,
each containing ½ the original chromosomes.
Forms sexual reproductive cells (gametes).
Random movement of particles from an
area of high concentration to an area of
low concentration.
Diffusion
Feedback is a response to an action, positive
feedback moves the action in same direction
as the original.
Enzyme production cause more enzyme
production, Positive Feedback.
1 C Describe feedback as a process in which the output of a given system provides information used to regulate the operation of the system. SYSA (1) LS2A
Feedback
In animals the lung allows the exchange of gases in the body; O2 in CO2 out.
In cells it is the chemical breakdown of sugar using O2 to produce CO2, water and energy.
Respiration

3. 2. What is one purpose of ATP molecules in plant and animal cells?
A. To increase the rate of diffusion across cell membranes
Diffusion is random movement of particles based
on concentration NOT the type of molecule.
Movement is from an area of high concentration
to an area of low concentration.
ATP transports chemical energy within cells for
metabolism, often referred to as "molecular unit of
currency" of intracellular energy transfer.
B. To decrease the rate of chemical reactions
Chemical reaction decrease is through inhibitors and increases with enzymes or catalysts.
C. To store energy used for cell processes
2 C Describe that chemical energy stored in special molecules is used by cells to drive cell processes. LS1F (5)
ATP is produced in cellular respiration through Glycolysis, Krebs cycle and electron transport chain .
D. To pass genetic traits to offspring
Genetic traits are passed by DNA, meiosis results in gametes.
Cellular Respiration: C6H12O6 + O2 → CO2 + H2O + ATP

4. 3. A strand of DNA contains the sequence
3. A strand of DNA contains the sequence What is the complementary strand of mRNA for this sequence?
GGC CAT
Write your answer in the box.
CCG GUA
There is NO thymine (T) in RNA.
3 CCG GUA Predict the complementary strand of mRNA given the nucleotide sequence in a single strand of DNA. LS1E (6)
Curved back letters always pair with curved back letters
DNA pairs A-T while RNA pairs A-U

5. 4. Which scientific evidence would show that two
species of birds are closely related?
A. The two bird species have similar DNA sequences
DNA passes from parents to offspring. The closer
the relationship the more the DNA is the same.
B. The two bird species eat many of the same insects
Any two species having the same source of food are in
Competition which can be shown by a bird and a lizard
eating insects. Competition is not a sign of relationship.
Mimicry is a similarity of one species to another that
Can act as protection for one or both. This similarity can
be in appearance, behavior sound or scent
C. The two bird species are found in the same area
Birds can move into new areas. Does not show relationship.
4 A Describe that scientists infer the degree of evolutionary relationship among organisms using physiological traits, genetic information, and/or the ability of two organisms to produce fertile offspring. LS3E (1)
D. The two bird species have similar feather colors
Convergent evolution is the independent evolution of
similar features to adapt to the habitat in which they live.
Convergent evolution creates analogous structures that
have similar form or function but were not present
in the last common ancestor of those groups.
Similarity in color can be the result of mimicry or
convergent evolution.

6. The Forest Ecosystem diagram shows part of a forest ecosystem
The Forest Ecosystem diagram shows part of a forest ecosystem. Tussock moths
are native to the forest ecosystem. In the fall, tussock moths lay eggs on Douglas fir trees.
In the spring, tussock moth larvae eat the needles of the Douglas fir trees.

7. 5. The traits of populations in the forest ecosystem have changed over time. What caused the traits to change?
A. Natural selection
Process in which organisms better adapted to their
environment survive and produce more offspring,
allowing traits of those individuals to become most
dominant. The main process that brings about evolution.
Mutation is a change in a gene, in
a gamete would result in a change
transmitted to later generations,
a lack would result in less change
Lack of mutations
Unlimited resources
5 A system provides information used to regulate t. SYSA (1) LS2A
Resources affect the survival of the population
numbers. More resources means less stress
against all traits present. Limited resources
stress population for specific traits.
Offspring from a single organism,
inherit the genes of that
parent only.
Asexual reproduction

8. Which change to the forest ecosystem could
limit the growth of the tussock moth population?
A. Decrease in competition
Competition limits resources, decrease in competition
means more food , places to live, etc. MORE MOTHS.
Reduction in disease
Less disease, more moths survive to reproduce
Loss of habitat means less food, fewer places to hide,
fewer places to lay eggs, etc. LIMITS POPULATION
Predators eat the moths, fewer predators
would increase moth population
Fewer predators
6 D system provides information used to regulate t. SYSA (1) LS2A
Loss of habitat

9. 7. Students asked the following question.
Question: What is the effect of the size of a moth population on the growth of trees in an ecosystem?
Which reason describes why this question is scientifically testable?
Relate to question with precise data.
A. All moths require trees for food.
Statement does not allow for data collection
Many different ecosystems include trees.
Statement does not allow for data collection
Annual data can be collected because trees grow slowly.
7 D system provides information used to regulate t. SYSA (1) LS2A
Specific for what to measure and relates directly
to the question tree growth and moth population.
Is NOT specific as to the data to collect.
Both tree height and moth population size can be measured.

10. Describe two possible unintended consequences of using insecticides.
8. If the tussock moth population increases rapidly, trees that people want to use can be damaged. One solution is to use in insecticide that kills moths to keep the moths from damaging trees.
Describe two possible unintended consequences of
using insecticides.
In your description, be sure to:
Describe two effects of insecticide use on the forest ecosystem other than the intended reduction of moths
to protect the trees.
Describe how each effect causes a change in another
part of the forest ecosystem.
8 Describe trade‐offs and/or unintended consequences for one or more
given solution(s) to a given technological design problem. APPE (1)

11. Describe two possible unintended consequences of using insecticides.
Do NOT talk about killing moths or trees NOT being damaged.
MUST include effect on another part of ecosystem.
Start of things you could write about
Birds that eat moths
Polluting stream
Food chain or web
Magnification (were the poison builds up harming larger animals)
Other insects being poisoned
8 Describe trade‐offs and/or unintended consequences for one or more
given solution(s) to a given technological design problem. APPE (1)

12. Small wings are recessive. Individuals with
In some species of moths, large wing are dominate
over small wings, and yellow wings are dominant
over white wings.
What percent of the offspring of two moths with small
white wings will also have small white wings?
Small wings are recessive. Individuals with
small wings are homozygous, ll.
0 %
25 %
LL = large wing
Ll = large wing
ll = small wing
YY = Yellow wing
Yy = Yellow wing
yy = white wing
75 %
9 D technological design problem. APPE (1)
100 %
White wings are recessive. Individuals with
white wings are homozygous, yy.

13. Small wings are recessive. Individuals with
small wings are homozygous, ll.
White wings are recessive. Individuals with
white wings are homozygous, yy.
Both parents are llyy = large wing ly
llyy

14. In some species of moths, large wing are dominate
over small wings, and yellow wings are dominant
over white wings.
What percent of the offspring of two moths with small
white wings will also have small white wings?
0 %
25 %
75 %
9 D technological design problem. APPE (1)
100 %

15. 10. How do tussock moths obtain energy in cellular respiration?
Water, H2O is after the arrow
meaning it is released
A. By taking in water
Oxygen, O2 is before the
arrow, taken in NOT released
B. By releasing oxygen
Glucose, C6H12O6 is broken
down with the intake of O2
to make ATP
C. By breaking down glucose
10 C Describe that chemical energy stored in special molecules is used by cells to drive cell processes. LS1F (5)
Carbon dioxide, CO2 is after
the arrow therefore exhaled
D. By inhaling carbon dioxide
Cellular Respiration: C6H12O6 + O2 → CO2 + H2O + ATP

16. A. The larvae eat food and release oxygen
11. Which is a role of the tussock moth larvae in the forest ecosystem carbon cycle?
Cellular Respiration: C6H12O6 + O2 → CO2 + H2O + ATP
A. The larvae eat food and release oxygen
Cellular food, C6H12O6, but inhales O2.
B. The larvae eat food and release carbon dioxide
C. The larvae breathe in oxygen and produce glucose
11 B Describe that chemical energy stored in special molecules is used by cells to drive cell processes. LS1F (5)
Breathes in O2 and but does NOT produce glucose only
autotrophs, (producers) make glucose
Photosynthesis: CO2 + H2O + LIGHT → C6H12O6 + O2
D. The larvae breathe in carbon dioxide and produce water
The moth larvae does produce water but it breathes
in O2 and exhales carbon dioxide (O2 → CO2 + H2O)

17. Paige and Logan did a field study to learn about the distribution of plants near a stream. They found the high flow line (the highest level stream water reaches) to be 4 meters from the stream. Paige and Logan counted the number of plants at, below and above the high flow line of the stream.
Field Study Question: How does distance from the stream affect the number of plants growing there?

18. NOTE: Significantly more plants above the High Flow Line

19. Students used a greenhouse as a model of a forest
ecosystem to predict the effects of air temperature
changes on tussock moths in a forest.
Describe two ways the green house model may lead to
unreliable predictions about the effects of air temperature
changes on a moth population in a forest ecosystem.
In your description, be sure to:
• Describe two differences that make a forest
ecosystem more complex than the greenhouse.
• Describe how each of the differences could cause the
students’ predictions about a moth population in a
forest ecosystem to be unreliable.

20. Start of things you could write about
• Birds relationship with moths
• Wind effect
• Competition for food, habitat, etc
• Weather changes that are in the forest
• Food chain or web other than birds
• Size of trees, or shade differences in
greenhouse and forest

21. A. Chose a stream behind the school
To be valid the measure must cover the broad range of areas
(variables) within the concept, question, under study
13. What did Paige and Logan do to make the results of the field study valid?
A. Chose a stream behind the school
Part of question but NOT enough variables ( what data to record?)
B. Collected field study data for four trials
Makes study reliable but does not say how many variables.
C. Conducted the field study during the afternoon
13 D Descrby cells to drive cell processes. LS1F (5)
Only one variable (1 time) and NOT part of the question
D. Collected data at three distances from the stream
Part of the question, and three distances so three variables.
Data was plants at the 3 distances.

22. The high flow line can move if the amount of
water in a stream changes. Based on Paige and
Logan’s results, what would happen to the plants if
the high flow line moved farther from the stream?
The number of plants four meters from the
stream would decrease.
The mass of the plants two meters from the
stream would increase.
Data table does NOT include mass
Farther from the stream means the high flow line
would be 5 or 6 meters from the stream.
Data shows less plants below the flow line.
The height of the plants six meters from the
stream would decrease.
14 A Descrby cells to drive cell processes. LS1F (5)
Data table does NOT include height
D. The reproduction rate of plants four meters from the stream would increase.
No data on reproduction rates

23. Paige and Logan counted a total of 480 plants
in 12 square meters. What was the population
density of these plants?
480 plants per 12 square meter
480 plants =
12 meter2
40 plants
1 meter2
A. 40 plants per square meter
B plants per square meter
C plants per square meter
15 A Descrby cells to drive cell processes. LS1F (5)
D. 5,760 plants per square meter
Look at the units in the answer.
Plants per square meter means number of plants in 1 meter.

24. How would a fish population affect the stream ecosystem?
A. Fish would lower the water temperature.
Nonsense statement: How could the fish lower the water temperature
B. Fish would produce oxygen from the water.
Fish use cellular respiration, photosynthesis produces O2
Fish produce waste including organic molecules and CO2
used by plants to grow and undergo photosynthesis.
Photosynthesis: Light + CO2 + H2O → C6H12O6 + O2
Fish would block sunlight, increasing plant growth.
16 D Explain how filling an available niche can allow a species to survive. LS3C (2)
Nonsense statement: Blocking light would decrease plant growth
Fish would produce waste, providing nutrients to plants.
Cellular Respiration: C6H12O6 + O2 → CO2 + H2O + ATP

25. A year after their field study, Paige and Logan
collected new data and found an average of only 5 plants at locations two meters from the stream. Which could explain why the number of plants two meters from the stream decreased?
A. The new data were collected later in the day.
Nonsense answer, time of day does NOT change plant numbers
B. The topsoil had been washed away by a flood.
17 B Descrby cells to drive cell processes. LS1F (5)
C. A larger sample area was used to count plants.
Changing the size of sample area would change experiment
D. The animals that ate the plants had moved away.
Nonsense answer less animals eating would result in more plants

26. 18. Why do frogs and fish in the stream have similar genes?
A. Frogs and fish are made of molecules.
Molecules also make up abiotic rocks, CO2 and water.
B. Frogs and fish share a common ancestor.
DNA passes from parents to offspring. The closer
the relationship the more the DNA is the same.
C. Frogs and fish get nutrients from the stream.
Any two species having the same nutrient source are in
Competition which can be shown by a bird and a lizard
eating insects. Competition is not a sign of relationship.
17 B Descrby cells to drive cell processes. LS1F (5)
D. Frogs and fish compete in the stream ecosystem.
Any two species having the same habitat needs, food, shelter,
etc. are in Competition which can be shown by a bird and a lizard
eating insects. Competition is not a sign of relationship.

27. 19. People often build homes near streams. Which
action represents sustainable use of resources
in the construction of new homes?
Sustainable use means less pollution, waste, more recycling, etc.
A. Installing furnaces that burn fossil fuels.
Fossil fuel is a finite resource, will run out.
B. Installing refrigerators made in another country.
Requires transportation, uses fuel, inefficient use of fuel
C. Using materials from old buildings for new homes.
19 C Descrby cells to drive cell processes. LS1F (5)
Recycled, easily replaced, regrowable and local.
D. Using wood from old-growth forest for new homes.
Old-growth forest take centuries to grow.
Once used they are gone. NOT sustainable.

28. Plan a field study to answer the question in the box.
You may use any materials and equipment in your
procedure.
Use experimental procedures described in other questions
to help write your response.
Reliability refers to the repeatability of findings
Reliable data: Instruction should include repeating
data collection at least 3 trials for each
area tested if a field study.
Validity refers to the credibility or how it pertains to the question.
Valid data: multiple variables (areas sampled if field study)
EX. Number of moths in 3 areas are counted