END-OF-COURSE EXAM | GRADE 9 -12 | YEAR 17–18

ASSESSMENT BLUEPR INT

SCIENCE:BIOLOGY

NMPED Biology EOC Blueprint Project Management by 2

Purpose Statement Biology

The Biology End-of-Course (EOC) exam is intended to measure student proficiency of the New Mexico Science Standards. This course-level exam is provided to all students who have completed Biology or related courses. This exam can be given for the following STARS course codes: 1711 - Biology-First Year 1712 - Biology Advanced Studies 1715 - AP Biology

Intended as a final exam for the course, this is a summative exam covering a range of content, skills, and applications. Scores are reported to the teacher, school, district, and state levels for the purposes of student grades, curriculum review, student graduation requirements, and NMTeach summative reports. “The EOCs are exams written by New Mexico Teachers for New Mexico Students.” During the 2016-17 school year, teachers were brought together in person or online as part of the blueprint and exam revision process. The NMPED extends our gratitude to all those who contributed to this improvement process. Although we were unable to implement every suggestion due to conflicting viewpoints at times, this blueprint reflects the best collaborative effort among dedicated peers. The NMPED would like to especially recognize the following person(s) who led the revision for this blueprint: • Debbie Dean, Ph.D., Hobbs Municipal Schools, NBCT, Blueprint Lead

NMPED Biology EOC Blueprint Project Management by 3

Explanation of Blueprint Layout & Test Specifications Table

Standard Standards with Test Item Specifications:

● This portion of the blueprint identifies the specific skills and knowledge students will have

to demonstrate during the exam.

● Although the standard may be broader, the item specifications may place constraint on portions of the standards in order to provide more transparency as to what specifically will be measured relative to the standard.

● Item specifications provide guidelines for the item writer so they know what topics to specifically focus on when authoring items.

● Topics and terms in bold will be emphasized on the exam.

The standards identified in this portion of the blueprint are aligned to the New Mexico Grades 9-12 Science Standards: http://www.ped.state.nm.us/MathScience/dl08/Standards/G9-12ScienceStandards.pdf New Mexico Teachers identified the standards to be measured on the EOC exam using the following criteria: 1) a great deal of instructional time is spent on the standard as identified in the curriculum and/or; 2) the standard is important to subsequent learning. It is important to note that the standards in the blueprint are only a subset of standards to be measured with the understanding that teachers cover more standards during the course of instruction than what has been selected to be measured.

Item Types: The item types for this EOC exam are limited to: MC = multiple choice with or without stimulus (e.g., picture, graph, excerpt)

Sample Question(s): Sample questions have been provided to assist teachers to correlate the questions with the performance standards and the test item specification, when applicable.

● An * denotes the correct answer ● DOK = Depth of Knowledge ● Some sample questions may be items released items from prior EOC exams

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Blueprint Table - Biology

Standard/Learning Outcome Standards with Test Item Specifications: 2. Design and conduct scientific investigations that include:

● testable hypotheses ● controls and variables ● methods to collect, analyze, and interpret data ● results that address hypotheses being investigated ● predictions based on results ● re-evaluation of hypotheses and additional experimentation as necessary ● error analysis.

Specifications:

● Use the terms independent and dependent variables instead of manipulated and responding variables.

● For #2, students should be able to identify hypothesis, independent and dependent variable, constants and control.

I.I.I.2 Strand I: Scientific Thinking and Practice Content Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. Benchmark I: Use accepted scientific methods to collect, analyze, and interpret data and observations and to design and conduct scientific investigations and communicate results.

Item Types:

MC with or without stimulus

Sample Question:

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A student constructs several terrariums like the one shown. Each terrarium is exposed to a different amount of sunlight each day, and the growth of the plants is measured each day. What is the independent variable in this experiment?

A) temperature B) amount of sunlight* C) growth of plants D) amount of water Standard: I.I.I.2 DOK Level: 2

II.II.I.1 II.II.I.2 II.II.I.4 Strand II: The Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. Benchmark I: Understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy.

Standards with Test Item Specifications: Ecosystems 1. Know that an ecosystem is complex and may exhibit fluctuations around a steady state or may evolve over time. 2. Describe how organisms cooperate and compete in ecosystems (e.g., producers, decomposers, herbivores, carnivores, omnivores, predator-prey, symbiosis, mutualism). 4. Critically analyze how humans modify and change ecosystems (e.g., harvesting, pollution, population growth, technology). Specifications:

● Identify roles and importance of various organisms in food web diagrams. (e.g., producers, decomposers, herbivores, carnivores, omnivores, predator-prey)

● Identify effects of removal of an organism in a food web ● Identify different types of symbiosis ● Identify limiting factors

Item Types:

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● MC with or without stimulus

Sample Question: Bacteria live in the gut of termites. The bacteria help the termites digest the food they consume, while the termites provide the bacteria with shelter. What type of symbiotic relationship is happening between the termites and the bacteria?

A) commensalism B) mutualism* C) parasitism D) predation Standard: II.II.I.2 DOK Level: 2

II.II.I.5 II.II.I.7 Strand II: The Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. Benchmark I: Understand how the survival of species depends on biodiversity and on complex

Standards with Test Item Specifications: Energy Flow in the Environment 5. Explain how matter and energy flow through biological systems (e.g., organisms, communities, ecosystems), and how the total amount of matter and energy is conserved but some energy is always released as heat to the environment. 7. Understand and explain the principles of photosynthesis (i.e., chloroplasts in plants convert light energy, carbon dioxide, and water into chemical energy). Specifications:

● Identify that energy is lost as heat, but matter is continually recycled ● Explain how organisms use energy (e.g., growth, repair, homeostasis,

reproduction) ● Interpret an energy pyramid (10% rule) ● Know the basic equation for photosynthesis in chemical symbols and words

Item Types:

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interactions, including the cycling of matter and the flow of energy.

● MC with or without stimulus

Sample Question:

The picture shows a student’s experiment with Elodea, a common aquatic plant. Which change in this experiment is most likely to increase the amount of oxygen gas that accumulates in the top of the tube?

A) reduce the amount of water B) replace the beaker with a larger container C) use fewer plants D) move the light source closer to the beaker* Standard: II.II.I.7 DOK Level: 3

II.II.I.8 II.II.I.9 Strand II: The Content of

Standards with Test Item Specifications: Biodiversity 8. Understand and explain the hierarchical classification scheme (i.e., domain,

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Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. Benchmark I: Understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy.

kingdom, phylum, class, order, family, genus, species), including: ● classification of an organism into a category ● similarity inferred from molecular structure (DNA) closely matching

classification based on anatomical similarities ● similarities of organisms reflecting evolutionary relationships.

9. Understand variation within and among species, including: ● mutations and genetic drift ● factors affecting the survival of an organism ● natural selection.

Specifications: ● Students need to be able to identify evolutionary relationships based on

hierarchical chart of organisms. (i.e., Same kingdom, phylum, class, order, family, but different genus.)

● Cross reference questions with evolution, such as interpreting phylogenetic trees

● Questions should ask students to identify factors of natural selection, such as mutations, environmental disturbances, amount of genetic variation

● Identify ability to survive and reproduce as a major factor in natural selection

Item Types: ● MC with or without stimulus

Sample Question:

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Classification of Four Organisms

Corn

Whale Shark

Humpback Whale

Spider Monkey

Kingdom Plantae Animalia Animalia Animalia

Phylum Anthophyta Chordata Chordata Chordata

Class Monocotyledones

Chondrichthyes Mammalia Mammalia

Order Commelinales Squaliformes Cetacea Primates

Family Poaceae Rhincodontidae Balaenopteridae

Atelidae

Genus Zea Rhincodon Megaptera Ateles

Species Zea mays Rhinacodon typus

Megaptera novaeangilae

Ateles paniscus

Using the table above, which two animals are most closely related?

A) Humpback Whale and Spider Monkey* B) Whale Shark and Humpback Whale C) Spider Monkey and Whale Shark D) Corn and Whale Shark Standard: II.II.I.8 DOK Level: 2

II.II.II.1 II.II.II.2 II.II.II.3

Standards with Test Item Specifications Genetics

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II.II.II.4 II.II.II.5 II.II.II.6 II.II.II.7 Strand II: The Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. Benchmark II: Understand the genetic basis for inheritance and the basic concepts of biological evolution.

1. Know how DNA carries all genetic information in the units of heredity called genes, including:

● the structure of DNA (e.g., subunits A, G, C, T) ● information-preserving replication of DNA ● alteration of genes by inserting, deleting, or substituting parts of DNA.

2. Use appropriate vocabulary to describe inheritable traits (i.e., genotype, phenotype). 3. Explain the concepts of segregation, independent assortment, and dominant/recessive alleles. 4. Identify traits that can and cannot be inherited. 5. Know how genetic variability results from the recombination and mutation of genes, including:

● sorting and recombination of genes in sexual reproduction result in a change in DNA that is passed on to offspring

● radiation or chemical substances can cause mutations in cells, resulting in a permanent change in DNA.

6. Understand the principles of sexual and asexual reproduction, including meiosis and mitosis. 7. Know that most cells in the human body contain 23 pairs of chromosomes including one pair that determines sex, and that human females have two X chromosomes and human males have an X and a Y chromosome. Specifications:

● Identify differences between DNA and RNA ● Identify base pairing for DNA replication ● Identify a mutation as insertion, deletion, or substitution based on DNA

sequences ● Interpret or construct Punnett squares using all appropriate vocabulary (e.g.,

heterozygous, homozygous, dominant, recessive, genotype, phenotype) ● Monohybrid crosses: percent probability of genotype or phenotype offspring ● Identify patterns of inheritance for sex-linked traits ● Know importance of independent assortment and crossing over leading to

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genetic diversity ● Compare results of mitosis with meiosis ● Using a human karyotype, identify as male or female OR detecting general

chromosomal anomalies (e.g., 45 or 47 chromosomes)

Item Types: ● MC with or without stimulus

Sample Question: ATCGGT

What is the complementary DNA strand to the template strand above?

A) TAGCCA* B) ATCGGT C) UAGCCA D) AUGCCA Standard: II.II.II.1 DOK Level: 1

II.II.II.8 II.II.II.10 II.II.II.11 II.II.II.12 II.II.II.13 Strand II: The Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the

Standards with Test Item Specifications: Biological Evolution 8. Describe the evidence for the first appearance of life on Earth as one-celled organisms, over 3.5 billion years ago, and for the later appearance of a diversity of multicellular organisms over millions of years. 10. Understand the data, observations, and logic supporting the conclusion that species today evolved from earlier, distinctly different species, originating from the ancestral one-celled organisms. 11. Understand that evolution is a consequence of many factors, including the ability of organisms to reproduce, genetic variability, the effect of limited resources, and natural selection. 12. Explain how natural selection favors individuals who are better able to survive,

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interdependence of living things and their environments. Benchmark II: Understand the genetic basis for inheritance and the basic concepts of biological evolution.

reproduce, and leave offspring. 13. Analyze how evolution by natural selection and other mechanisms explains many phenomena including the fossil record of ancient life forms and similarities (both physical and molecular) among different species. Specifications:

● Identify fossil record: homologous, analogous, or vestigial structures ● Understand molecular similarities ● Questions may cross reference biodiversity questions

Item Types: ● MC with or without stimulus

Sample Question: An early biological theory stated that a change in a population can occur when organisms with favorable variations for a particular environment survive and pass these variations on to the next generation. What is this theory better known as?

A) punctuated equilibrium B) variation and adaptation C) acquired characteristics D) natural selection* Standard: II.II.II.11 DOK Level: 1

II.II.III.1 II.II.III.2 II.II.III.4 II.II.III.6 Strand II: The Content of

Standards with Test Item Specifications Structure and Function 1. Know that cells are made of proteins composed of combinations of amino acids. 2. Know that specialized structures inside cells in most organisms carry out different functions, including:

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Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. Benchmark III: Understand the characteristics, structures, and functions of cells.

● parts of a cell and their functions (e.g., nucleus, chromosomes, plasma, and mitochondria)

● storage of genetic material in DNA ● similarities and differences between plant and animal cells ● prokaryotic and eukaryotic cells.

4. Know how the cell membrane controls which ions and molecules enter and leave the cell based on membrane permeability and transport (i.e., osmosis, diffusion, active transport, passive transport). 6. Know that DNA directs protein building (e.g., role of RNA). Specifications:

● Questions should include cell membrane structure and types of transport (active/passive), but not to the depth of what type of molecules use which transport

● Primary focus is the 4 macromolecules and their monomers ● Know of organelles and functions ● Identify differences between plant and animal cells ● Identify differences between eukaryotic and prokaryotic cells ● Know process of protein synthesis; emphasize transcription, translation and

products ● Use the basic equation for respiration in chemical symbols and words ● Know different cells have different structures for different functions

Item Types: ● MC with or without stimulus

Sample Question: Which pair of structures best shows that plant cells have functions different from animal cells?

A) cytoplasm and mitochondria

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B) chloroplasts and cell walls* C) nuclei and centrioles D) ribosomes and cell membranes Standard: II.II.III.2 DOK Level: 2

II.II.III.7 Strand II: The Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments. Benchmark III: Understand the characteristics, structures, and functions of cells.

Standards with Test Item Specifications Biochemical Mechanisms 7. Describe how most cell functions involve chemical reactions, including:

● promotion or inhibition of biochemical reactions by enzymes ● processes of respiration (e.g., energy production, ATP) ● communication from cell to cell by secretion of a variety of chemicals (e.g.,

hormones). Specifications:

Know the basic equation for respiration in chemical symbols and words

Question should compare rate of activation energy with and without enzymes

Item Types: MC with or without stimulus

Sample Question:

Oxygen + Glucose Carbon Dioxide + Water + ATP The equation above represents a summary of a biological process. Which organelle is this process completed in?

A) chloroplast B) mitochondria* C) nucleus D) ribosome

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Standard: II.II.III.7 DOK Level: 1

III.I.I.12 Strand III: Science and Society Content Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies. Benchmark I: Examine and analyze how scientific discoveries and their applications affect the world, and explain how societies influence scientific investigations and applications.

Standards with Test Item Specifications 12. Explain how societies can change ecosystems and how these changes can be reversible or irreversible. Specifications:

● None

Item Types: ● MC with or without stimulus

Sample Question: Which method of fly control would be most harmful to other organisms in the environment? A) releasing sterilized male flies B) using fly traps C) spraying broad-range insecticides* D) planting carnivorous plants Standard: III.I.I.12 DOK Level: 2

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EoC Reporting Category Alignment Framework

Reporting Category Standard

DOK (Count by DOK)

Grand Total 1 2 3

Scientific Method I.I.I.2 2 2

Ecology

II.II.I.1 1 1 2

II.II.I.2 2 1 3

II.II.I.4 1 1 2

II.II.I.5 1 1

II.II.I.7 2 2

II.II.I.8 1 1

II.II.I.9 1 1

Genetics

II.II.II.1 1 1 1 3

II.II.II.2 1 1 2

II.II.II.3 2 2

II.II.II.4 1 1

II.II.II.5 2 2

II.II.II.6 2 1 3

II.II.II.7 1 1 2

II.II.II.8 2 2

II.II.II.10 2 2

II.II.II.11 2 2

II.II.II.12 1 1

II.II.II.13 1 1 2

Cells II.II.III.1 2 2

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II.II.III.2 3 3

II.II.III.4 2 2

II.II.III.6 1 1 2

II.II.III.7 1 1 2

Science & Society III.I.I.12 1 1

Grand Total 21 25 4 50