™
STUDENT BOOK
Winter Break Packet
Friday, December 23, 2016 – Monday, January 2, 2017
Student Name
Teacher Name
Materials contained in this packet have been taken from the 2007 edition of
Biology: Preparing for the MARYLAND HSA by Prentice Hall
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS
The ‘GREAT BY CHOICE’ trademark is owned by The Good to Great Project LLC and Morten T. Hansen. Used under license.
Note to Student and Parents
This Winter Break Packet has been compiled to provide enrichment activities during the
Winter Break. The information in this packet was gleaned from Biology: Preparing for
the MARYLAND HSA by Prentice Hall and the following websites:
http://anthro.palomar.edu/animal/animal_1.htm
http://www.windows2universe.org/earth/Life/nitrogen_cycle.html
http://www.windows2universe.org/earth/Water/co2_cycle.html
http://waynesword.palomar.edu/chemid1.htm
This packet will assist you as you begin to prepare for the Biology High School
Assessment in May. There are a total of 20 questions – 18 Selected Response
questions (SR) and two Brief Constructed Response (BCR) questions. Please
complete all questions.
ENJOY YOUR WINTER BREAK!
Grading Scale
(26 Possible Points)
Overall Score
Grade
26 - 24
A
23 - 21
B
20 - 19
C
18 - 16
D
15 - 0
E
*Each Selected Response (SR) question is worth 1 point. The Brief Constructed
Response (BCR) questions (numbers 5 and 15) are worth a maximum of 4 points
each.
Parent’s Name
Parent’s Signature
2016-2017 HSA Biology Winter Break Packet
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1.
A scientist determines the number of Calories in one ounce
each of protein, carbohydrate, and fat. The results are shown
on the table below.
Calorie Content of Substances
Compound Tested
Number of Calories Produced
Protein
147
Fat
271
Carbohydrate
152
Which statement represents a valid conclusion based on data?
A. An ounce of fat contains about twice as many Calories as an
ounce of protein.
B. Protein is a better energy food than carbohydrate.
C. Carbohydrates, fats, and proteins yield approximately the
same amount of Calories per unit weight.
D. Proteins and carbohydrates provide the most Calories
per ounce.
2.
Which laboratory procedure would be best for demonstrating the
effect of light intensity on the production of chlorophyll in pea
plants?
A. using 10 plants
intensity light
B. using 10 plants
intensity light
C. using 10 plants
intensity light
D. using 10 plants
intensity light
of different species, each grown in the same
of different species, each grown in a different
of the same species, each grown in the same
of the same species, each grown in a different
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3.
A student hypothesized that lettuce seeds would not germinate
(sprout) unless they were exposed to darkness. The student
planted 10 lettuce seeds under a layer of soil and scattered 10
lettuce seeds on top of the soil. The data collected are shown in
the table below.
The Effect of Light on Seed Germination
Seed Treatment
Number of Seeds
Germinated
Planted under soil
9
Scattered on top of soil
8
One way to prove the validity of these results would be:
A. conclude that darkness is necessary for lettuce seed
germination
B. conclude that light is necessary for lettuce seed germination
C. revise the hypothesis
D. repeat the experiment
4.
A drug company tested a new medication before putting it on the
market. Pills without medication were given to 500 test subjects in
Group A, and pills with medication were given to 500 subjects in
Group B. In the experiment, the individuals in Group A served as
the:
A.
B.
C.
D.
host group
dependent group
control
hypothesis
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5. Brief Constructed Response (BCR)
On a television talk show, a guest claims that people who exercise
vigorously for 15 minutes or more every day are able to solve math
problems more rapidly than people who do not vigorously exercise
as part of their daily routine.
Describe a controlled experiment that could be conducted to test this
claim.
 State the purpose of the experiment.
 State why the sample used should be large.
 Describe how the experimental group will be treated and how the
control group will be treated.
 State the specific data to be collected during the experiment.
 State one way to determine whether the results support the claim.
2016-2017 HSA Biology Winter Break Packet
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Directions: Use the information below to answer Numbers 6 through 8.
Scientists have observed that when a largemouth bass tries to eat a whirligig
beetle, the fish is likely to get more than just a meal. Once inside the mouth of
a bass, the beetle releases a foul-tasting substance into the fish’s mouth. The
fish responds to this by swishing the beetle around in its mouth, spitting the
beetle out into the water, and scooping the beetle back into its mouth. The
bass is exhibiting a “flushing” behavior. Unlike other insects, whirligig beetles
do not release all of their foul-tasting substance the first time they are pulled
into a predator’s mouth. Each time the bass scoops the beetle back into its
mouth, more of the substance is released. The bass must exhibit “flushing”
again and again. If the bass tires of “flushing” before the beetle runs out of its
foul-tasting substance, the beetle can avoid becoming the bass’s next meal.
6.
The ecological relationship between largemouth bass and whirligig
beetles is best described as:
A.
B.
C.
D.
7.
The ability of whirligig beetles to gradually release a foul-tasting
substance most likely results from:
A.
B.
C.
D.
8.
predator-prey
parasite-host
mutualism
commensalism
mutation
succession
natural disasters
recombinant DNA
Which research question about the largemouth bass and whirligig
beetle would best match the scientists’ observations?
A.
B.
C.
D.
How long do fish spend rinsing their food?
What is the favorite food of a largemouth bass?
Which insects produce the most foul-tasting substances?
Does the slow release of a foul-tasting substance increase
survival?
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9.
Some large insoluble food molecules are reduced to small, soluble
food molecules by the process of:
A.
B.
C.
D.
digestion
excretion
response
growth
10. Which sequence is listed in order from simplest to most complex?
A.
B.
C.
D.
tissue  cell  organ system  organ
cell  tissue  organ  organ system
cell  tissue  organism  organ
organism  tissue  organ  organ system
11. Living things are made mostly of these four main elements:
A.
B.
C.
D.
hydrogen, oxygen, nitrogen, and protein
water, protein, carbohydrates, and fat
carbon, hydrogen, oxygen, and nitrogen
glucose, salt, mineral, and base
12. Enzyme molecules are synthesized primarily from:
A.
B.
C.
D.
amino acids
monosaccharides
fatty acids
phospholipids
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13. The results of an experiment to determine the chemical
composition of the cytoplasm of organism X are shown in
the data table below:
Substance
Water
Percent by Mass in the
Cytoplasm
77
Proteins
15
Lipids
5
Carbohydrates
2
Minerals
1
What percentage of the cytoplasm is composed of organic
material?
A.
B.
C.
D.
15
20
22
92
14. Which of these would lead to an increase in carbon dioxide in
the atmosphere?
A.
B.
C.
D.
decrease in animal respiration
decrease in plant respiration
an increase in photosynthesis
an increase in auto and factory emissions
15. Which activity occurs during the process of photosynthesis?
A.
B.
C.
D.
The sun’s energy from organic molecules is converted into
light energy.
Organic molecules are absorbed from the environment.
Organic molecules are converted into organic food
molecules.
Carbon dioxide is taken in by plants to make sugars
from carbon.
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16. Nitrogen compounds are a part of all organisms. What
happens to the nitrogen in an organism after it dies?
A.
B.
C.
D.
It
It
It
It
is destroyed by decomposition.
is recycled and used by other organisms.
remains trapped in the organism’s tissues.
is all used up by the time the organism dies.
17. All living things need nitrogen. The nitrogen gas in Earth’s
atmosphere must be changed into ammonia before most
living things can use it. Which of these organisms can change
nitrogen gas into ammonia?
A.
B.
C.
D.
mold
bacteria
yeast
moss
18. Which statement describes the major role of lipids within a
cell?
A.
B.
C.
D.
They cause DNA to replicate.
They move RNA in the cytoplasm
They catalyze chemical reactions in the cell cytoplasm.
They are the main structural components of membranes.
19. A lion gets many nutrients from its food including amino acids.
Which of these can be built directly using the amino acids?
A.
B.
C.
D.
proteins
carbohydrates
lipids
minerals
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20. Brief Constructed Response (BCR)
Explain what is the Carbon Cycle and why it is called a cycle?



Explain four “moves” that occur in this cycle.
Explain the importance of this cycle to organisms.
Explain the human impact and effects on this cycle when
fossil fuels are burnt.
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SCIENCE RUBRIC
LEVEL 4
There is evidence in this response that the student has a full and complete understanding
of the question or problem.
• Pertinent and complete supporting details demonstrate an integration of ideas.
• The use of accurate scientific terminology enhances the response.
• An effective application of the concept to a practical problem or real-world situation
reveals an insight into scientific principles. *
• The response reflects a complete elaboration of information.
LEVEL 3
There is evidence in this response that the student has a good understanding of the
question or problem.
• The supporting details are generally complete.
• The use of accurate scientific terminology strengthens the response.
• The concept has been applied to a practical problem or real-world situation. *
• The response reflects some elaboration of information.
LEVEL 2
There is evidence in this response that the student has a basic understanding of the
question or problem.
• The supporting details are adequate.
• The use of accurate scientific terminology may be present in the response.
• The application of the concept to a practical problem or real-world situation is inadequate. *
• The response provides little or no elaboration of inform ation.
LEVEL 1
There is evidence in this response that the student has some understanding of the
question or problem.
• The supporting details are only minimally effective.
• The use of accurate scientific terminology is not present in the response.
• The application, if attempted, is irrelevant. *
• The response addresses the question.
LEVEL 0
There is evidence that the student has no understanding of the question or problem.
• The response is completely incorrect or irrelevant or there is no response.
* On the High School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required
in the response and requested in the item stem. (Updated 2002)
* On the High School Assessment, the application of a concept to a practical problem or
real-world situation will be scored when it is required in the response and requested in
2016-2017 HSA Biology Winter Break Packet
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the item stem.