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MCAS Classification

MCAS Classification questions

MCAS 2010 Biology exam

32. The table below shows the classifications of three different sea lions.

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a. Identify which two of the sea lions are most closely related.
b. Justify your answer to part (a).
c. Describe and explain two types of evidence scientists would have used to determine the proper classifications of these three sea lions.

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February 2018

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2016.

5. A scientist concludes that two organisms belong to the same species within the
class Mammalia. Which of the following observations most likely led the scientist
to conclude that the organisms are the same species?

A. The organisms move in the same way.
B. The organisms live in the same habitat.
C. The organisms are nocturnal and carnivorous.
D. The organisms mate and produce fertile offspring.

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24. The brush mouse and the northwestern deermouse are both classified in the
genus Peromyscus. Which of the following conclusions can be made from this information?
A. The two types of mice live in the same habitat.
B. The two types of mice have the same fur color.
C. The two types of mice are closely related to each other.
D. The two types of mice can successfully interbreed with each other.

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2016

32. The table below gives the common names, scientific names, and known geographic locations of several wild cats.

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a. Using their common names, identify all the wild cats listed in the table that belong to the same genus.

b. Identify and explain one type of evidence scientists could have used to classify these wild cats.

The three kinds of tigers listed in the table are all classified as one species.

c. Based on the information in the table, identify which kind of tiger has the greatest chance of becoming a separate species. Explain your answer.

d. Describe how scientists could determine if one of the kinds of tigers becomes a separate species.

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2018

33. The table below shows taxonomic information for the gray wolf and four other species.

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Based on this information, which of the following lists the species in order from most closely related to least closely related to the gray wolf ?

A. 1, 2, 3, 4
B. 1, 2, 4, 3
C. 2, 1, 3, 4
D. 2, 1, 4, 3

2006

31. All organisms classified in kingdom Animalia must also be classified as
which of the following?
A. Archaea
B. Eubacteria
C. Eukaryota
D. Protista

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45. A student researching bears found the chart below in a textbook. The chart shows the
classifications of several types of bears.

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Which of the following conclusions is best supported by the data given in this chart?

A. Modern bears evolved from species that are now extinct.
B. The short-faced bear was the ancestor of the Asiatic black bear.
C. Present day bear species are more closely related than their ancestors were.
D. Natural selection favored the brown bear over the American black bear. .

https://www.lowell.k12.ma.us/site/handlers/filedownload.ashx?moduleinstanceid=5479&dataid=6767&FileName=2018%20hs-bio.pdf

MCAS Plants

MCAS Plant questions from the Biology MCAS

February 2018

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31. A plant species growing along a coast produces seeds with fluffy hair-like
fibers on one end. A seed from one of the plants is shown below:

Seed fluffy fiber

Some of these seeds were dispersed by the wind to islands off the coast, where new plants grew. Within 10 years, the seeds of the island plants were different
from the seeds of the mainland plants. Compared to the mainland seeds, the
island seeds were heavier and had shorter hair-like fibers. Which of the following statements best explains why heavier seeds with shorter fibers were favored in the island environment?

A. These seeds carried more genes than the mainland seeds did.
B. These seeds were less likely to be blown off the island by wind.
C. The island plants needed to prevent animals from eating the seeds.
D. The island plants used more energy to produce heavy seeds than to grow.

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33. Students investigated the effect of acid rain on photosynthesis. Several plants
were given water with a pH of 4 each day for two months. The results showed
that the plants had a reduced rate of photosynthesis.

How did the acidic water most likely reduce the plants’ rate of photosynthesis?

A. by storing excess oxygen produced by the plants
B. by changing the effectiveness of enzymes in the plants
C. by causing root hairs to grow on the roots of the plants
D. by increasing the amount of carbon dioxide taken in by the plants

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34. Waxes form a waterproof coating over the stems and leaves of many terrestrial plants. The waxes are composed of fatty acids linked to long-chain alcohols. Based on this information, waxes are which type of organic molecule?

A. lipids .  B. nucleotides .  C. polysaccharides .  D. proteins

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37. Maltose is a carbohydrate molecule that provides energy to plants early in their
life cycle. Which elements are most common in a molecule of maltose?

A. carbon and hydrogen
B. copper and nitrogen
C. iron and phosphorus
D. magnesium and sulfur

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Algae, and the scientific method

The rate of photosynthesis in organisms depends in part on the wavelength of visible light. In the late 1800s, Thomas Engelmann demonstrated the relationship between the wavelength of light and the rate of photosynthesis. His experiment is described below.

• Engelmann used a prism to produce a visible light spectrum of violet, blue, green, yellow, orange, and red light.
• He shined the light spectrum onto cells of the algae Spirogyra.
• Once the light was shining on the Spirogyra cells, Engelmann added aerobic bacteria to the system. Aerobic bacteria need oxygen to live and grow.
• After adding the bacteria, Engelmann observed the regions of the light spectrum where the bacteria concentrated around the Spirogyra cells.

The setup and results of Engelmann’s experiment are represented by the diagram below:

Engelmann’s experiment Spirogyra algae spectrum prism

Mark your answers to multiple-choice questions 8 through 11 in the spaces provided in your Student Answer Booklet. Do not write your answers in this test booklet, but you may work out solutions to multiple-choice questions in the test booklet.

8. Why are the greatest numbers of aerobic bacteria found at the 400–500 nm and 600–700 nm wavelengths of light?

A. Photosynthesis rates are highest there, producing large amounts of water.
B. Photosynthesis rates are highest there, producing large amounts of oxygen.
C. Photosynthesis rates are lowest there, producing small amounts of glucose.
D. Photosynthesis rates are lowest there, producing small amounts of carbon dioxide.

9. What is the role of visible light when Spirogyra cells perform photosynthesis?
A. It provides the energy for the photosynthesis reaction.
B. It concentrates the photosynthesis products for export.
C. It activates the DNA that directs the photosynthesis reaction.
D. It transports photosynthesis reactants across the cell membrane.

10. What is exchanged between the Spirogyra and the bacteria in
Engelmann’s experiment?

A. DNA and RNA
B. starch granules and spores
C. chlorophyll and cytoplasm
D. oxygen and carbon dioxide

11. A scientist used Engelmann’s data to predict how the concentrations of different substances in and around Spirogyra cells will change when the cells are exposed to different wavelengths of light. A graph for one substance is shown below.

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What is represented on the y-axis?

A. chlorophyll concentration .        B. hydrogen concentration
C. oxygen concentration .        D. water concentration

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Spring 2018 MCAS

3. All corn plants contain the ZmLA1 gene. Some corn plants contain a certain mutation in the ZmLA1 gene. The graph below shows the amount of ZmLA1 RNA produced in plants with the normal gene and in plants with the mutated gene.

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Based on the graph, what most likely happens in corn plant cells as a direct result of the mutated gene?

A. DNA replication increases.
B. Lipid production decreases.
C. Glucose synthesis increases.
D. Protein production decreases.

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4. The growth of plants in many ecosystems is limited by the supply of
nitrogen. Which of the following groups of organisms plays the largest role in
moving nitrogen between the atmosphere and plants?

A. bacteria .      B. earthworms .      C. insects .    D. protists

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7. Lithops are multicellular organisms found in sandy soil in deserts. They
have large, central vacuoles in their cells that store water. Which of the following best classifies lithops?
A. They are bacteria because they store water.
B. They are animals because they are multicellular.
C. They are fungi because they are found in sandy soil.
D. They are plants because they have large, central vacuoles.

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14. There are many fungus species that live inside plant tissues. What determines
whether the relationship between a fungus and a plant is commensalism,
mutualism, or parasitism?

A. where the fungus is located in the plant
B. how long the fungus survives in the plant
C. whether the fungus reproduces in the plant with spores, seeds, or runners
D. whether the effect of the fungus on the plant is neutral, positive, or negative

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37. Plants in floodplains often get covered by water during floods. Some
plants survive the floods because they can continue photosynthesis
underwater. However, the plants’ rates of photosynthesis are much lower
underwater than above water.

Which of the following helps to explain why the rates of photosynthesis are
lower underwater than above water?

A. There is too much oxygen in the water.
B. There is no carbon dioxide in the water.
C. The chloroplasts do not function underwater.
D. The available light is less intense underwater.

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February 2017

17. Carbon fixation is an important part of the carbon cycle. Carbon fixation is the conversion of carbon dioxide into organic compounds such as glucose. Which of the following organisms cannot fix carbon?

A. grass
B. green algae
C. mushrooms
D. oak trees

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3. A botanist studied two groups of rice plants to determine how they are related. Both groups of plants have similar shapes, but one group has longer stalks. When the botanist cross-pollinated plants from one group with plants from the other group, the seeds produced did not sprout or grow.

Which of the following conclusions is best supported by this information?

A. The two groups are the same species because the plants have similar shapes.
B. The two groups are different species because they have differently sized stalks.
C. The two groups are different species because the seeds produced cannot sprout or grow.
D. The two groups are the same species because the plants were cross-pollinated and produced seeds

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20. A partial food web is shown below. Which organisms in the food web are both primary and secondary consumers?

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A. bluegills
B. cattails
C. coyotes
D. snakes

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28. A student looks at a cell under a microscope. Which of the following
observations would indicate that the cell is from a plant rather than an animal?

A. a nucleus located inside of the cell
B. numerous cilia on the outside of the cell
C. chloroplasts in the cytoplasm of the cell
D. a thin membrane around the edge of the cell

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30. Prolonged periods of drought in an area cause decreases in plant population
sizes. Which of the following statements describes how the decreases in plant
population sizes then affect other populations in the area?

A. Omnivore population sizes increase, and herbivore population sizes increase.
B. Omnivore population sizes decrease, and carnivore population sizes increase.
C. Herbivore population sizes increase, and carnivore population sizes decrease.
D. Herbivore population sizes decrease, and carnivore population sizes decrease.

MCAS Science and Technology

MCAS Science and Technology 8th grade. Spring 2017. Based on learning standards in the four major content strands of the Massachusetts Science and Technology/Engineering Curriculum Framework.

MCAS Science and Tech 8th grade

• Earth and Space Science
• Life Science (Biology)
• Physical Sciences (Chemistry and Physics)
• Technology/Engineering

MCAS Evolution

MCAS Evolution

Feb 2016 MCAS.  Scientists often compare fossils of extinct organisms with living organisms to help determine evolutionary relationships. What is the primary information that scientists use when comparing fossils with living organisms?

A. the types of minerals that formed the fossils
B. the size of the rocks that contained the fossils
C. the cause of death for the fossilized organisms
D. the physical characteristics of the fossilized organisms

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Feb 2016 MCAS .

The pictures below show the shells of some species of land snails found on a Pacific island. Each species was found on a different hill on the island. Based on the snails’ shell shapes, scientists made hypotheses about the evolutionary relationships among the snails. Which of the following would be the best characteristic to compare in order to test these hypotheses?

Snail shells 16

A. the size of the snails
B. the diet of the snails
C. the DNA of the snails
D. the average age of the snails

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Scientists hypothesized that several species of frogs called tiger frogs evolved from a recent common ancestor. The hypothesis was based on fossil evidence and on physical similarities among living species.

Which of the following provides the best additional support for the scientists’ hypothesis?

A. Tiger frogs have longer life spans than other frog species.
B. Tiger frogs have the same diet and all use enzymes to digest food.
C. Tiger frogs live near each other and are all preyed upon by the same predator species.
D. Tiger frogs have similarities in their mitochondrial DNA that are not shared by other frog species.

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Spring 2017

Some populations of Atlantic tomcod fish have an allele that makes the fish resistant to toxic pollutants called PCBs. Tomcod populations in several rivers were analyzed for the presence of this allele. Each river had varying levels of PCB pollution. Which of the following results would best support the conclusion that natural selection is influencing the presence of this allele in the tomcod populations?

A. All of the tomcod in each of the rivers have this allele.

B. The percentage of tomcod with this allele remains the same from year to year in each river.

C. The rivers with high PCB levels have larger percentages of tomcod with this allele than the rivers without PCBs.

D. Eggs from tomcod without this allele can hatch in rivers with or without PCBs, and eggs from tomcod with this allele can only hatch in rivers without PCBs.

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Spring 2017.

A researcher observed army ants, which form colonies with one queen ant and many worker ants. The researcher observed worker ants moving from place to place to hunt and collect a variety of food for the colony. The queen ant was observed mating with a male ant from another ant colony. The queen produced many eggs after this mating. Which of the following could help increase the genetic diversity in the colony of army ants?

A. the queen ant mating with the ant from a different colony
B. the worker ants collecting the food for the colony to eat
C. the worker ants moving from place to place
D. the queen ant eating a variety of food

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Scientists discovered a 375-million-year old fossil in Canada. The diagram below shows the top and side views of the fossil.

Transitional form fossil amphibian
Which observation would best support the hypothesis that this organism was
a transitional form between amphibians and fish?

 

 

A. The fossil has a long body, which both modern amphibians and modern fish have.
B. The fossil is larger than most modern amphibians, but smaller than most ancient fish.
C. The fossil has some body structures that are similar to amphibians and some body structures that are similar to fish.
D. The fossil was discovered near a lake, which shows that the organism
needed water to reproduce, as do amphibians and fish.

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Some plants in an area produce a toxin that protects them from being eaten by a variety of insect species. The toxin decreases reproductive rates in insects. Because of a genetic mutation, some fruit flies can detect the plant toxin and therefore avoid eating the plant.

a. Describe how the number of fruit flies in the population that can detect the toxin will most likely change over the next 25 years.

b. According to the mechanism of natural selection, explain how the change you described in part (a) will occur.

c. Based on the changes in the fruit fly population, describe what will most likely happen to the plants’ production of the toxin. Explain your answer.

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Sperm whales have vestigial hip bones, and a small percentage of sperm whales
also have vestigial hind limbs. Which of the following statements best explains
the presence of these vestigial structures in sperm whales?

A. Sperm whales evolved from ancestors that walked on land.
B. Sperm whales are in the process of evolving into land mammals.
C. These structures are acquired by each individual sperm whale during its lifetime.
D. These structures resulted from sperm whales having a long period of embryonic development.

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2014 MCAS Open response question

An elephant shrew and a shrew are pictured below.

Elephant Shrew and shrew

For many years, scientists had classified elephant shrews in the same family as shrews. In the 1990s, however, scientists gathered evidence for the evolutionary tree below and reclassified elephant shrews into a different family from shrews.

MCAS Elephant Shrew cladogram phylogeny

a. Describe the most likely reason why scientists originally classified elephant shrews with shrews.

b. Using the evolutionary tree, identify the groups to which elephant shrews are most closely related.

c. Identify and explain the evidence scientists most likely used to build the evolutionary tree and reclassify elephant shrews.

d. Identify one other type of evidence that scientists use to determine evolutionary relationships and build evolutionary trees.

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Scientists measured and recorded the average body size in a bird population over time. One year, a period of cold weather killed many of the birds. A few generations later, the scientists observed that the average body size in the population was larger than it had been before the cold weather. The scientists concluded that the population had evolved through natural selection. Which of the following would provide the best evidence to support the scientists’ conclusion?

A. The size of the bird eggs also increased over time.
B. The birds with the largest body size were the males.
C. The frequency of alleles for body size changed in the bird population.
D. The number of birds in the population had decreased by 50% or more.

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The three-spined stickleback is a species of fish. It lives in the ocean and in streams that flow into the ocean. Some scientists think that the ocean populations and stream populations may be evolving into separate species. Which of the following statements describes how speciation of these fish would most likely occur?

A. Fish from stream populations would start to reach maturity at the same time as fish from ocean populations.

B. Fish from stream populations would sometimes swim into the ocean but fish from ocean populations would stop swimming into streams.

C. Ocean populations and stream populations would each mate fewer times per year and would have decreased birth rates over time.

D. Ocean populations and stream populations would each adapt differently to their environments and would accumulate enough differences over time to prevent interbreeding

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In a certain insect species, body color varies from very light gray to very dark gray. These insects are eaten by birds that find their prey by sight. A brush fire occurs, blackening the ground where one population of this insect species lives. Which of the following is most likely to occur over the next few years?

A. The body color in the population will mutate to black.
B. The percentage of very dark gray individuals will increase.
C. The distribution of body color in the population will not change.
D. The very light gray individuals will learn how to reproduce at a later age.

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MCAS Cell biology, mitosis, meiosis, fertilization

Different types of cells in the human body undergo mitosis at different rates. Which of the following statements best explains why skin cells frequently undergo mitosis?

A. Skin cells contain molecules of DNA.
B. Skin cells constantly need to be replaced or repaired.
C. Skin cells have large numbers of sensory nerve receptors.
D. Skin cells constantly need to produce antibodies to fight off infections.

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Mice with the same parents can have different traits. Which of the following
best explains how most of these differences occur?

A. Gametes join by binary fission.
B. Cells divide by asexual reproduction.
C. Genes assort independently during meiosis.
D. Spontaneous mutations occur during mitosis.

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Which of the following is always part of normal sexual reproduction?

A. The male produces gametes by mitosis.

B. An offspring looks identical to the parents at birth.

C. The female carries only one fertilized egg at a time.

D. An offspring receives half its chromosomes from each parent.

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Various MCAS questions may be related to bacteria.

a. Identify the process that bacteria cells use to reproduce.

b. Describe two similarities between the process that skin cells use for cell division and the process that you identified in part (a).

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2015 MCAS

The illustration below shows one chromosome pair in a zygote. The zygote was produced by sexual reproduction.

cell 2 chromosomes

Assuming normal meiosis and fertilization occurred, which illustration shows the egg and sperm that produced this zygote?

MCAS zygote fertilization

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The diagram below shows a plant cell at a particular stage in the cell cycle. This stage occurs immediately after which cellular process?

MCAS plant cell plate

A. crossing over
B. DNA replication
C. fertilization
D. mitosis

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2016 MCAS

Which of the following must occur before mitosis can begin?

A. DNA must be replicated in the nucleus.
B. RNA must move to the center of the nucleus.
C. Chromosomes must attach to the cell membrane.
D. Ribosomes must move to opposite sides of the cell.

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Each summer, up to 40% of the lobsters in a certain area lose one of their claws due to injury. By late fall, the missing claw usually begins to grow back. Which of the following describes the process by which lobsters grow new claws?

A. Lysosomes fuse together to recycle matter to build a new claw.
B. Mitotic cell division adds new cells to rebuild the lobster’s claw.
C. Facilitated diffusion moves body cells from the remaining claw to the new claw.
D. Cellular respiration creates nutrients to enlarge existing cells in the lobster’s claw.

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2014 MCAS

Sharks typically reproduce sexually. A particular female shark, however, gave birth in a zoo despite having no recent contact with a male shark.

a. Identify the type of cell division that produces eggs and sperm in animals such as sharks.

b. Describe what normally happens during fertilization in animals such as sharks. Be sure to identify the end product of fertilization.

Female sharks can store sperm after mating and then wait to fertilize their eggs.

Scientists investigated whether the female shark in the zoo did this.

c. Describe how DNA analysis can determine if the shark reproduced using stored sperm or if she reproduced asexually. Be sure to include the source(s) of DNA being analyzed and the results of the analysis in your answer.

d. Explain why sexual reproduction is important for the long-term survival of shark species.

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2016 MCAS open response question

The diagram below represents a plant cell with three structures labeled X, Y, and Z.

MCAS Plant cell

Plant cells and fungal cells have many of the same types of organelles. Structures X and Y are found in both plant cells and fungal cells. Structure Z is found in plant cells, but not in fungal cells.

a. Identify structure Y and describe its main function.

b. Identify structure Z and explain how plants use this structure to survive.

c. Explain how fungi can survive without structure Z

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Each summer, up to 40% of the lobsters in a certain area lose one of their claws due to injury. By late fall, the missing claw usually begins to grow back. Which of the following describes the process by which lobsters grow new claws?

A. Lysosomes fuse together to recycle matter to build a new claw.
B. Mitotic cell division adds new cells to rebuild the lobster’s claw.
C. Facilitated diffusion moves body cells from the remaining claw to the new claw.
D. Cellular respiration creates nutrients to enlarge existing cells in the
lobster’s claw.

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2017 MCAS

The diagram below shows a chloroplast and some of the components of the reactions that occur in chloroplasts.

Chloroplast

Which of the following is a product of the reactions that take place in a chloroplast?

A. hydrogen gas      B. nitrate      C. oxygen gas       D. protein

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In which of the following ways does the plasma membrane regulate the entry of molecules into a cell?

Creative Biomart Lipidsome-Based-Membrane-Protein-Production

A. The membrane allows only certain molecules to move into the cell.
B. The membrane destroys most molecules so that they do not enter the cell.
C. The membrane changes only certain molecules into ions before they move into the cell.
D. The membrane allows most molecules to transfer energy to the cell without entering the cell.

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Many  animals  have  either internal  or external  skeletons that  provide  support and  structure. Which  of the  following  parts  of  plant  cells  play  a  similar  role?

A.  cell membranes
B.  cell  walls
C.  chloroplasts
D.  cytoplasm

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Sample response: Sharks typically reproduce sexually.

 

 

Biology MCAS exams

Previous MCAS exams from the Massachusetts Department of Elementary and Secondary Education

Feb 2017 Biology MCAS

Feb 2016 Biology MCAS

Feb 2015 Biology MCAS

Feb 2014 Biology MCAS

Feb 2013 Biology MCAS

Below you will find each released short-response question, open-response question, and writing prompt that was included on High School Biology MCAS tests; the scoring guide for each question; and a sample of student work at each score point for that question. Taken together, these provide a picture of the expectations for student performance on the MCAS tests.

 

Special Education accommodations

February 2018 MCAS Biology Test Administration Resources

MCAS Accessibility and Accommodations

SAMPLE MCAS High School Biology Reference Sheet For Students with Accommodation 20

]MCAS Access & Accommodations Manual Spring 2018

MCAS TEST ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES (PDF document)

 

MCAS Standard Accommodations

Frequent Breaks: The test is administered in short periods with frequent breaks

Time of Day: The test is administered at a time of day that takes into account the student’s medical or learning needs (IEP or 504 plan must specify time of day)

Small Group: The test is administered in a small group setting (no more than 10 students)

Separate Setting: The test is administered in a room other than the one used by the rest of the class

Individual: The test is administered to the student individually

Specified Area: The test is administered with the student seated at the front or other specified area of the room, in a study carrel, or in another enclosed area (IEP or 504 plan must specify where)

Familiar Test Administrator: The test is administered by a test administrator familiar to the student

Noise Buffers: The student wears noise buffers, after test administration instructions have been read (headphones with music playing are not allowed)

Magnification or Overlays: The student uses magnifying equipment, enlargement devices, colored visual overlays, or specially tinted lenses (IEP or 504 plan must specify which)

Test Directions: The test administrator clarifies general administration instructions No portion of the test items themselves (eg, the introduction to a reading selection) may be read or signed

Large-Print: The student uses a large-print version of the test

Braille: The student uses a Braille version of the test

Place Marker: The student uses a place marker

Track Test Items: The test administrator assists the student in tracking test items (eg, moving from one test question to the next) or by redirecting the student’s attention to the test

Amplification: The student uses sound amplification equipment

Test Administrator Reads Test Aloud (except ELA Reading Comprehension test): Test Administrator reads entire test session word-for-word exactly as written

Test Administrator Reads Test Aloud (except ELA Reading Comprehension test): Test administrator reads selected words, phrases, and/or sentences as directed by the student. The student points to the word, phrase, or sentence that he or she needs read aloud.

Test Administrator Signs Test (except ELA Reading Comprehension test): The test administrator signs the ELA Composition writing prompt or the Mathematics, Science and Technology/Engineering, and/or History and Social Science passages and test items to a student who is deaf or hard of hearing

Electronic Text Reader (except ELA Reading Comprehension test): The student uses an electronic text reader for the ELA Composition writing prompt or the Mathematics and Science and Technology/Engineering tests

Scribe Test (except ELA Composition): For open-response test items (and multiple-choice items if needed), the student dictates responses to a scribe or uses a speech-to-text conversion device to record responses

Organizer, Checklist, Reference Sheet, or Abacus: The student uses a graphic organizer, checklist, individualized mathematics reference sheet, or abacus

Student Signs or Reads Test Aloud: The student reads the test aloud to himself or herself, or student reads the test and records answers on audiotape, then writes responses to test items while playing back the tape; a student who is deaf or hard of hearing signs test items/responses onto video, then writes answers while playing back the tape

Monitor Placement of Responses: The test administrator monitors placement of student responses in the student’s answer booklet

Word Processor: The student uses a word processor, Alpha-Smart, or similar electronic keyboard to type the ELA Composition and/or answers to open-response questions

Answers Recorded in Test Booklet: The student records answers directly in the test booklet

Other Standard Accommodation: Other standard accommodation that is identified by the IEP Team or team, documented in the student’s IEP, and not on this list

Alternate Assessment (Portfolio)

MCAS Nonstandard 

Test Administrator Reads Aloud ELA Reading Comprehension Test: The test administrator reads the ELA Reading Comprehension test to a student

Test Administrator Signs ELA Reading Comprehension Test for a Student Who Is Deaf or Hard of Hearing

Electronic Text Reader for the ELA Reading Comprehension Test: The student uses an electronic text reader for the ELA Reading Comprehension test

Scribe ELA Composition: The student dictates the ELA Composition to a scribe or uses a speech-to-text conversion device to record the ELA Composition

Calculation Devices: The student uses a calculator, arithmetic table (including multiplication and division charts), or manipulatives on all sections of the Mathematics or Science and Technology/Engineering test

Spell- or Grammar-Checking Function on Word Processor, Spell-Checking Device, or Word Prediction Software for the ELA Composition: The student uses a spell- or grammar-checking function, spelling device (including hand-held electronic spellers), or word prediction software (IEP must specify which device) for the ELA Composition

Other Nonstandard Accommodation: Other nonstandard accommodation that is identified by the IEP Team or team, documented on the student’s IEP, and not on this list

 

 

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MCAS Open Response questions

Content Objectives: SWBAT construct answers to open-response questions on the physics MCAS.

2015, High School Intro Physics: sample open response question

2011 sample open response questions

2012 sample open response questions

2013 sample open response questions

2014 sample open response questions

2015 sample open response questions

2016 sample open response questions

  • Learning Standards:
  • For answering open-response questions – ELA Core Curriculum
  • CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite
  • specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • For answering problems involving equations: Massachusetts Curriculum Framework for Mathematics
  • Functions: Connections to Expressions, Equations, Modeling, and Coordinates.
  • Determining an output value for a particular input involves evaluating an expression; finding inputs that yield a
  • given output involves solving an equation.