Ap Biology 2020 Practice Exam 1 FRQ Scoring Guidelines

Ap Biology 2020 Practice Exam 1 FRQ Scoring Guidelines

AP Biology 2020 Practice Exam 1 focuses on free-response questions (FRQs) that assess students' understanding of key biological concepts. This scoring guidelines document provides detailed criteria for evaluating student responses, ensuring alignment with the AP Biology curriculum. Ideal for AP Biology students preparing for the exam, it covers essential topics such as transcription, enzyme activity, and genetic variation. The guidelines help students understand how to effectively communicate their knowledge in written form, enhancing their exam performance.

Key Points

  • Includes scoring criteria for AP Biology free-response questions.
  • Covers essential topics like transcription and enzyme activity.
  • Helps students prepare for the AP Biology exam with clear evaluation standards.
  • Guidelines align with the AP Biology curriculum for effective study.
  • newtopiccyclegrowin
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AP Biology Practice Exam
1
Free-Response Section
Scoring Guidelines
Question 1: Interpreting and Evaluating Experimental Results 9 points
Learning Objectives: SYI-1.B.2
SYI-1.C1
IST-1.N.3
(A) Describe the three structural components of an RNA nucleotide monomer.
• An RNA nucleotide has the following three structural components:
a five-carbon sugar (ribose), a phosphate group, and a nitrogen base (adenine,
cytosine, guanine, or uracil).
1 point
1.A
Explain the role of RNA polymerase during transcription.
Accept one of the following:
• RNA polymerase synthesizes a new mRNA molecule based on a DNA template
by matching the current DNA base with the proper complement.
• RNA polymerase joins or bonds the newly paired RNA nucleotide and the
growing RNA strand with a covalent bond.
1 point
1.C
Total for part (A) 2 points
(B) Identify the dependent variable in the experiments.
• The maximum elongation rate of the mRNA
1 point
3.C
Identify a control group missing from the second experiment.
• An appropriate control group missing from the second experiment.
Either of the strains from the first experiment (wild strain or experimental
strain) but without amanitin is an appropriate control for the second
experiment, but there may be other appropriate controls.
1 point
3.C
Justify the need for this control group in the second experiment.
• The response correctly indicates why the missing control is needed to
correctly interpret the results of experiment 2. If either the wild strain or
experimental strain from experiment 1 is selected, then the justification
is that the effect of amanitin on the maximum elongation rate cannot be
determined without comparison to the maximum elongation rate under the
same conditions without amanitin.
1 point
3.C
Total for part (B) 3 points
AP Biology Practice Exam 2
(C) Describe the effect of amanitin on the maximum elongation rate for the
wild-type and modified RNA polymerases.
• Amanitin decreases the maximum elongation rate for the wild strain and does
not affect the rate in the experimental strain.
1 point
4.B
Determine the ratio of the average maximum elongation rate for the modified
RNA polymerase compared to the wild strain RNA polymerase in Figure 1.
Accept one of the following (or appropriate multiples of these ratios):
• 1 : 6
• 1 / 6
• 1 to 6
1 point
5.A
Total for part (C) 2 points
(D) State the null hypothesis for the experiment in Figure 1.
Accept one of the following:
• The modified RNA polymerase would not affect the maximum elongation rate.
• Any difference between the two elongation rates is due to chance.
1 point
3.B
Provide reasoning to justify the claim that the change in the amino acid
sequence in the modified RNA polymerase affected the shape of the active site
on the enzyme.
• A change to the active site would explain the decrease in the elongation rate.
1 point
6.B
Total for part (D) 2 points
Total for question 1 9 points
AP Biology Practice Exam
3
Question 2: Interpreting
and Evaluating Experimental Results with Graphing 9 points
Learning Objectives: ENE-1.F
ENE-1.J
ENE-1.N
SYI-2.B
(A) Describe the effect of an increase in environmental temperature above the
optimum temperature range of the enzyme.
Accept one of the following:
• An increase in temperature (above the optimum range) will denature the
enzyme and reduce the reaction rate.
• An increase in temperature (above the optimum range) can alter the shape of
the enzyme/active site and reduce the reaction rate.
1 point
1.A
Total for part (A) 1 point
(B) Using the template in the space provided for your response, construct an
appropriately labeled graph to represent the data in the table.
One point for each of the following:
• Axes properly labeled and scaled
• Line graph with accurately plotted points
• Error bars of appropriate magnitude
3 points
3.C
Determine whether there is a statistical difference in the amount of CO
2
fixed
by rubisco at 30°C and 40°C.
• No statistical difference
1 point
5.B
Total for part (B) 4 points
(C) Identify the temperature at which the soybean leaves are producing the lowest
amount of carbohydrate.
• Any value above 45°C and equal to or below 50°C
1 point
4.B
Total for part (C) 1 point
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End of Document
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FAQs of Ap Biology 2020 Practice Exam 1 FRQ Scoring Guidelines

What topics are covered in the AP Biology 2020 Practice Exam 1?
The AP Biology 2020 Practice Exam 1 covers a variety of essential topics, including transcription processes, enzyme kinetics, and genetic variation among populations. Each free-response question is designed to assess students' understanding of these concepts and their ability to apply biological principles to real-world scenarios. The exam emphasizes critical thinking and the integration of knowledge across different biological themes, making it a comprehensive review for AP Biology students.
How are student responses evaluated in the AP Biology free-response section?
Student responses in the AP Biology free-response section are evaluated based on specific scoring guidelines that outline the criteria for earning points. Each response is assessed for accuracy, clarity, and the ability to effectively communicate biological concepts. The guidelines provide a rubric that details how points are awarded for each part of the question, ensuring that students understand the expectations for their answers. This structured evaluation helps students focus on key areas of knowledge and improves their writing skills in biology.

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