Biology (SB1) Milestones-Style Quiz
10 items • 4×DOK 2 • 4×DOK 3 • 2 Constructed Response • Standards focus: cell structure & function, macromolecules, enzymes, membranes, homeostasis
1) Which statement best compares the structure and function of ribosomes and mitochondria?
Ribosomes are the site of protein synthesis; mitochondria perform aerobic respiration to produce ATP.
2) An enzyme’s active site is complementary to its substrate. Which change is most likely to decrease enzyme activity?
High temperature can denature enzymes, altering the active site so the substrate no longer binds effectively.
3) Which pairing correctly matches a macromolecule with its primary function?
Carbohydrates provide quick energy (glucose) and structural roles (cellulose in plants, chitin in arthropods).
4) A cell placed in a hypertonic solution will most likely:
Hypertonic surroundings draw water out of the cell via osmosis, causing it to shrink (plasmolysis in plants).
5) A student measures the rate of catalase at different pH values (data below). Which conclusion is best supported?
| pH | 4 | 6 | 7 | 8 | 10 |
|---|---|---|---|---|---|
| Relative rate | 0.3 | 0.8 | 1.0 | 0.7 | 0.2 |
The peak rate (1.0) at pH 7 indicates an optimum near neutral with decreased activity at more acidic/basic pH.
6) A cell must accumulate iodide ions to a concentration 10× higher than outside. Which transport mechanism is most likely used, and why?
Moving solutes from low to high concentration requires energy; membrane pumps use ATP for active transport.
7) Small cells exchange materials more efficiently than large cells. Which reasoning best explains this?
As size increases, volume grows faster than surface area; small cells maintain a high SA:V for faster exchange per unit volume.
8) A food lab tests three unknowns. Results: (I) positive Benedict’s (reducing sugars), (II) positive Biuret (peptide bonds), (III) hydrophobic layer separates in water. Which claim is most supported?
Benedict’s → reducing sugars (carbohydrates); Biuret → proteins; hydrophobic/separates → lipids.
9) A plant cell is transferred from a hypotonic environment to a hypertonic environment. Explain how water movement changes and predict two cellular effects you would observe after 30 minutes. Connect your explanation to membrane structure and osmosis.
2-point Rubric:
- 2 pts: Correctly describes water moving out in hypertonic conditions (osmosis), links to phospholipid bilayer/selective permeability, and predicts two valid effects (e.g., plasmolysis, decreased turgor, membrane pull from cell wall, wilting).
- 1 pt: Partially correct description (one valid effect or vague mechanism).
- 0 pts: Incorrect or irrelevant.
Show exemplar response
In the hypertonic solution, water exits the plant cell by osmosis across the selectively permeable phospholipid bilayer. As water leaves, turgor pressure drops and the membrane pulls away from the cell wall (plasmolysis). After ~30 minutes the cell appears flaccid/wilted and metabolic rates may slow due to loss of water balance.
10) A bakery wants its amylase to break starch into glucose rapidly at room temperature. Recommend two changes to maximize reaction rate and justify them using enzyme principles. Include a potential risk if each change is overapplied.
2-point Rubric:
- 2 pts: Two correct strategies with reasoning (e.g., increase enzyme or substrate concentration up to saturation; adjust pH toward optimum; maintain moderate temperature near optimum) and a valid overapplication risk (e.g., denaturation at high temp or extreme pH; diminishing returns at saturation).
- 1 pt: One correct strategy with partial justification, limited or missing risks.
- 0 pts: Incorrect recommendations or no justification.
Show exemplar response
Increase enzyme concentration so more active sites are available, which raises rate until substrate becomes limiting (risk: waste/cost once saturated). Adjust pH toward amylase’s optimum to maximize active-site fit (risk: extreme pH can denature and reduce activity).
© FSI Courses · Milestones-style practice · SB1 focus
Biology (SB2) Milestone-Style Quiz
Genetics & Inheritance • Georgia GSE Biology SB2 • 10 Items (5×DOK2, 4×DOK3, 1×CR)
Directions: Select the best answer for each multiple-choice item. For the constructed response, write a concise, evidence-based explanation. Click Check Answers to see your score and explanations. Click Reset to start over.
Q1
DOK 2
SB2c: Punnett & probability Two heterozygous tall pea plants (Tt) are crossed. What is the expected phenotype ratio of tall to short offspring?
Q2
DOK 2
SB2b: Non-Mendelian patterns In snapdragons, red (RR) and white (rr) show incomplete dominance. What phenotype results from Rr?
Q3
DOK 2
SB2b: Non-Mendelian patterns Which human blood type demonstrates codominance?
Q4
DOK 2
SB2a: Meiosis & variation During which stage of meiosis does crossing over occur, and why is it important?
Q5
DOK 2
SB2b/SB2c: Sex-linked inheritance Why are X-linked recessive disorders more common in males than females?
Q6
DOK 3
SB2c: Dihybrid probability In peas, round (R) is dominant to wrinkled (r), and yellow (Y) to green (y). For RrYy × RrYy, what is the probability an offspring is round and yellow?
Q7
DOK 3
SB2c: Pedigree analysis A pedigree shows an unaffected mother and unaffected father with an affected son but unaffected daughter. Which inheritance pattern best fits?
Q8
DOK 3
SB2b/SB2c: Gene linkage In a testcross, only parental phenotypes appear in ~1:1 ratio and no recombinants are observed. What is the best explanation?
Q9
DOK 3
SB2d: DNA changes → traits A point mutation changes one base in a gene’s coding region, resulting in a different amino acid. Which outcome is most directly expected?
Q10
Constructed Response
SB2a/SB2b/SB2c Constructed Response: Explain how independent assortment and crossing over during meiosis increase genetic variation in offspring. In your answer, (1) define each process, and (2) connect each process to how allele combinations in gametes can differ from the parent.
2-pt Rubric (teacher-scored): 2 = Clearly defines both processes and accurately explains how each increases variation via new allele combinations; 1 = Partially correct/unclear for one process; 0 = Incorrect or irrelevant.
Standards Mapping (GSE Biology SB2):
- SB2a: Meiosis and sources of genetic variation (Q4, Q10)
- SB2b: Patterns of inheritance incl. non-Mendelian (Q2, Q3, Q5, Q8, Q10)
- SB2c: Probability, Punnett, pedigrees, dihybrids (Q1, Q5, Q6, Q7, Q8, Q10)
- SB2d: DNA changes and trait expression (Q9)
Biology (SB3) — Energy Flow & Matter Cycling Quiz
15 items • Georgia Milestones style • 3 DOK1 • 6 DOK2 • 5 DOK3 • 1 Constructed Response Standard: SB3 (ecosystem energy flow, photosynthesis ↔ respiration, cycling of matter, trophic levels, carrying capacity)
DOK1
1) Which process converts light energy into chemical energy stored in glucose?
Photosynthesis captures light energy to build glucose.
DOK1
2) In most ecosystems, which organisms are the primary producers?
Producers (autotrophs) make organic molecules from inorganic sources.
DOK1
3) Which gas is a reactant in cellular respiration?
Oxygen is required to oxidize glucose and harvest ATP efficiently.
DOK2
4) Which statement best describes the relationship between photosynthesis and cellular respiration?
CO₂ and H₂O from respiration feed photosynthesis; O₂ and glucose from photosynthesis feed respiration.
DOK2
5) In an energy pyramid, why is the producer level the widest?
~10% of energy transfers upward; most stays at/below producer level.
DOK2
6) A sudden decrease in decomposer populations would most directly reduce which ecosystem process?
Decomposers mineralize nutrients, closing matter cycles.
DOK2
7) Consider the food chain: Phytoplankton → Zooplankton → Small fish → Heron. Which is the secondary consumer?
Secondary consumers eat primary consumers (zooplankton); that’s the small fish.
DOK2
8) Which change would most likely increase the carrying capacity for deer in a forest?
Carrying capacity rises when limiting resources (food) increase.
DOK2
9) Which arrow correctly represents carbon movement in an ecosystem?
Producers fix atmospheric CO₂ into organic molecules via photosynthesis.
DOK3 • Data Interpretation
10) The table shows biomass at each trophic level in a grassland.
| Trophic Level | Biomass (kg/ha) |
|---|---|
| Producers | 5,000 |
| Primary consumers | 600 |
| Secondary consumers | 70 |
| Tertiary consumers | 8 |
If a prolonged drought reduces producer biomass by 40%, predict the most likely consequence for tertiary consumers over time.
Reduced producers → less energy enters the system → cascading declines at higher trophic levels.
DOK3 • Reasoning with Models
11) A lake receives excess fertilizer runoff, increasing algae growth. Which sequence best explains the mechanism leading to fish kills?
Eutrophication increases decomposer respiration, depleting DO.
DOK3 • Multi-step Analysis
12) In a forest, removing apex predators often leads to overbrowsing and loss of understory plants. This is best explained by:
Predator removal releases herbivores, cascading effects reduce plant biomass.
DOK3 • Quantitative Reasoning
13) If ~10% of energy transfers between levels, and producers capture ~20,000 kJ/m²/yr, estimate energy available to secondary consumers.
Producers 20,000 → primary 2,000 (10%) → secondary 200 (10% of 2,000).
DOK3 • Model Comparison
14) Two students propose models for the carbon cycle change after widespread deforestation.
Model A: Decreased photosynthesis → atmospheric CO₂ increases → warmer climate.
Model B: Decreased photosynthesis → atmospheric O₂ increases → cooler climate.
Less photosynthesis removes less CO₂ → higher CO₂; Model B wrongly predicts O₂ increase.
DOK2
15) Which statement about biomagnification is most accurate?
Persistent toxins (e.g., methylmercury, PCBs) accumulate up the food chain.
Constructed Response (2–4 paragraphs)
CR) Photosynthesis ↔ Cellular Respiration Systems Prompt
A school installs a sealed terrarium containing soil microbes, a fast-growing plant, small snails, and sufficient water. The terrarium is placed under a 12 h light / 12 h dark cycle.
- Explain how matter cycles and energy flows in this closed system over several weeks. Refer to at least photosynthesis, cellular respiration, and the roles of decomposers.
- Predict how the system would change if the light period were reduced to 6 h daily. Justify using model-based reasoning.
2-Point Rubric (Teacher Use)
- 2 pts (Proficient): Accurately describes energy flow (sun → producers → consumers → heat), matter cycling (CO₂/O₂, H₂O, minerals), explains photosynthesis vs. respiration complementarity, includes decomposer nutrient recycling, and provides a justified prediction for reduced light (lower net primary productivity → constrained consumers).
- 1 pt (Partial): Mentions some correct processes but omits key links (e.g., decomposers) or provides weak justification for prediction.
- 0 pts: Inaccurate or irrelevant explanation.
Exemplar (concise): Light energy is captured by plants to build glucose (photosynthesis), which plants, snails, and microbes oxidize (cellular respiration) to release ATP and CO₂. Decomposers recycle dead matter into inorganic nutrients, maintaining available minerals. Energy flows one way and exits as heat at each transfer; matter cycles among biotic and abiotic pools. With only 6 h light, total photosynthesis drops; if respiration exceeds photosynthesis, CO₂ rises, O₂ falls, biomass production declines, and consumer populations are limited.
Answer Key (Teacher)
DOK Mix Summary:
• DOK1: Q1–Q3 (3 items) • DOK2: Q4–Q9, Q15 (7 items) • DOK3: Q10–Q14 (5 items) • Constructed Response: CR