Mississippi Academic Assessment Program (MAAP)
Biology
PRACTICE TEST
Copyright © 2020 by the Mississippi Department of Education and Data Recognition Corporation. All rights reserved.
Version 3: Updated art in Question 2 and Query in Question 25
The Biology Practice Test is a useful tool for Mississippi educators to use in
preparing students for the format of the Mississippi Academic Assessment
Program for Science. The items were written and aligned to the 2018
Mississippi College- and Career-Readiness Standards for the Science. This
document contains 25 Biology items.
1
Use the scenario to answer the next two questions.
The Cell Cycle
Cells use a regulated cell cycle to grow and reproduce. Cellular replication, or cellular division, is
one part of that cell cycle.
S
G2
M
G1
Cell Cycle
The cell cycle is highly regulated, with numerous checkpoints throughout the process. When
mistakes are detected, they are usually corrected immediately. Understanding the cell cycle has
helped doctors treat many human disorders. Scientists are investigating how to control this cycle in
an attempt to prevent diseases and repair damaged tissues and organs. The diagram above shows
that the cell cycle is divided into different phases.
2
1. The diagram below shows the occurrence of three checkpoints in the cell cycle. At each
checkpoint, the cell determines whether conditions are favorable for cell division to continue. If
the conditions are not favorable, a protein called p53 stops the cell cycle and causes the cell to
die.
interphase
G
1
growth
S
DNA
replicates
G
2
growth,
preparation for
cell division
mitosis
cytokinesis
G
1
/S
checkpoint
G
1
checkpoint
M checkpoint
Which statement describes what would most likely happen if p53 mutated and could not
perform its task?
A. The cell would divide without control and lead to the formation of cancer.
B. The cell would regain control of the cell cycle by using a type of lipid instead of p53.
C. The cell would divide without control and produce new cells that make p53 without the
mutation.
D. The cell would regain control of the cell cycle by adding an additional checkpoint at
cytokinesis.
3
2.
After an injury, the human body begins a process of cell division to repair damaged tissues.
Which model best represents the cellular process for tissue repair?
A.
parent cell
DNA
replication
4 daughter cells
2
daughter
cells
B.
F plasmid pilus chromosome
F
–
cell
F
+
cell F
+
cell
F
+
cell
plasmid
DNA
transfer
C.
D.
plasma
membrane
cell wall
DNA
DNA
duplication
separation of daughter cells
4
3.
In dogs, merle coloring occurs when a dog has solid-colored patches of different colors in its
coat. The gene for merle-colored coats (M) is dominant over the gene for solid-colored coats
(m). Two heterozygous merle-colored dogs mate and produce offspring. Record the
percentage of the offspring expected to have solid-colored coats.
%
5
4.
Nitrogen is a nutrient that is critical for the survival of living organisms. The diagram represents
the nitrogen cycle.
nitrogen-fixing
bacteria
nitrifying
bacteria
NH
3
NO
3
NH
4
N
2
denitrification
bacteria
nitrogen
fixation
NO
2
nitrification
assimilation
ammonification
denitrification
Nitrogen Cycle
In recent years, soil tests have shown the presence of increasing amounts of various
antibiotics. Antibiotics kill organisms such as bacteria. How would increasing concentrations of
antibiotics in soil most likely affect the nitrogen cycle?
A. by causing a reduction in nitrogen-fixation reactions
B. by increasing the rate of return of nitrogen to the atmosphere
C. by providing nitrogen compounds and eliminating the need for nitrogen-fixing bacteria in
the soil
D. by increasing the rate of nitrogen fixation so that excess nitrates and ammonia are
released into the atmosphere
6
5.
An mRNA codon chart is shown below.
Second Position
First Position
U
U
C A G
C
A
G
U
C
A
G
U
C
A
G
U
C
A
G
U
C
A
G
Third Position
Codon Chart
Tyr
stop
stop
Cys
stop
Trp
UUU
UUC
UUA
UUG
Phe
Leu
UAU
UAC
UAA
UAG
UGU
UGC
UGA
UGG
UCU
UCC
UCA
UCG
Ser
Asn
Lys
Ser
Arg
AUU
AU
C
AUA
AUG
Ile
Met
AAU
A
AC
AAA
AAG
AGU
AGC
AGA
AGG
ACU
ACC
ACA
ACG
Thr
His
Gln
CAU
CAC
CAA
CAG
CCU
CCC
CCA
CCG
Pro
CGU
CGC
CGA
CGG
Arg
CUU
CUC
CUA
CUG
Leu
Asp
Glu
GAU
G
AC
GAA
GAG
GCU
GCC
GCA
GCG
Ala
GGU
GGC
GGA
GGG
Gly
GUU
GUC
GUA
GUG
Val
An original DNA strand had the following sequence.
Sequence: TAC TTT GGC ATG CCT CGC AAA
Based on the codon chart, which DNA sequence is an example of a silent mutation to this
DNA strand?
A. TAC TTT GGG ATG CCT CGC AAA
B. TAC TTT GGC ATC CCT CGC AAA
C. TAG TTT GGC ATG CCT CGC AAA
D. TAC TTT GGC ATG CCT CGC AAA
7
6.
The table includes descriptions of four different types of relationships between organisms.
Record the number of each relationship in the table to correctly identify which type of
relationship each description represents.
Description Type of Relationship
A king snake stalks a small mouse before
constricting it and eating it whole.
A tapeworm enters a host’s digestive
system and feeds on digested food.
An oxpecker bird lands on the back of a
rhinoceros and feeds on parasites while
being protected from predators.
Barnacles grow on the skin of a whale,
leaving it unharmed, while filtering food
as the whale swims.
1
commensalism
2
predation
3
mutualism
4
parasitism
8
7.
The model represents photosynthesis. Write the number of each product and reactant in a
correct position in the model to best represent the process of photosynthesis.
Photosynthesis Model
+ +
light
energy
C
6
H
12
O
6
6CO
2
6H
2
O
6O
2
1
2
3
4
9
8.
A group of researchers performed an investigation in which they grew two species of
microscopic aquatic organisms called paramecia in test tubes. The researchers found that both
species grew better alone. When grown together, the growth of one species (A) declined and
the growth of the other species (B) increased until it reached capacity.
Which statement best describes what would likely happen to these species if they were grown
in a lake instead of a test tube?
A. Over time, species A would outcompete species B for food.
B. Over time, species A would evolve so that it could compete with species B.
C. Over time, species B would survive and pass on its traits to future offspring.
D. Over time, species B would exhaust its food source and begin to rapidly decline.
10
9.
The evolution of eukaryotic cells is explained by the endosymbiotic theory. Write the number of
each image to the correct box to show the sequence of evolution of eukaryotic cells.
Evolution of Eukaryotic Cells
1 2 3 4
step 1 step 2 step 3 step 4 step 5
11
10.
A student investigates patterns of flower color in a certain species of plant. When a plant with
red flowers is crossed with a plant with white flowers, all the offspring show pink flowers. Which
pattern of inheritance describes the pink flower color?
A. codominance
B. X-linked dominance
C. autosomal dominance
D. incomplete dominance
12
11.
The model shows structures within the nucleus of a cell.
Inside the Cell
gene
(segment of DNA)
cell nucleus chromosome DNA
C
C
A
Which two statements best explain a relationship between these structures?
A. The chromosome is made up of several DNA strands that have embedded proteins.
B. The chromosome is made up of tightly wound genes that are made up of DNA molecules.
C. The gene has nucleotides that code for several proteins that make up the DNA molecule.
D. The genetic code specific for a protein is carried in the genes that make up the DNA
molecule.
E. The nucleus contains the chromosomes, which have the genetic code and are sent to the
DNA molecule.
F. The DNA molecule is made up of nucleotides, and the gene is a section of DNA that
contains nucleotides that code for a specific protein.
13
12.
The model shows the levels of biological organization from least complex to most complex in a
human. Write each label in the correct box.
least complex most complex
Levels of Biological Organization in a Human
A
cell
B
organ
C
tissue
D
organism
E
organ system
14
13.
The model shows a starfish undergoing the process of regeneration.
Starfish Undergoing Regeneration
Part A: Circle one word or phrase in each set of parentheses to best describe the process
of regeneration.
Regeneration is a form of ( sexual / asexual ) reproduction. Following regeneration, the DNA
of the offspring is ( identical to / different from ) the DNA of the parent.
Part B: Which statement best describes a negative effect of regeneration on a starfish
population?
A. The genetic variation within the starfish population decreases.
B. The number of genetic mutations in the starfish population increases.
C. Regenerated starfish reproduce less often than starfish that have not regenerated.
D. Regenerated starfish are eaten by predators more often than starfish that have not
regenerated.
15
14.
The fossil record contains evidence of physical changes in horses over time. The diagram
shows some of the changes in horse height and number of toes per forefoot as observed in
the fossil record.
Observed Changes in
the Horse Fossil Record
Forefoot
1 million
years ago
55 million
years ago
1.6 m
modern horse
(Equus)
1.25 m
Pliohippus
1.0 m
Merychippus
0.6 m
Mesohippus
0.4 m
Hyracotherium
3
2
3
4
2
3
4
2
3
4
5
3
4
2
5
5
4
2
Part A: Circle a word or phrase in each set of parentheses to best describe the changes
observed in horse height and number of toes per forefoot over time.
Compared to Hyracotherium, the height of modern horses has ( decreased / increased /
stayed the same ) and the number of toes has ( decreased / increased / stayed the same).
Part B: Using the evidence shown, record the number to identify the toe that likely had the
most impact on the evolution of the forefoot of horses.
16
15.
Creosote bushes are drought-tolerant plants that commonly grow in desert regions of North
America.
nearly equal
spacing
water table
taproot
Creosote Bushes in Desert Area
While many desert plants have fibrous roots near the surface, creosote bushes have deep
taproots to collect water far below the surface. Creosote bushes also grow in a grid-like
pattern, with nearly equal spacing between each plant. Older creosote bushes release toxins
from their roots that kill any young and establishing plants—even creosote seedlings.
Which statement describes the most likely reason that creosote bushes release toxins that
harm other plants?
A. Toxins increase the need for pollinators and decrease the bushes’ ability to reproduce.
B. Toxins increase the bushes’ ability to grow taller and increase their ability to reproduce.
C. Toxins decrease competition from neighboring plants and increase the bushes’ ability to
reproduce.
D. Toxins decrease the bushes’ ability to photosynthesize and decrease their ability to
reproduce.
17
16.
A student is setting up an investigation of cellular respiration in plant cells. The materials for
the investigation are listed.
Cellular Respiration Investigation Materials
• potted plant enclosed in a bell jar
• lamp with plant-growing light bulb
• timer for lamp
• small electric humidifier
• electric heating pad
• automatic plant-watering machine
• high-powered microscope
Which set of conditions would most likely result in the plant performing anaerobic cellular
respiration?
A. exposing the plant to bright light
increasing the amount of water given to the plant and increasing the humidity around the
plant
B. exposing the plant to total darkness
decreasing the amount of water given to the plant and decreasing the humidity around the
plant
C. exposing the plant to more light than darkness
decreasing the amount of water given to the plant and increasing the humidity around the
plant
D. exposing the plant to half darkness and half light
maintaining a constant amount of water given to the plant and maintaining a constant
humidity around the plant
18
17.
The diagram shows two different processes that can affect cells. Write the numbers of the two
correct descriptions in the box below each diagram to best describe the chromosomes at the
end of each process.
Two Processes Affecting Cells
Process 1
Process 2
The chromosomes in the
daughter cells are exactly the
same as in the parent cells.
The chromosomes in the
daughter cells have alleles
that were not found in
the parent cells.
The chromosomes in the
daughter cells have new
combinations of alleles from
the parent cells.
The chromosomes in the
daughter cells are completely
different from those found in
the parent cells.
3
2
1
4
19
18.
A student is studying the process of protein synthesis.
Part A: Circle a word or phrase in each set of parentheses to best complete the statement
describing protein synthesis.
During protein synthesis, the ( nucleus / lysosome / ribosome / mitochondrion /
Golgi apparatus ) stores the information for the protein, while the ( nucleus / lysosome /
ribosome / mitochondrion / Golgi apparatus ) uses the information to build the protein.
Part B: Which statement best describes what happens to many cellular proteins after protein
synthesis?
A. Lysosomes attach to proteins and expel them from the cell.
B. The Golgi apparatus processes and packages proteins for transport.
C. Mitochondria store proteins for use during cellular respiration processes.
D. The nucleus breaks down proteins into smaller units and stores them as gene copies.
20
19.
The graphs show global carbon dioxide (CO
2
) emissions and global atmospheric CO
2
levels
between 1990 and 2010.
Global Atmospheric CO
2
Levels,
1990–2010
Year
2000 2005 20101990
400
380
360
340
320
0
1995
Global Concentration
(parts per million)
Global CO
2
Emissions, 1990–2010
Year
2000 2005 20101990
40,000
30,000
20,000
10,000
0
1995
Global Emissions
(million metric tons)
Which statement best explains the effect of global CO
2
emissions on the cycling of CO
2
in the
atmosphere?
A. Atmospheric CO
2
levels are increasing because CO
2
is being removed from the
atmosphere slower than it is being released into the atmosphere.
B. Atmospheric CO
2
levels are increasing because CO
2
is being removed from the
atmosphere faster than it is being released into the atmosphere.
C. Atmospheric CO
2
levels are decreasing because CO
2
is being removed from the
atmosphere slower than it is being released into the atmosphere.
D. Atmospheric CO
2
levels are decreasing because CO
2
is being removed from the
atmosphere faster than it is being released into the atmosphere.
21
20.
A farmer built a dam that prevented water from flowing into a pond. The diagram shows the
changes to the pond over time.
Changes to the Pond over Time
stage 1 stage 2 stage 3 stage 4
time
Circle a word or phrase in each set of parentheses to describe the most likely reason for the
changes between stage 1 and stage 4.
As the amount of available water ( increased / decreased ), the number of woody tree species
( decreased / increased / stayed the same ) and the number of plants growing in the water
( decreased / increased / stayed the same ).
22
21.
The diagram shows an ATP molecule with four bonds labeled.
ATP Molecule
W
adenine
triphosphate
ribose
X Y Z
P
P P
Which statement best explains the structure and function of ATP?
A. When bond Z is formed, energy is released for cellular activities.
B. When bond Z is broken, energy is released for cellular activities.
C. When bond Y is formed, energy is stored for cellular activities.
D. When bond Y is broken, energy is stored for cellular activities.
23
22.
A student compares cells from a leaf, a human cheek, and a cup fungus. The student records
information for the three cells in the table.
Comparison of Cells
Cell Trait
Leaf
Cell
Human
Cheek
Cell
Cup Fungus
Cell
has a cell membrane yes yes yes
has a cell wall yes no yes
has organelles yes yes yes
has chloroplasts yes no no
has a nucleus yes yes yes
ingests an energy source no yes yes
produces an energy source yes no no
reproduces yes yes yes
Based on this information, which statement best compares the three cells?
A. All the cells have a nucleus and organelles, but they differ in their ability to reproduce.
B. All the cells have a cell wall and a cell membrane, but they differ in the use of chloroplasts.
C. All the cells have cell membranes and organelles, but they differ in how they obtain energy.
D. All the cells have a common energy source and a nucleus, but they differ in the use of
organelles.
24
23.
Viruses called bacteriophages use bacterial cells to replicate. The diagram shows a virus and
a bacterium.
plasma
membrane
cytoplasm
DNA
capsule
cell wall
ribosomes
BacteriumVirus
tail
fibers
head
internal
proteins
tail sheath
neck
end
plate
DNA
Circle a word or phrase in each set of parentheses to best compare the virus and the
bacterium.
The virus ( is / is not ) considered to be alive. Like the virus, the bacterium has
( a DNA-containing head / a tough external barrier / a fluid cytoplasm ), but the bacterium is
different because it has ( DNA / tail fibers / ribosomes ) that it uses to make proteins.
25
24.
The model shows the development of sex cells before fertilization can occur. Write the letter of
the cell that represents the most likely genetic outcome of fertilization in the dashed circle.
Fertilization of Sex Cells
polar body
polar bodies
mature
egg cell
mature sperm cells
A B C D
26
25.
A student uses the method shown to study the movement of water molecules across a
semipermeable material.
Investigation Method
1. Prepare five salt water solutions (0.2 g/L, 0.4 g/L,
0.6 g/L, 0.8 g/L, 1.0 g/L).
2. Place 10 mL of the 0.6 g/L solution in five
semipermeable material pouches and seal the tops.
3. Place 150 mL of each solution in separate beakers.
Attach a single pouch with the 0.6 g/L solution to the
side of each beaker.
4. Wait for 30 minutes.
5. Observe and record the changes to each pouch.
For each column in the chart, identify the beaker with the solution combination that best matches
the title of the column. Draw one line from a beaker to the Most Movement into the Pouch
column, and draw one line from a beaker to the Most Movement out of the Pouch column.
Most Movement
into the Pouch
Most Movement
out of the Pouch
0.6 g/L
0.6 g/L
0.6 g/L
0.2 g/L
0.6 g/L
0.4 g/L
0.6 g/L
0.8 g/L
0.6 g/L
1.0 g/L
27
Biology Practice Test
Fall 2020
1
The information for each item, including the objective, DOK level, item type, and correct answer,
is located in this document. The items appear in the order as shown in the table.
Item
Number
Objective
DOK
Level
Item
Type
Correct
Answer
1
(BIO.1E.2) Identify and describe the changes that occur in a cell
during replication. Explore problems that might occur if the cell does
not progress through the cycle correctly (cancer).
2
Multiple
Choice
A
2
(BIO.1E.1) Construct models to explain how the processes of cell
division and cell differentiation produce and maintain complex
multicellular organisms.
2
Multiple
Choice
C
3
(BIO.3B.2) Illustrate Mendel’s law of independent assortment using
Punnett squares and/or the product rule of probability
to analyze
monohybrid crosses.
2
Technology
Enhanced
See Answer
Key
4
(BIO.5.2) Analyze models of the cycling of matter (e.g., carbon,
nitrogen, phosphorus, and water) between abiotic and biotic factors
in an ecosystem and evaluate the ability of t
hese cycles to maintain
the health and sustainability of the ecosystem.
3
Multiple
Choice
A
5
(BIO.3C.3) Use models to predict how various changes in the
nucleotide sequence (e.g., point mutations, deletions, and additions)
will affect the resulting
protein product and the subsequent inherited
trait.
3
Multiple
Choice
A
6
(BIO.5.5) Evaluate symbiotic relationships (e.g., mutualism,
parasitism, and commensalism) and other co
-evolutionary (e.g.,
predator
-prey, cooperation, competition, and mimicry)
relationships within specific environments.
2
Technology
Enhanced
See Answer
Key
7
(BIO.2.2) Develop models of the major reactants and products of
photosynthesis to demonstrate the transformation of light energy into
stored chemical energy in cel
ls. Emphasize the chemical processes
in which bonds are broken and energy is released, and new bonds
are formed and energy is stored
.
2
Technology
Enhanced
See Answer
Key
8
(BIO.4.5) Use Darwin's Theory to explain how genetic variation,
competition
, overproduction, and unequal reproductive success acts
as driving forces of natural selection and evolution.
2
Multiple
Choice
C
9
(BIO.4.1) Use models to differentiate between organic and chemical
evolution, illustrating the steps leading to
aerobic heterotrophs and
photosynthetic autotrophs.
2
Technology
Enhanced
See Answer
Key
10
(BIO.3B.3) Investigate traits that follow non-Mendelian inheritance
patterns (e.g., incomplete dominance, codominance, multiple alleles
in human blood types,
and sex-linkage).
2
Multiple
Choice
D
Biology Practice Test
Fall 2020
2
Item
Number
Objective
DOK
Level
Item
Type
Correct
Answer
11
(BIO.3C.1) Develop and use models to explain the relationship
between DNA, genes, and chromosomes in coding the instructions
for the traits tran
sferred from parent to offspring.
2
Multi-Select
D, F
12
(BIO.1A.3) Using specific examples, explain how cells can be
organized into complex tissues, organs, and organ systems in
multicellular organisms.
2
Technology
Enhanced
See Answer
Key
13
(BIO.1E.3) Relate the processes of cellular reproduction to asexual
reproduction in simple organisms (i.e., budding, vegetative
propagation, regeneration, binary fission). Explain why the DNA of
the daughter cells is the same as the parent cell.
2
Tech
nology
Enhanced
See Answer
Key
14
(BIO.4.2) Evaluate empirical evidence of common ancestry and
biological evolution, including comparative anatomy (e.g.,
homologous structures and embryological similarities), fossil record,
molecular/biochemical similarities (e.g., gene and protein homology),
and biogeographic distribution.
2
Technology
Enhanced
See Answer
Key
15
(BIO.4.4) Design models and use simulations to investigate the
interaction between changing environments and genetic variation
in
natural selection leading to adaptations in populations and differential
success of populations.
3
Multiple
Choice
C
16
(BIO.2.4) Conduct scientific investigations or computer simulations to
compare aerobic and anaerobic cellular respiration in
plants and
animals, using real world examples
.
3
Multiple
Choice
B
17
(BIO.3A.2) Compare and contrast mitosis and meiosis in terms of
reproduction.
2
Technology
Enhanced
See Answer
Key
18
(BIO.1C.1) Develop and use models to explore how specialized
structures within cells (e.g., nucleus, cytoskeleton, endoplasmic
reticulum, ribosomes, Golgi apparatus, lysosomes, mitochondria,
chloroplast, centrosomes, and vacuoles) interact to carry out the
functions necessary for organism survival.
2
Technolo
gy
Enhanced
See Answer
Key
19
(BIO.5.3) Analyze and interpret quantitative data to construct an
explanation for the effects of greenhouse gases on the carbon
dioxide cycle and global climate.
3
Multiple
Choice
A
20
(BIO.5.7) Investigate and evaluate factors involved in primary and
secondary ecological succession using local, real world examples.
2
Technology
Enhanced
See Answer
Key
Biology Practice Test
Fall 2020
3
Item
Number
Objective
DOK
Level
Item
Type
Correct
Answer
21
(BIO.2.1) Use models to demonstrate that ATP and ADP are cycled
within a cell as a means to transfer energy.
2
Multiple
Choice
B
22
(BIO.1C.2) Investigate to compare and contrast
prokaryotic cells and eukaryotic cells, and plant, animal,
and fungal cells.
2
Multiple
Choice
C
23
(BIO.1C.3) Contrast the structure of viruses with that of cells, and
explain why viruses must use living cells to reproduce.
2
Technology
Enhanced
See Answer
Key
24
(BIO.3A.1) Model sex cell formation (meiosis) and
combination (fertilization) to demonstrate the maintenance of
chromosome number through each generation in sexually
reproducing populations. Explain why the DNA of the
daughter cells is different from the DNA of the parent cell.
2
Multiple
Choice
A
25
(BIO.1D.1) Plan and conduct investigations to prove that the cell
membrane is a semi
-permeable, allowing it to maintain
homeostasis with its environment through active and passive
transport processes.
2
Technology
Enhanced
See Answer
Key
Biology Practice Test
Fall 2020
4
Technology Enhanced Items
Answer Key
Item #3
25%
Item #6
Item #7
On each side of the arrow, the two drag entities can be reversed for full credit. Either response can be correct.
OR
Item #9
Item #12
Biology Practice Test
Fall 2020
5
Technology Enhanced Items
Answer Key
Item #13
Part A:
Part B: A
Item #14
Part A:
Part B: 3
Item #17
Item #18
Part A:
Part B: B
Biology Practice Test
Fall 2020
6
Technology Enhanced Items
Answer Key
Item #20
Item #23
Item #25
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Biology
Practice Test
END OF
COURSE