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Biologyitempool.Pdf Tips for Using the Science Formative Item Pools The Formative Item Pool is an integral part of QualityCore®. Each course has its own pool of 225 multiple-choice items and 25 constructed response items, each aligned to QualityCore course objectives. The items are intended to help teachers measure student progress and determine whether a student or group of students needs additional instruction on particular skills or concepts. The items are presented as a PDF to maintain the visual consistency of graphics, special characters, and symbols. Each item is on its own page and is “bookmarked” for easy navigation through the PDF. This allows the teacher to easily find and arrange items into a formative assessment, homework, or classroom assignment, without having to reformat any text. The multiple-choice items are grouped by QualityCore Instructional Units. (See the QualityCore Instructional Unit Plans or the Course Outline to see how various objectives are covered in each of the units.) Each set of items is introduced by a cover sheet displaying the item Identification Number (ID), the correct answer (Key), the cognitive level, and the alphanumeric code for each course objective covered by that item. For Chemistry a Reference Sheet of Formulas and Constants similar to the one students use on the QualityCore End-of-Course Assessment, and the Periodic Table are provided. For Physics, a Reference Sheet identical to the one students use on the QualityCore End-of- Course Assessment is provided. Each constructed-response item has a coversheet describing the item, the cognitive level, the alphanumeric code for the course objective(s) covered by the item, and the cognitive task type. The items are matched to the relevant unit in the QualityCore Course Outline. The scoring criteria and a scoring rubric follow each constructed-response item in the pool. Three items are designed to emulate the items on the End-of-Course constructed- response assessment. Taken together, these three items provide students with a practice End-of-Course Assessment. © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore® educational purposes only. QualityCore™ Formative Item Pool Biology I – Unit 1 The following pages contain items that can be used for formative assessments. The items provided in this document are intended to aid the teacher in measuring student progress. The items correspond to specific objectives for this unit. Each page has one item and the Identification (ID) number for that item. Each item is on a separate page to allow the teacher to easily choose independent items for a formative assessment. The following table gives the ID number for each item, the correct answer (Key), the cognitive level, and the alphanumeric code for each objective measured by the item. The objective referenced by each code is found in the set of course objectives. The items are listed in order first by Objective and second by Cognitive Level, but may be presented to the students in any order. The items are in the PDF in the order presented in this table. Unit 1 Cognitive ID Key Level Objective 01029 D L2 A.1.c 01115 B L1 A.1.f 00017 C L1 A.2.a 00333 D L1 A.2.a 00345 A L2 A.2.c 00001 A L1 A.3.a 00391 C L2 A.3.a 00349 D L3 A.4.a 00347 C L1 A.4.d 01126-04 A L2 A.4.d © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 01029 Biology students carried out an experiment to determine if a certain fertilizer increased growth (height) in plants. The students selected 4 different types of plants and planted 10 seeds of each type: 5 treated with fertilizer and 5 not treated with fertilizer. All other conditions were identical. The students recorded the collected data in this table. Which type of plant exhibited the greatest increase in height when treated with fertilizer? A. Castor bean B. Okra C. Radish D. Tomato © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 01115 Which laboratory safety procedure is most important for a student working with bacterial cultures? A. Storing nutrient agar in a beaker B. Wearing rubber gloves and a lab coat C. Using warm water to clean glassware D. Recording data neatly in a notebook © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 00017 Chan wants to determine how much the mass of fungus growing on a nutrient agar plate changes over an 8 hr period. What is the most appropriate unit of measure for him to use? A. Kilogram B. Kilometer C. Milligram D. Millimeter © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 00333 A homeowner needs to find the surface area of her pond in order to apply the correct amount of aquatic herbicide. What unit of measurement would be correct and the most efficient to use? A. Cubic milliliters B. Cubic meters C. Square milliliters D. Square meters © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 00345 Hurricanes are rated on a scale of 1−5 by wind speed as summarized in the table below. Wind speed Category (mph) 1 74−95 2 96−110 3 111−130 4 131−155 5 156+ One source on hurricanes provides the following information about the intensity and occurrence of hurricanes in Texas and Mexico from 1900−2004. Number of Category hurricanes 1 65 2 41 3 50 4 16 5 2 Based only on the information in the tables, for the majority of the hurricanes that will strike the coast near Texas and Mexico, what is the most likely wind speed range, in mph ? A. 074−95 B. 096−110 C. 111−130 D. 131−155 © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 00001 What is the best definition of a scientific theory? A. An explanation of how and why a natural phenomenon behaves the way it does B. A description of an invariable relationship that exists in nature C. A speculation or guess about how nature works D. An unproven fact © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 00391 Dr. Graham has written a paper on the internal temperature of nests of alligator eggs. His data show that temperature determines the sex of the hatchlings. What is the best method of validating the reliability of Dr. Graham’s experiment? A. Dr. Graham should clearly document the experimental process. B. Dr. Graham should repeat the experiment at another time of year. C. Several scientists should repeat the experiment using Dr. Graham’s design. D. Several scientists should observe Dr. Graham as he repeats the experiment. © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 00349 After learning about viruses in Biology class, Sam decides to have his cat vaccinated against feline leukemia virus. According to cell theory, are viruses, such as feline leukemia, considered living things? A. Yes, because they can reproduce. B. Yes, because they are composed of cells. C. No, because they cannot adapt to their environment. D. No, because they are not composed of cells. © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 00347 A microbiologist has a bacterial culture with 100,000 cells per mL of nutrient broth, but needs to dilute the culture with sterile nutrient broth to 1,000 cells/mL. To accomplish this, the microbiologist should dilute 1 mL of the culture to what total volume, in mL ? A. 0,010 B. 0,090 C. 0,100 D. 1,000 © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. 01126-04 In an experiment to study the digestion of casein (a protein found in milk), students prepared 5 test tubes containing a casein suspension. The students recorded the contents and treatment of each test tube in this table. Pancreatin contains a mixture of enzymes in aqueous suspension. Each tube appeared clear during the entire process until calcium chloride (CaCl2) was added, at which time some tubes became cloudy. What units should the students use when recording the amount of casein in the suspension? A. g/mL B. mL/g C. mL/min D. min/mL © 2008 by ACT, Inc. Permission granted to reproduce this page for QualityCore™ educational purposes only. QualityCore™ Formative Item Pool Biology I – Unit 2 The following pages contain items that can be used for formative assessments. The items provided in this document are intended to aid the teacher in measuring student progress. The items correspond to specific objectives for this unit. Each page has one item and the Identification (ID) number for that item. Each item is on a separate page to allow the teacher to easily choose independent items for a formative assessment. The following table gives the ID number for each item, the correct answer (Key), the cognitive level, and the alphanumeric code for each objective measured by the item. The objective referenced by each code is found in the set of course objectives. The items are listed in order first by Objective and second by Cognitive Level, but may be presented to the students in any order. The items are in the PDF in the order presented in this table. Unit 2 Cognitive ID Key Level Objective 00352 B L2 A.1.b 00979 D L2 A.1.b 00424 B L3 A.1.b 00343 D L2 A.1.d 00328 B L1 A.1.f 00353 D L2 A.1.f 00336 C L1 A.3.g 00326 D L3 A.3.h ©2007 by ACT, Inc.
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