CLEP
®
Official Study Guide 2009 Biology
College-Level Examination Program Program® Visit our website at www.collegeboard.com/clep for the most up-to-date information. These materials are owned and copyrighted by the College Board. They may not be posted on the Internet or on any other public document sharing site. The materials in these files are intended for PERSONAL USE ONLY. Violations of this policy may be subject to legal action, including but not limited to, payment for each guide that is disseminated unlawfully and associated damages. © 2008 The College Board. All rights reserved. College Board, CLEP, College-Level Examination Program, SAT, and the acorn logo are registered trademarks of the College Board. connect to college success is a trademark owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard www.collegeboard.com. .com.
I. Preparing Prepari ng to Take CLEP Examinations Having made the decision to take one or more CLEP exams, most people then want to know how to prepare for them—how much, how long, when, and how should they go about it? The precise answers to these questions vary greatly g reatly from individual to individual. However However,, most candidates find that some ty pe of test preparation is helpful. Most people who take CLEP exams do so to show that they have already learned the key material taught in a college course. Many of them need only a quick review to assure themselves that they have not forgotten what they once studied, and to fill in some of the gaps in i n their knowledge of the subject. subject. Others feel that they need a thorough review and spend several weeks studying for an exam. Some people people take a CLEP exam as a kind of “final exam” for independent study of a subject. This last group requires significantly more study than do those who only need to review, review, and they may need some guidance f rom professors of the subjects they are studying. The key to how you prepare for CLEP exams often lies in locating those skills and areas of prior learning in which you are strongest and deciding where to focus your energies. Some people may know a great deal about a certain cert ain subject area but may not test well. These individuals would probably probably be just as concerned about strengthening their test-taking test-tak ing skills as they would would about studying for a specific test. Many mental and physical physical skills are required i n preparing for a test. It is important i mportant not only to review or study for the exams but also to make certain cer tain that you are alert, relatively free of anxiety, and aware of how to approach standardized tests. Suggestions about developing developing test-taking skills and preparing prepari ng psychologicall psychologically y and physically for a test are given in this chapter. The following section suggests ways of assessing your knowledge knowledge of the content of an exam and then reviewing and studying the material.
Using the Examination Guides Each exam guide includ i ncludes es an outline of the knowledge and skills covered by the test, sample questions similar to those that appear on the exam, and a nd tips for preparing to take the exam. You may also choose to contact a college in your area that offers a course with content comparable to that on the CLEP exam you want to take. ta ke. If possible, possible, use the textbook and other materials required for that course to help you prepare. To get this information, check the college’s catalog for a list of courses offered. Then call the t he admissions office, explain what subject you’ you’re interested in, and ask who in that academic department you can contact for specific information on textbooks and other st udy resources to use. Be sure that the college you’re interested in gives credit for the CLEP exam for which you’re preparing. Begin by carefully reading the test description and outline of knowledge knowledge and skills required for the exam in the exam guide. As you read through the t he topics listed, ask yourself how much much you know about each one. Also note the terms, ter ms, names, and sy mbols that are mentioned, and ask yourself whether you are familiar with them. This will give you a quick overview of how much you know about the subject. If you are
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familiar with nearly all the material, you will probably need a minimum of review; however, if topics and terms are unfamiliar, you will probably require substantial study to do well on the exam. If, after reviewing the test description provided in the exam guide, you find that you need extensive review, put off answering the sample questions until you have done some reading in the subject. If you complete them before reviewing the material, you will probably look for the answers as you study, and this will not be a good assessment of your ability at a later date. Do not refer to the sample questions as you prepare for the exam. The sample questions are representative of the types of questions you will find on a CLEP exam, but none of the questions will actually appear on an exam, so concentrating on them without broader study of the subject won’t help you. If you think you are familiar with most of the test material, t ry to answer the sample questions, checking your responses against the answer key. Use the test-taking strategies described i n the next chapter.
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Assessing Your Readiness for a CLEP Examination
Select Exam Title
Read Exam Description and Knowledge and Skills Required
Understand Terms
Do Not Understand Terms
Try Sample Questions
Review Study Materials suggested in the Study Resources section of the exam guide
Most Sample Questions Answered Correctly
Difficulty Answering Sample Questions
Take CLEP Examination
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Suggestions for Studying The following suggestions have been gathered from people who have prepared for CLEP exams or other college-level tests. 1. Use CLEP tutorials.
Make sure you are familiar with the computer-based format of the CLEP exams. Use the CLEP Sampler, which can be downloaded from the CLEP Web site, to familiarize yourself with CLEP CBT exams before taking the test; it’s also the only official CLEP tutorial program for computer-based testing. You can find the Sampler on the Web at www.collegeboard.com/clep. If you are not comfortable using a computer, you can practice the necessary pointing, clicking, and scrolling skills by working with the Sampler. You’ll also be able to practice using the testing tools that will help you navigate throughout the test, and you’ll see the types of questions you’ll be required to answer. If you don’t have access to a computer, check with the library or test center at the school where you’ll be testing. Many CLEP test centers and college libraries will have the Sampler installed on computers in public areas, so you’ll be able to practice and review before your test date. The tutorials are also par t of the testing software, and you’ll be able to work through them before you begin your test. Check with the test center to see how much time will be allotted for your testing appointment; then you can determine how much time you might need to spend on the tutorials. This exam guide contains a complete exam description—including a content outline, a description of the knowledge and skills required to do well, and sample questions. An answer key for each subject is also included. However, the exam guide is not intended to replace a textbook. Additional study may be required. 2. Define your goals and locate study materials.
First, determine your study goals. Using the guidelines for knowledge and skills required, locate suitable resource materials. If a preparation course is offered by an adult school or college in your area, you might find it helpful to enroll. (You should be aware, however, that such courses are not authorized or sponsored by the College Board. The College Board has no responsibility for the content of these courses, nor are they responsible for books on preparing for CLEP exams that have been published by other organizations.) If you know others who have taken CLEP exams, ask them how they prepared. You may want to get a copy of a syllabus for the college course that is comparable to the CLEP exam(s) you plan to take. You can also ask the appropriate professor at the school you’ll be attending, or check his or her Web site, for a reading list. Use the syllabus, course materials, and/or reading list as a guide for selecting textbooks and study materials. You may purchase these or check them out of your local library. Some Web sites offer course materials and lectures online; these can be an excellent resource. Examples of these include: MIT OpenCourseWare (ocw.mit.edu/index.html), Carnegie Mellon’s Open Lear ning Initiative (www.cmu.edu/oli/), and the Online Education Database (oedb.org/library/features /236-open-coursewarecollections). ● ● ●
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Most of this material is offered for f ree. Educational Web sites, like those offered by PBS (www.pbs.org) or the National Geographic Society (www.nationalgeographic.com), can be helpful as well. Check with your librarian about locating study aids relevant to the exams you plan to ta ke. These supplementary materials may include videos or DVDs made by education-oriented companies and organizations, language tapes, and computer software. And don’t forget that what you do with your leisure time can be very educational, whether it’s surfing current-events Web sites, watching a PBS series, reading a financial newsletter, or attending a play. 3. Find a good place to study.
To determine what kind of place you need for studying, ask yourself the following questions: Do I need a quiet place? Does the telephone distract me? Do objects I see in this place remind me of things I should do? Is it too warm? Is it well lit? Am I too comfortable here? Do I have space to spread out my materials? You may find the library more conducive to studying than your home. If you decide to study at home or in your dorm, you might prevent interr uptions by other household members by putting a sign on the door of your study room to indicate when you will be available. 4. Schedule time to study.
To help you determine where studying best fits into your schedule, try this exercise: Make a list of your daily activities (for example, sleeping, working, eating, attending class, sports, or exercise) and estimate how many hours a day you spend on each activity. Now, rate all the activities on your list in order of their importance and evaluate your use of time. Often people are astonished at how an average day appears from this perspective. You may discover that your time can be scheduled in alternative ways. For example, you could remove the least important activities from your day and devote that time to studying or to another important activity. 5. Establish a study routine and a set of goals.
To study effectively, you should establish specific goals and a schedule for accomplishing them. Some people find it helpful to write out a weekly schedule and cross out each study period when it is completed. Others maintain their concentration better by writing down the time when they expect to complete a study task. Most people find short periods of intense st udy more productive than long stretches of time. For example, they may follow a regular schedule of several 20- or 30-minute study periods with short breaks between them. Some people like to allow themselves rewards as they complete each study goal. It is not essential that you accomplish every goal exactly within your schedule; the point is to be committed to your task. 6. Learn how to take an active role in studying.
If you have not studied a textbook for some time, you may find it difficult to concentrate at first. Try a method of studying, such as the one outlined below and on the next page, that will help you concentrate on and remember what you read. a. First, read the chapter summary and the introduction so you will know what to look for in
your reading. b. Next, convert the section or paragraph headlines into questions. For example, if you are reading a 5
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section entitled “The Causes of the American Revolution,” ask yourself, “What were the causes of the American Revolution?” Compose the answer as you read the paragraph. Reading and answering questions aloud will help you understand and remember the material. c. Take notes on key ideas or concepts as you read. Writing will also help you fix concepts more firmly
in your mind. Underlining key ideas or wr iting notes in your book can be helpful and will be useful for review. Underline only important points. If you underline more than a third of each paragraph, you are probably underlining too much. d. If there are questions or problems at the end of a chapter, answer or solve them on paper as if you
were asked to do them for homework. Mathematics textbooks (and some other books) sometimes include answers to some or all of the exercises. If you have such a book, write your answers before looking at the ones given. When problem solving is involved, work enough problems to master the required methods and concepts. If you have difficulty with problems, review any sample problems or explanations in the chapter. e. To retain knowledge, most people have to review the material periodically. If you are preparing for
an exam over an extended period of time, review key concepts and notes each week or so. Do not wait for weeks to review the material or you will need to relear n much of it.
Psychological and Physical Preparation Most people feel at least some nervousness before taking a test. Adults who are returning to college may not have taken tests in many years, or they may have had little experience with standardized t ests. Some younger students, as well, are uncomfortable with testing situations. People who received their education in countries outside the United States may find that many tests given in this country are quite different from the ones they are accustomed to taking. Not only might candidates find the types of tests and questions unfamiliar, but other aspects of the testing environment may be strange as well. The physical and mental stress that results from meeting this new experience can hinder a candidate’s ability to demonstrate his or her true degree of knowledge in the subject area being tested. For this reason, it is important to go to the test center well prepared, both mentally and physically, for taking the test. You may find the following suggestions helpful. 1. Familiarize yourself as much as possible with the test and the test situation before the day of the exam.
It will be helpful for you to know ahead of time: a. how much time will be allowed for the test and whether there are timed subsections. (This information is included in the exam guide and in the CLEP Sampler.) b. what types of questions and directions appear on the exam. (See the exam guide and the CLEP Sampler.) c. how your test score will be computed. d. in which building and room the exam will be administered. If you don’t know where the building is,
get directions ahead of time.
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e. the time of the test administration. You may wish to confirm this information a day or two before the
exam and find out what time the building and room will be open so that you can plan to arrive early. f. where to park your car and whether you will need a parking per mit or, if you will be taking public
transportation, which bus or train to take and the location of the nearest stop. g. whether there will be a break between exams (if you will be tak ing more than one on the same day),
and whether there is a place nearby where you can get something to eat or drink. 2. Be relaxed and alert while you are tak ing the exam. a. Get a good night’s sleep. Last-minute cramming, particularly late the night before, is usually
counterproductive. b. Eat normally. It is usually not wise to skip breakfast or lunch on the day you take the exam or to eat a
big meal just before testing. c. Avoid tranquilizers and stimulants. If you follow the other directions in this book, you won’t need
artificial aids. It’s better to be a little tense than to be drowsy, but stimulants such as coffee and cola can make you nervous and interfere with your concentration. d. Don’t drink a lot of liquids before taking the exam. Leaving to use the restroom during testing will
disturb your concentration and reduce the time you have to complete the exam. e. If you are inclined to be nervous or tense, learn some relaxation exercises and use them to prepare
for the exam. 3. On the day of the exam, remember to do the following. a. Arrive early enough so that you can find a parking place, locate the test center, and get settled
comfortably before testing begins. Allow some extra time in case you are delayed unexpectedly. b. Take the following with you: ●
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any registration forms or printouts required by the test center. Make sure you have filled out all necessary paperwork in advance of your testing date. your driver’s license, passport, or other government-issued identification that includes your photograph and signature, as well as a secondar y form of ID that includes a photo and/or your signature, such as a student ID, militar y ID, social security card, or credit card. You will be asked to show this identification to be admitted to the testing area. a valid credit card to pay the $70 examination fee. (This fee is subject to change.) Although a credit card is the preferred method of payment, you can also pay by check or money order (payable to the College-Level Examination Program). Your test center may require an additional administration fee. Contact the test center to determine the amount and the method of payment. two pencils with good erasers. You may need a pencil for writing an outline or figuring out math problems. Mechanical pencils are prohibited in the testing room. your glasses if you need them for reading or seeing t he chalkboard or wall clock.
c. Leave all books, papers, and notes outside the test center. You will not be permitted to use your own
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d. Do not take a calculator to the exam. If a calculator is required, it will be built into the testing software and available to you on the computer. The CLEP Sampler and the pretest tutorials will
show you how to use that feature. e. Do not bring a cell phone or other electronic devices into the testi ng room. f. Be prepared to adjust to an uncomfortable temperature in the testing room. Wear layers of clothing
that can be removed if the room is too hot but that will keep you warm if it is too cold. 4. When you enter the test room: a. Although you will be assigned to a computer testing station, the test center administr ator can usually accommodate special needs. Be sure to communicate your needs before the day you test. b. Read directions carefully and listen to all instructions given by the test administrator. If you don’t
understand the directions, ask for help before test timing begins. If you must ask a question after testing has begun, raise your hand and a proctor will assist you. The proctor can answer certain kinds of questions but cannot help you with the exam. c. Know your rights as a test-taker. You can expect to be given the full working time allowed for taking
the exam and a reasonably quiet and comfortable place in which to work. If a poor testing situation is preventing you from doing your best, ask whether the situation can be remedied. If bad testing conditions cannot be remedied, ask the person in charge to report the problem on an Electronic Irregularity Report that will be submitted with your test results. You may also wish to immediately write a letter to CLEP, P.O. Box 6656, Princeton, NJ 08541-6656. Describe the exact circumstances as completely as you can. Be sure to include the name of the test center, the test date, and the name(s) of the exam(s) you took. The problem will be investigated to make sure it does not happen again, and, if the problem is serious enough, arrangements will be made for you to retake the exam without charge.
Arrangements for Students with Disabilities CLEP is committed to working with test-takers with disabilities. If you have a learning or physical disability that would prevent you from taking a CLEP exam under standard conditions, you may request special accommodations and arrangements to take it on a regularly scheduled test date or at a special administration. Contact a CLEP test center prior to registration about testing accommodations and to ensure the accommodation you are requesting is available. Each test center sets its own guidelines in t erms of deadlines for submission of documentation and approval of accommodations. Only students with documented hearing, learning, physical, or visual disabilities are eligible to receive testing accommodations. Also, it is important to ensure that you are taking the exam(s) with accommodations that are approved by your score recipient institution. Testing accommodations that may be provided with appropriate disability documentation include: ZoomText (screen magnification) Modifiable screen colors Scripts for the listening sections of the language exams Use of a reader or amanuensis or sign language interpreter Extended time Untimed rest breaks ● ● ● ● ● ●
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II. Taking the Examinations A person may know a great deal about the subject being tested but not be able to demonstrate it on the exam. Knowing how to approach an exam is an important part of the testing process. While a command of test-taking skills cannot substitute for k nowledge of the subject matter, it can be a significant factor in successful testing. Test-taking skills enable a person to use all available information to earn a score that truly reflects his or her ability. There are different strategies for approaching different kinds of exam questions. For example, free-response and multiple-choice questions require very different approaches. Other factors, such as how the exam will be graded, may also influence your approach to the exam and your use of test time. Thus, your preparation for an exam should include finding out all you can about the exam so you can use the most effective test-taking strategies.
Taking CLEP Exams 1. Listen carefully to any instructions given by the test administrator and read the on-screen instructions before you begin to answer the questions. 2. Keep an eye on the clock and the timing that is built into the testing software. You have the option of turning the clock on or off at any time. As you proceed, make sure that you are not working too slowly. You should have answered at least half the questions in a section when half the time for that section has passed. If you have not reached that point in the section, speed up your pace on the remaining questions. 3. Before answering a question, read the entire question, including all the answer choices. Even when the first or second answer choice looks good to you, you should still read the remaining options. Instr uctions usually tell you to select the “best’’ answer. Sometimes one answer choice is part ially correct but another option is better; therefore, it’s usually a good idea to read all the answers before you choose one. 4. Read and consider every question. Questions that look complicated at first glance may not actually be so difficult once you have read them carefully. 5. Do not spend too much time on any one question. If you don’t know the answer after you’ve considered it briefly, go on to the next question. Mark that question using the ma rk tool at the bottom of the screen, and go back to review the question later, if you have time.
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6. Watch for the following key words in test questions: all
generally
never
perhaps
always
however
none
rarely
but
may
not
seldom
except
must
often
sometimes
every
necessary
only
usually
When a question or answer option contains words such as ‘‘always,’’ ‘‘every,’’ ‘‘only,’’ ‘‘never,’’ and “none,” there can be no exceptions to the answer you choose. Use of words such as ‘‘often,’’ “rarely,” ‘‘sometimes,’’ and ‘‘generally’’ indicates that there may be some exceptions to the answer. 7.
Make educated guesses. There is no penalty for incorrect answers. It is to your benefit to guess if you do not know an answer since CLEP CBT uses “rights-only” scoring. (An explanation of the procedures used for scor ing CLEP exams is g iven in the next chapter.) If you are not sure of the correct answer but have some knowledge of the question and are able to elimin ate one or more of the answer choices as wrong, your chance of getting the right answer is improved.
8.
Do not waste your time looking for clues to right answers based on flaws in question wording or patterns in correct answers. CLEP puts a great deal of effort into developing valid, reliable, and fair exams. CLEP test development committees are composed of college faculty who are experts in the subjects covered by the exams and are appointed by the College Board to write test questions and to scrutinize each question that is included on a CLEP exam. Faculty committee members make every effort to ensure that the questions are not ambiguous, that they have only one correct answer, and that they cover college-level topics. These committees do not intentionally include ‘‘trick’’ questions. If you think a question is flawed, ask the test administrator to report it, or write immediately to CLEP Test Development, P.O. Box 6600, Princeton, NJ 08541-6600. Include the name of the exam and test center, the exam date, and the number of the exam question. All such inquiries are investigated by test development professionals.
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III. Interpreting Your Scores CLEP score requirements for awarding credit vary from institution to institution. The College Board, however, recommends that colleges refer to the stand ards set by the American Council on Education (ACE). All ACE recommendations are the result of carefu l and periodic review by evaluation teams made up of faculty who are subject-matter experts and technical experts in testing and measurement. To determine whether you are eligible for credit for your CLEP scores, you should refer to t he policy of the college you will be attending. The policy will state the score that is required to earn credit at that institution. Many colleges award credit at the score levels recommended by ACE. However, some require scores that are higher or lower than these. Your exam score will be printed for you at the test center immediately upon completion of the examination, unless you took English Composition with Essay. For this exam, your score will be mailed to you two to three weeks after the exam date. Your CLEP exam scores are reported only to you, unless you ask to have them sent elsewhere. If you want your scores sent to a college, employer, or certifying agency, you must select this option through the examination software. This service is free only if you select your score recipient at the time you test. A fee will be charged for each score recipient you select at a later date. Your scores are kept on file for 20 years. For a fee, you can request a transc ript at a later date. The pamphlet What Your CLEP Score Means, which you will receive with your exam score, gives detailed information about interpreting your scores. A copy of the pamphlet is included on the last two pages of this exam guide. A brief explanation appears below.
How CLEP Scores Are Computed In order to reach a total score on your exam, two calculations are performed. First, your “raw score” is calculated. This is the number of questions you answer correctly. Your raw score is increased by one point for each question you answer cor rectly, and no points are gained or lost when you do not answer a question or answer it incorrectly. Second, your raw score is converted into a “scaled score” by a statistical process called equating. Equating maintains the consistency of standards for test scores over time by adjusting for slight differences in difficulty between test forms. This ensures that your score does not depend on the specific test form you took or how well others did on the same for m. Your raw score is converted to a scaled score that ranges from 20, the lowest, to 80, the highest. The final scaled score is the score that appears on your score report.
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Biology 33%
Description of the Examination The Biology examination covers material that is usually taught in a one-year college general biology course. The subject matter tested covers the broad field of the biological sciences, organized into three major areas: molecular and cellular biology, organismal biology, and population biology. The examination gives approximately equal weight to these three areas. The examination contains approximately 115 questions to be answered in 90 minutes. Some of these are pretest questions that will not be scored. Any time candidates spend on tutorials and providing personal information is in addition to the actual testing time.
Knowledge and Skills Required Questions on the Biology examination require candidates to demonstrate one or more of the following abilities in the approximate proportions indicated. • Knowledge of facts, principles, and processes of biology • Understanding the means by which information is collected, how it is interpreted, how one hypothesizes from available information, how one draws conclusions and makes further predictions • Understanding that science is a human endeavor with social consequences The subject matter of the Biology examination is drawn from the following topics. The percentages next to the main topics indicate the approximate percentage of exam questions on that topic.
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Molecular and Cellular Biology Chemical composition of organisms • Simple chemical reactions and bonds • Properties of water • Chemical structure of carbohydrates, lipids, proteins, nucleic acids • Origin of life Cells • Structure and function of cell organelles • Properties of cell membranes • Comparison of prokaryotic and eukaryotic cells Enzymes • Enzyme-substrate complex • Roles of coenzymes • Inorganic cofactors • Inhibition and regulation Energy transformations • Glycolysis, respiration, anaerobic pathways • Photosynthesis Cell division • Structure of chromosomes • Mitosis, meiosis, and cytokinesis in plants and animals Chemical nature of the gene • Watson-Crick model of nucleic acids • DNA replication • Mutations • Control of protein synthesis: transcription, translation, posttranscriptional processing • Structural and regulatory genes • Transformation • Viruses
B
34%
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Organismal Biology
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33%
Structure and function in plants with emphasis on angiosperms • Root, stem, leaf, flower, seed, fruit • Water and mineral absorption and transport • Food translocation and storage Plant reproduction and development • Alternation of generations in ferns, conifers, and flowering plants • Gamete formation and fertilization • Growth and development: hormonal control • Tropisms and photoperiodicity Structure and function in animals with emphasis on vertebrates • Major systems (e.g., digestive, gas exchange, skeletal, nervous, circulatory, excretory, immune) • Homeostatic mechanisms • Hormonal control in homeostasis and reproduction Animal reproduction and development • Gamete formation, fertilization • Cleavage, gastrulation, germ layer formation, differentiation of organ systems • Experimental analysis of vertebrate development • Extraembryonic membranes of vertebrates • Formation and function of the mammalian placenta • Blood circulation in the human embryo Principles of heredity • Mendelian inheritance (dominance, segregation, independent assortment) • Chromosomal basis of inheritance • Linkage, including sex-linked • Polygenic inheritance (height, skin color) • Multiple alleles (human blood groups)
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Population Biology Principles of ecology • Energy flow and productivity in ecosystems • Biogeochemical cycles • Population growth and regulation (natality, mortality, competition, migration, density, r- and K -selection) • Community structure, growth, regulation (major biomes and succession) • Habitat (biotic and abiotic factors) • Concept of niche • Island biogeography • Evolutionary ecology (life history strategies, altruism, kin selection) Principles of evolution • History of evolutionary concepts • Concepts of natural selection (differential reproduction, mutation, Hardy-Weinberg equilibrium, speciation, punctuated equilibrium) • Adaptive radiation • Major features of plant and animal evolution • Concepts of homology and analogy • Convergence, extinction, balanced polymorphism, genetic drift • Classification of living organisms • Evolutionary history of humans Principles of behavior • Stereotyped, learned social behavior • Societies (insects, birds, primates) Social biology • Human population growth (age composition, birth and fertility rates, theory of demographic transition) • Human intervention in the natural world (management of resources, environmental pollution) • Biomedical progress (control of human reproduction, genetic engineering)
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Sample Test Questions
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3. Of the following, which is an example of a mutualistic relationship?
The following sample questions do not appear on an actual CLEP examination. They are intended to give potential test-takers an indication of the for mat and difficulty level of the examination and to provide content for practice and review. Knowing the correct answers to all of the sample questions is not a guarantee of satisfactory performance on the exam.
(A) The protozoan Trichonympha digesting wood in the gut of termites (B) The sporozoan Plasmodium reproducing in human blood cells and liberating toxins into the human body (C) Two species of Paramecium deriving food from a common laboratory culture
Directions: Each of the questions or incomplete statements below is followed by five suggested answers or completions. Select the one that is best in each case.
(D) Rabbits being eaten by foxes (E) Humans inadvertently providing food for cockroaches
1. In which of the following ways do social insects benefit most from having several types or castes within the species?
4. Evidence that multicellular green plants may have evolved from green algae is best supplied by the fact that in both
(A) Each colony is able to include a large number of individuals.
(A) the gametophyte generation is dominant
(B) The secretions or odors produced by the protective caste are an effective defense.
(C) chlorophylls a and b are photosynthetic pigments
(C) The division of the species into castes ensures the survival of the fittest.
(D) xylem vessels are pitted and spiraled
(B) the sporophyte generation is dominant
(E) male gametes are nonflagellated
(D) Large numbers of the worker caste can migrate to start new colonies.
5. All of the following statements concerning the light-dependent reactions of photosynthesis are true EXCEPT:
(E) The specialized structure of each caste permits division of labor and greater efficiency. 2. The greatest diversity of structure and of methods of locomotion is exhibited in the individuals of (A) a class
(A) An initial event is the excitation of electrons from chlorophyll by light energy. (B) The excited electrons are raised to a higher energy level. (C) If not captured, the excited electrons drop back to their initial energy levels.
(B) a family (C) an order
(D) If captured, some of the energy of the excited electrons is used to split carbon dioxide into carbon and oxygen.
(D) a species (E) a phylum
(E) Light is absorbed by pigments that are embedded in membranes.
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6. Which of the following statements best explains the hypothesis that the development of sexual reproduction has resulted in acceleration of the rate of evolution?
G
Y
8. In an amphibian gastrula, transplantation experiments that involve the dorsal lip of the blastopore indicate that this tissue (A) is destined to be ectoderm
(A) Mutations are more likely to occur in spermatogenesis and oogenesis than in mitotically dividing cells.
(B) does not differ from other tissues of the blastula in any significant manner (C) will cause a concentration of yolk in adjacent cells
(B) Sexual reproduction results in more offspring than does asexual reproduction.
(D) has the power to initiate differentiation of the embryonic neural tube
(C) Those members of a species that are best adapted to their environment are most likely to be successful in sexual reproduction.
(E) is so sensitive that it will develop into any embryonic structure, depending on its surroundings
(D) Mutations usually do not occur in the production of spores or in cells dividing by fission. (E) Sexual reproduction is more likely to result in genetic recombination than is asexual reproduction.
9. Deposits of coal in Greenland and the Antarctic indicate that (A) these regions once contained numerous mollusks that deposited carbohydrates in their shells
7. A frog gastrocnemius muscle gives a smooth tetanic contraction at any rate of stimulation above 20 per second. At threshold stimulus intensity, a response of some specific strength will be obtained. Increase of the stimulus intensity by 50 percent will increase the strength of response nearly 50 percent. If the intensity is again increased 50 percent, the response will increase only about another 25 percent. Further increase in the stimulus intensity produces no further increase in response. The observations above are best explained by which of the following?
(B) the Earth’s crust in these regions contains vast amounts of limestone (C) these regions were once thickly vegetated (D) there is a rich store of dissolved carbon dioxide in the seas surrounding these regions (E) a geologic uplift of coral rock and ocean bed has recently occurred in these regions 10. Thirst, loss of weight, and sugar in the urine result from the undersecretion of a hormone by which of the following glands?
(A) A muscle functions with an all-or-none mechanism.
(A) Thyroid
(B) Muscle-fiber sarcolemma is electrically resistant.
(B) Parathyroid
(C) The fibers of a muscle do not all contract at the same rate.
(D) Adrenal
(C) Pancreas (E) Thymus
(D) The fibers of a muscle fatigue at varying rates. (E) The fibers of a muscle have varying thresholds for response.
15
B
I
O
L
11. Considering the role of mitochondria in cells, mitochondria would likely be most abundant in which of the following?
O
G
Y
14. Which of the following best describes the effect on heart action of the stimulation of the parasympathetic nerve fibers of the vagus nerve?
(A) Mature red blood cells
(A) There is a decrease in the volume of blood pumped and an increase in the heartbeat rate.
(B) Callous cells of the skin
(B) There is an increase in the volume of blood pumped without a decrease in the heartbeat rate.
(C) Cells of the heart muscle (D) Epithelial cells of the cheek lining (E) Fat cells
(C) There is a prolonged acceleration in the heartbeat rate.
12. All of the following statements about enzymes are true EXCEPT:
(D) There is a decrease in the heartbeat rate. (E) There is an increase in the blood pressure.
(A) A single enzyme molecule can be used over and over again.
15. If poorly drained soils encourage the growth of bacteria that convert nitrate to nitrogen, the effect on higher plants will be to
(B) Most enzymes are highly specific with regard to the reactions they catalyze. (C) Some enzymes contain an essential nonprotein component.
(A) increase lipid production
(D) Enzymes can function only within living cells.
(C) increase carbohydrate production
(B) decrease protein production (D) produce unusually large fruits
(E) Enzymes are denatured by high temperatures.
(E) stimulate chlorophyll production 13. Which of the following is most significant in limiting the size to which an animal cell may grow? (A) The ratio of cell surface to cell volume (B) The abundance of mitochondria in the cytoplasm
16. A patient is placed on a restricted diet of water, pure cooked starch, olive oil, adequate minerals, and vitamins. If a urinalysis several weeks later reveals the presence of relatively normal amounts of urea, the urea probably came from the (A) food eaten during the restricted diet
(C) The chemical composition of the cell membrane
(B) withdrawal of reserve urea stored in the liver
(D) The presence of an inelastic cell wall
(C) chemical combination of water, carbon dioxide, and free nitrogen
(E) The relative number of nucleoli
(D) deamination of cellular proteins (E) urea synthesized by kidney tubule cells
16
B
I
O
17.
L
O
G
Y
20. Which of the following statements about imprinting is NOT true? (A) The capacity for imprinting may be limited to a specific and brief period in the early life of the organism. (B) The behavior pattern associated with imprinting is the result of reward or punishment. (C) The learned behavior resulting from imprinting is difficult to reverse in later life. Shown above is the absorption spectrum of a compound of biological importance. If a person with normal human color vision viewed this compound under ordinary white light, what color would it appear to be?
(D) A gosling imprinted by a moving wooden decoy may exhibit courting behavior to the decoy in later life. (E) Odors and sounds may serve as stimuli for imprinting.
(A) Red (B) Blue (C) Green (D) Black
21. Which of the graphs below illustrates the effect of substrate concentration on the initial rate of reaction when a limited amount of enzyme is present?
(E) White (B)
(A)
18. The codon for a particular amino acid is 5'CAU3'. The DNA sequence that complements this codon is
f n o o i t e t c a a e R R
f n o o i t e t c a a e R R
(A) 3'CAU5' (B) 3'GTA5'
Substrate Concentration
(C) 3'GTT5' (D) 3'GUA5'
(D)
(C)
(E) 3'GUT5'
f n o o i t e t c a a e R R
19. Viral DNA would be most likely to contain genes that code for
f n o o i t e t c a a e R R
Substrate Concentration
(A) regulatory hormones (B) viral-coat protein (C) viral-ribosome proteins
(E)
(D) DNA polymerase
f n o o i t e t c a a e R R
(E) restriction enzymes
Substrate Concentration
17
Substrate Concentration
Substrate Concentration
B
I
O
22. Which of the following is the final electron acceptor in the mitochondrial electron transport system?
L
O
G
Y
26. Which of the following statements best describes the movement of energy in an ecosystem?
(A) ADP + Pi
(A) Radiant energy is converted into chemical energy in plant photosynthesis and then released as heat energy during cellular respiration.
(B) ATP (C) NAD or FAD (D) H2O
(B) Energy cycles within an ecosystem.
(E) O2
(C) Plants get energy from the nutrients in the soil.
23. In a eukaryotic cell, glycolysis occurs in which of the following parts of the cell?
(D) The animals in an ecosystem absorb the radiant energy of the Sun and use it to make organic molecules such as proteins.
(A) Chloroplast
(E) Some chemoautotrophic bacteria release energy that can then be used by soil animals to make food.
(B) Cytosol (C) Nucleolus (D) Mitochondrion (E) Ribosome
27. Which of the following elements is correctly linked to its role in a living organism?
24. The clotting process in blood is initiated by
(A) Calcium .. component of proteins (B) Carbon .. component of lipids
(A) erythrocytes
(C) Magnesium .. neuron action potential
(B) lymphocytes
(D) Potassium .. component of ATP
(C) hemoglobins
(E) Zinc .. component of carbohydrates
(D) platelets (E) neutrophils 25. Which of the following membranes is correctly matched to its function? (A) Allantois .. food absorption
28. Mistletoe is attached to the branches of trees such as sweet gum, from which it obtains water and some nutrients. Which of the following terms describes the relationship between the two plants?
(B) Yolk sac .. embryonic bladder
(A) Commensalism
(C) Amnion .. gas exchange
(B) Competition
(D) Dura mater .. brain protection
(C) Mutualism
(E) Peritoneum .. heart protection
(D) Parasitism (E) Predation 29. ATP is which type of molecule? (A) A nucleotide (B) A peptide (C) A phospholipid (D) A disaccharide (E) A tripeptide 18
B
I
O
30. Which of the following is generally true about bacterial viruses?
L
O
G
Y
33. Which of the following is an example of a testcross?
(A) They infect animal cells only.
(A) AA x Aa
(B) They have a protective capsid made of chitin.
(B) A? x AA
(C) They inject their nucleic acids into the cells that they infect.
(C) A? x Aa
(D) They produce haploid gametes in meiosis.
(E) a? x aa
(E) They carry out glycolysis but not the Krebs cycle. 31. A typical photosynthetic eukaryotic cell contains which of the following? I. Ribosomes
(D) A? x aa
Directions: The following group of questions consists of five lettered headings followed by a list of numbered phrases. For each numbered phrase select the one heading that is most closely related to it. A heading may be used once, more than once, or not at all.
II. Chloroplasts III. Mitochondria
Questions 34–36 refer to the following.
(A) II only
(A) Fertilization
(B) I and II only
(B) Meiosis
(C) II and III only
(C) Mitosis
(D) I and III only
(D) Pollination
(E) I, II, and III 32. Which of the following pairs of organisms are most closely related?
(E) Nondisjunction 34. The process by which a zygote is formed
(A) Mus bufo and Bufo americanus (B) Lynx lynx and Alces alces (C) Panthera leo and Felis concolor (D) Odocoileus virginianus and Colinus virginianus
35. The process by which the nuclei of somatic (body) cells divide
(E) Canis latrans and Canis lupus 36. The process by which monoploid (haploid) cells are formed from diploid cells
19
B
I
O
Questions 37–41 refer to the following classes of vertebrates. (A) Amphibians
L
O
G
Y
Directions: Each group of questions below concerns an experimental situation. In each case, first study the description of the situation. Then choose the best answer to each question following it.
(B) Bony fish (C) Cartilaginous fish
Questions 42–44
(D) Mammals (E) Reptiles
Expenditures of solar energy, calculated by C. Juday for Lake Mendota in southern Wisconsin, appear in the table below.
37. Birds are most closely related to which class?
Reflected or otherwise lost. . . . . . . . 49.5% Absorbed in evaporation of water . . 25.0% Raised temperatures in the lake . . . . 21.7% Melted ice in the spring . . . . . . . . . . . 3.0%
38. Which class includes animals that have a moist skin as the primary organ for gas exchange?
Used directly by organisms . . . . . . . . 0.8% The pyramid of biomass for this same lake is represented by the following diagram.
39. Which class includes whales?
40. Members of which class produce milk for their young in specialized skin glands?
41. Which class includes snakes?
42. The most probable explanation for the relative masses of the first- and second-order consumers is that (A) each link in the food chain of an ecosystem has less available energy than the previous link has (B) only a small fraction of sunlight that reaches the Earth is transformed into chemical energy by photosynthesis (C) the total energy of the decomposers is greater than that of the rest of the organisms put together (D) seasonal fluctuations in weather limit the number of consumers (E) second-order consumers require more total energy than first-order consumers do
20
B
I
O
43. The energy incorporated into this ecosystem is most dependent on the
L
O
G
Y
45. With respect to body color, the male parent of the 112 offspring was most probably
(A) photoperiod
(A) homozygous gray
(B) total amount of photosynthesis
(B) heterozygous gray
(C) predator-prey relationships
(C) homozygous black
(D) length of the food chains
(D) heterozygous black
(E) total amount of respiration
(E) hemizygous gray
44. If the lake is assumed to be a typical ecosystem, the percent of radiant energy from the Sun that is trapped in photosynthesis is about
46. Examination revealed that all of the 56 red-eyed offspring were females and all of the 56 whiteeyed offspring were males. This observation indicates that
(A) 100% (B)
10%
(C)
1%
(A) red and white eye colors segregate independently of sex (B) all of the red-eyed offspring inherited their eye color from their female parent
(D) 0.1% (E) 0.01%
(C) all of the red-eyed offspring were homozygous
Questions 45–47
(D) the gene for eye color is linked to the gene for body color
Inheritance of certain characteristics of the fruit fly, Drosophila, is as indicated by the table below.
(E) the gene for red or for white eye color is carried on the X chromosome
Characteristic
Dominant
Recessive
Body color . . . . . . .
Gray
Black
Eye color . . . . . . . . .
Red
White
47. In this experiment, the number of offspring that exhibit both recessive characters is (A) 1 (B) 27
A female fruit fly had a g ray body and white eyes. After being mated with a male fruit fly, she laid 112 eggs that developed into the following kinds of offspring. Number
Body
Eyes
28
Gray
Red
29
Gray
White
28
Black
Red
27
Black
White
(C) 28 (D) 55 (E) 56
21
B
I
O
L
Questions 48–50
O
G
Y
50. The experiment indicates that which of the following occurs in stems?
The diagrams below illustrate an experiment designed to study the lateral transfer of solutes. In this experiment, a three-branched willow plant was allowed to absorb radioactive potassium salt through its roots, and the distribution of the radioactive material in the tissues of the stem was recorded. In the diagram of the experimental results, the relative concentrations of radioactive potassium are indicated by the distribution of dots.
(A) Transpiration (B) Lateral translocation (C) Respiration (D) Photosynthesis (E) Food storage Questions 51–55 Several different samples of DNA were digested with different restriction enzymes (endonucleases) and separated by gel electrophoresis, as shown below.
48. Approximately equal concentrations of radioactive potassium were found in the phloem and xylem of (A) branch 1 only (B) branch 2 only (C) branch 3 only (D) branches 1 and 2 (E) branches 1 and 3 49. In branch 2, radioactive potassium was found to be
51. The terms “EcoRI,” “HaeIII,” and “HindIII” refer to which of the following? (A) The voltage intensity used to prepare the electrophoresis medium
(A) slightly less abundant in the xylem than the phloem
(B) The restriction enzymes used
(B) much more abundant in the xylem than the phloem
(C) The organisms from which the original DNA sample was obtained
(C) much more abundant in the phloem than the xylem
(D) The types of buffers used to maintain a constant pH in the preparation as the sample was processed
(D) equally distributed in the xylem and the phloem
(E) The types of proteins encoded by each fragment
(E) absorbed slowly by the xylem
22
B
I
O
52. The patterns of bands in the different lanes result from which of the following?
L
O
G
Y
56. Which of the following best explains why a pictorial presentation of the biomass at each trophic level of an ecosystem is a pyramid?
(A) Different voltages applied to different lanes (B) Different buffers applied to different lanes
(A) The loss of iron from an ecosystem
(C) Different sizes of fragments in the samples in different lanes
(B) The amount of energy passed from one trophic level to the next
(D) Different terminal configurations of the fragments, with some having blunt ends while others have sticky ends
(C) The number of predators in the ecosystem
(E) Mutations produced by the electrophoresis
(E) The average size of the individuals in each species
(D) The chemical compounds in an ecosystem are recycled
53. In this gel, the smallest fragments are (A) at the top of the gel, near the wells
57. Which of the following scientists is credited with describing the metabolic pathway shown?
(B) at the bottom of the gel, furthest from the wells
INPUT CO2
(C) at the left side of the gel (D) at the right side of the gel
Rubisco
(E) randomly scattered from top to bottom in each lane
Ribulose bisphosphate (RuBP) ADP ATP
54. Restriction enzymes cut samples of DNA into fragments by
3-Phosphoglycerate ATP ADP 1, 3-Bisphosphoglycerate NADPH NADP + P i
(G3P)
(A) binding to specific sequences of nucleotides
Glyceraldehyde 3-phosphate (G3P) OUTPUT (G3P)
(B) oxidizing the DNA (C) heating the DNA to its denaturation point
Other organic compounds
(D) breaking peptide bonds
(A) Louis Pasteur
(E) unwinding the DNA
(B) James Watson and Francis Crick (C) Hans Krebs
55. Which of the following is the most probable explanation for the different numbers of fragments in the different lanes?
(D) Robert Hooke (E) Melvin Calvin and Andrew Benson
(A) There were more EcoRI cut sites than HaeIII or HindIII cut sites. (B) There were more HaeIII cut sites than EcoRI or HindIII cut sites. (C) There were more HindIII cut sites than HaeIII or EcoRI cut sites. (D) A stronger voltage was applied to the first lane. (E) Different buffers were used in the different lanes.
23
B
I
O
58. A diet with insufficient iodine will most likely lead to which of the following symptoms in an individual?
L
O
G
Y
60. Based on the information in the table, which of the following substitutions is synonymous? SECOND BASE
(A) Bleeding gums
U
(B) Decreased metabolic rate
UUU
C
A
UCU
UAU
U
(D) Increased respiratory rate
UUC
UCC
59. Which of the following structures is correctly paired with its function?
Cys
C
UGC
UAA Stop UGA Stop A
UUG
UCG
UAG Stop UGG Trp
G
CUU
CCU
CAU
U
CGU His
C E S A B T S R I F
(A) Alveolus . . locomotion (B) Cilium . . impulse transmission (C) Sarcomere . . nutrient uptake (D) Neuron . . gas exchange
CUC
CCC Leu
Pro CCA
CAA
CUG
CCG
CAG
AUU
ACU
AAU
Ile A AUC
ACC
AUA
ACA
Gln
Thr
GUC GUA GUG
GCA GCG
(A) AGU to AGA (B) GUU to GCU (C) UUG to CUG (D) UGA to GGA (E) CAA to CCA
24
CGG
G U
AGU
AAC
Ser AGC
AAA
AGA
AAG GAU
C A
Lys
Arg
C A
AGG
G
GGU
U
Asp
GCC Val
Arg
CGA
Asn
AUG Met or ACG Start GUU GCU G
CGC
CAC
CUA
(E) Nephron . . filtration
U
UCA
Leu
(E) Weight loss
UAC Ser
UUA
UGU Tyr
Phe
(C) Increased body temperature
G
GGC
GAC Ala
GAA Lys GAG
GGA GGG
C Gly A G
E S A B D R I H T
B
I
O
L
O
G
Y
Study Resources
Answer Key
Most textbooks used in college-level biology courses cover the topics in the outline given earlier, but the approaches to certain topics and the emphasis given to them may differ. To prepare for the Biology exam, it is advisable to study one or more college textbooks, which can be found in most college bookstores. When selecting a textbook, check the table of contents against the knowledge and skills required for this test. Candidates would do well to consult pertinent articles from the monthly magazine Scientific American, available in most libraries. In addition, many college faculty post their course materials on their schools’ Web sites, and there are a number of educational Web sites such as those mentioned in Chapter IV, pp. 18–19, that contain useful resources organized by subject. Additional suggestions for preparing for CLEP exams are given in “Preparing to Take CLEP Examinations.”
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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
E E A C D E E D C C C D A D B D C B B B D E B D D A B D A C
31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60.
E E D A C B E A D D E A B C C E B E B B B C B A C B E B E C
What Your CLEP® Score Means In order to reach the total score you see on your score report, two calculations are performed. First, your “raw score” is calculated. This is the number of questions you answered correctly. Your raw score increases by one point for each question answered correctly, and no points are gained or lost when a question is not answered or is answered incorrectly. Second, your raw score is converted into a “scaled score” by a statistical process called equating . Equating maintains the consistency of standards for test scores over time by adjusting for slight differences in difficulty between test forms. This ensures that your score does not depend on the specific test form you took or how well others did on the same form. Your raw score is converted to a scaled score that ranges from 20, the lowest, to 80, the highest. The final scaled score is the score that appears on your score report. To see whether you attained a score sufficient to receive college credit, compare your score to the score in the table shown. The scores that appear in this table are the credit-granting scores recommended by the American Council on Education (ACE). Each college, however, reserves the right to set its own credit-granting policy, which may differ from that of ACE. If you have not already done so, contact your college as soon as possible to find out the score it requires to grant credit, the number of credit hours granted, and the course(s) that can be bypassed with a satisfactory score. Please note that CLEP® examinations are developed and evaluated independently and are not linked to each other except by the program’s common purpose, format, and method of reporting results. For this reason, direct comparisons should not be made between CLEP exa minations in different subjects. CLEP scores are not comparable t o SAT® scores or other test scores.
Test scores are kept on file for 20 years. During this period, score reports may be sent to an institution, but only at the request of t he candidate. A Transcript Request Form and instructions for having a transcript sent to an inst itution can be downloaded from the CLEP Web site (www.collegeboard.com/clep) or obtained by contact ing CL EP. Candidates may not repeat an examination of the same title within six months of the initial testing date. If the candidate retakes the examination within the six-month period, the administration will be considered invalid, the score will be canceled, and any test fees will be forfeited. DANTES-funded military examinees: The U.S. government will not fund CLEP examinations that are repeated within a 180-day period. If you have a question about your score report, about a test question, or about any other aspect of a CLEP examination that your test center cannot answer, write to CLEP, P.O. Box 6600, Princeton, NJ 08541-6600 or e-mail
[email protected].
Visit CLEP on the Web: www.collegeboard.com/clep
26
2008-09 CLEP® Credit-Granting Recommendations Computer-Based Testing (CBT) and Paper-and-Pencil Testing ACE Recommended Score1
Semester Hours1
Business Financial Accounting 50 3 Information Systems and Computer Applications 50 3 Introductory Business Law 50 3 Principles of Accounting2 50 6 Principles of Management 50 3 Principles of Marketing 50 3 Composition and Literature American Literature 50 6 Analyzing and Interpreting Literature 50 6 English Composition with Essay 50 6 English Composition without Essay 50 6 English Literature 50 6 Freshman College Composition 50 6 Humanities 50 6 Foreign Languages French Language, Level 1 50 6 French Language, Level 2 59 12 German Language, Level 1 50 6 German Language, Level 2 603 12 Spanish Language, Level 1 50 6 Spanish Language, Level 2 63 12 Level 1—equivalent to the first two semesters (or 6 semester hours) of college-level foreign language course work Level 2—equivalent to the first four semesters (or 12 semester hours) of college-level foreign language course work History and Social Sciences American Government 50 3 History of the United States I: Early Colonization to 1877 50 3 History of the United States II: 1865 to Present 50 3 Human Growth and Development 50 3 Introduction to Educational Psychology 50 3 Introductory Psychology 50 3 Introductory Sociology 50 3 Principles of Macroeconomics 50 3 Principles of Microeconomics 50 3 Social Sciences and History 50 6 Western Civilization I: Ancient Near East to 1648 50 3 Western Civilization II: 1648 to Present 50 3 Science and Mathematics Biology 50 6 Calculus 50 3 Chemistry 50 6 College Algebra 50 3 College Mathematics 50 6 Precalculus 50 3 Natural Sciences 50 6 1
e scores and credit hours that appear in this table are the credit-granting scores and semester hours recommended by the American Council on Education (ACE). e scores listed above are equivalent to a grade of C in t he corresponding course. 2
is examination is no longer available to students.
3
is score is recommended for exams administered a er June 30, 2008.
Founded in 1918, the American Council on Education (ACE) is the nation’s unifying voice for higher education. ACE serves as a consensus leader on key higher education issues and seeks to in uence public policy through advocacy, research, and progra m initiatives.
747460
www.collegeboard.com/clep 27
