EOC EndofCourse Exams 2017 Information tips EOC information

EOC End-of-Course Exams 2017 Information & tips

EOC information and tips 02 • The test will have two sections –Multiple choice –Performance event (data analysis, hypothesis writing, graphing, etc. )

EOC information and tips 03 • The multiple choice portion will be first. You will have plenty of time to complete this section. • This section will have similar questions and will be about the same length as a typical Friday Quiz.

EOC information and tips 04 • The second session will be the performance event. • This section will be like what we have done many times over the course of the last couple of years in our EOC prep events.

EOC information and tips 05 • 10% of your Spring Semester grade in Biology will be based on your performance on the EOC. • This is equivalent to your comprehensive final exam (also 10%).

EOC information and tips 06 • Because there are relatively few questions on the EOC exam, it is important to you that you give every question full and careful consideration.

EOC information and tips 07 • You need to get a good night’s sleep the night before the test. • You should eat breakfast the morning of the test. • Do not drink large or caffeinated beverages before the test.

EOC information and tips 08 • You should try to have a relaxed and positive attitude toward the test. • We are well-prepared for the EOC and most students should be able to help their Biology grade with the EOC exam.

EOC information and tips 09 • Listen carefully to the instructions for taking the test as they are read. • If you do not understand the directions or are unsure, please ask for help.

EOC information and tips 10 • Answer the easiest questions first. • Be sure to go back to those questions you skipped. • Do not change your answers unless you are certain why your second answer is correct.

EOC information and tips 11 • Answer every question. • Even if you do not know what the right answer is, you can often eliminate one or two of the responses that you know must be wrong. • Never choose an answer that we have not discussed in class.

EOC information and tips 12 • This process of elimination greatly increases your chance of choosing the correct answer. • Guess if you must. You may know more than you think you do.

EOC information and tips 14 • Read all of the answer choices, even if you believe the first or second one to be correct. • Do not choose answers with words we have not used in class. These are almost always the wrong answer.

• Which process allows for an organism to increase the number of body cells during development? A) budding B) conjugation C) meiosis D) mitosis

What are the key words in this question? • Which process allows for an organism to increase the number of body cells during development? A) budding These are all forms of reproduction B) conjugation Which word(s) is (are) new to you? C) meiosis What does “body cells” mean and how does this shape your answer? D) mitosis

What are the key words in this question? Which structure is primarily responsible for directing all processes of a plant cell? A) chloroplast B) lysosome C) mitochondria D) nucleus What do all of these choices have in common? Which of these organelles is not associated with plants? Which one “directs all processes of a cell”?

A change in the course of a large river brings together two species of fish that rely on the same small invertebrates for food. What is the most likely outcome? This question can be divided into two parts. A) One of the species changes the food it eats B) The two species begin to interbreed C) The population of one of the species goes extinct D) Both populations go extinct

• A change in the course of a large river brings together two species of fish that rely on the same small invertebrates for food. • What is the most likely outcome? Let’s look at the actual question: Outcome of what? Two species of fish that eat the same invertebrate. What is the problem of two different species of fish eating the same competition invertebrate? What is the result of competition? Winners, losers and evolvers

Winners, losers and evolvers e Evolvers th n A) One of the species s o of a time a Too long changes the food it eats i s period w u l o B) The two species begin c n x k e Too many barriers to interbreed o e s l v C) The population i a oftitone One winner is goes ! of the species e e s l p i One loser p extinct h i m T co nc D) Both populations i go r p Too many losers extinct

A new species of snake was introduced to a tropical region. Scientists then noticed a steady decline in the presence of field mice and an increase in the number of snakes. Which of these is the most likely explanation about why the population size of each animal changed? A) The snakes introduced to the region dominated the habitat, forcing the mice to find another place to live. B) The mice became prey to the introduced snakes, allowing the snake population to increase but decreasing the mice population. C) The snakes introduced to the region competed with the mice for food, allowing the snake population to increase but decreasing the mice population. D) The people in the surrounding area set traps that killed the mice, allowing the snakes to live without any predators and therefore to increase in number.

The Question: • A new species of snake was introduced to a tropical region. • Scientists then noticed a steady decline in the presence of field mice and an increase in the number of snakes. • Which of these is the most likely explanation about why the population size of each animal changed? What do snakes eat? Snakes eat mice!

The choices This one makes sense! A) The snakes introduced to the region dominated the habitat, forcing the mice to find another place to live. B) The mice became prey to the introduced snakes, allowing the snake population to increase but decreasing the mice population. C) The snakes introduced to the region competed with the mice for food, allowing the snake population to increase but decreasing the mice population. D) The people in the surrounding area set traps that killed the mice, allowing the snakes to live without any predators and therefore to increase in number. What did we conclude about snakes and mice? Snakes eat mice!

EOC information and tips 25 • On the Performance Event, look through all of the questions before you read the information paragraph. • This will help you concentrate on what you need to find out from the information given. • The Performance Event (like the Multiple Choice) is untimed. Relax and concentrate on doing your best work.

EOC information and tips 26 Performance Event – data analysis, graphing, variables, hypotheses • As you are reading the information paragraph, try to imagine doing the experiment that is described. • “See yourself” setting up the equipment and collecting data.

EOC information and tips 27 Performance Event – data analysis, graphing, variables, hypotheses • Ask yourself: – What makes the data values change in the experiment (Why aren’t all the data points the same? ) This is your independent variable. – What data would you be writing down in your data table? – this is your dependent variable.

EOC information and tips 28 • You will almost certainly be asked for the “Question or problem being investigated”. • You should use the form “What is the effect of (the independent variable) on (the dependent variable) in (what the experiment uses)”.

EOC information and tips 29 • Variables! • Figure these out first! • Independent is what you do or what you choose as levels to test. You are an independent person, after all. • Dependent is the data you record. It depends on how you set up the experiment.

EOC information and tips 30 • • • Labels! Titles! Legend! Units! Hypothesis – If (independent), then (dependent), prediction (direction).

EOC information and tips 31 Titles of Tables, Charts and Graphs • Effect of “independent variable” on the “dependent variable”. • Use the actual names of the variables from the description of the experiment or investigation.

EOC information and tips 32 Choosing the correct axes when graphing • The horizontal axis (also known as the x-axis) will almost always be “time” if time is a variable in the experiment. • You may also look for variables that are in a consistent pattern or increments (e. g. every 10 m, or every 5 kg)

EOC information and tips 33 Choosing the correct axes when graphing • The vertical axis (also known as the y-axis) will be the dependent variable. • The dependent variable will be the one represented by the values inside the data table.

EOC information and tips 34 Choosing the correct axes when graphing • The legend (or key) describes how each treatment (independent variable) is shown on the graph. • Use different point markers (dots, open circles, squares, etc. ) and different lines (dashed, dotted, squiggly, etc. ).

EOC information and tips 36 Common Mistakes • Using “the environment” rather than more specific conditions. • Identifying organisms or their basic needs as “lab equipment”. • Water, the building, faucets and tables are not acceptable as “lab equipment. ”

EOC information and tips 37 Common Mistakes • Not using specific examples from the given procedure or investigation (when asked to “support your answer”).

EOC information and tips 38 • Take time to write full, neat answers to the performance event questions (you will have plenty of time to finish). • The completeness of your answers will make a big difference in your EOC grade.

EOC information and tips 39 • While the EOC is important to both you and to the school, it will not be remarkably taxing to take. • You do not need to fear this test. • There are generous time periods set aside and the questions should be familiar to you.

40 EOC information and tips • Good Luck!