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AP Bio FRQ: Agricultural biologist and wheat crops

Last updated over 1 year ago
24 questions
Note from the author:
This has all interventions/supports included except it does not go deeply enough into how to solve a rate problem (yet). It addresses the immediately-related content and thinking for parts a, b, and c of the released question #2 from 2012's exam.
Quick Explanation: Null vs Alternative Hypotheses
When testing mathematically through chi-square, null and alternative hypotheses are used to frame the statistical test.

You will have the option to learn chi-square (optional edpuzzle) if you are confident in math and would like to 'earn points' in that section, but it recently has not been showing up in detail on the exam. If you are not confident in math, your best bet is to spend your time reviewing the biology so you can earn the points there.

A null hypothesis is a prediction that can be rejected if the data shows changes from 'zero effect' of the independent variable on the dependent variable. For instance, if I tried a new brand of fertilizer on grass, my null hypothesis could be "Application of Super-Gro does not affect the growth of grass." If I saw that super-gro treated grass grew less (and did a chi square test to show that it was statistically significant), that null hypothesis would be rejected. If there was no statistically significant difference in Super-gro treated grass vs non-treated grass, then the null hypothesis would be supported.

An alternative hypothesis is a prediction that is more directional. It's what we think of as a traditional hypothesis. "Application of super-gro increases the growth of grass". Of course, that alternative hypothesis leaves space for two outcomes: either super-gro has no effect, or it causes a decrease in grass growth. So you could have a second alternative hypothesis; "Application of super-gro decreases the growth of grass."

Notation uses subscripts:
H0 = Application of Super-Gro does not affect the growth of grass.
HA1 = Application of Super-Gro increases the growth of grass.
HA2=Application of Super-Gro increases the growth of grass.

Using both the null and alternative hypothesis during statistical testing lets you clearly determine what happened during the experiment, and whether the experiment's data supports or rejects each hypothesis.

The likely thing that you will be asked to do, rather than calculate all of chi-square, is to write or identify a null or alternative hypothesis, or determine whether those hypotheses are supported or rejected based on the data.

You could also be asked to interpret a chi-square number, which doesn't require doing all the math.
2
Read the passage on the left to determine the appropriate fill-ins. I have included multiple forms of the word.

We don't say a hypothesis is proven, because there might be other data that suggests the hypothesis is false. Instead of the data proves our hypothesis, we can say that the data _______ our hypothesis.

Likewise, we don't say a hypothesis is disproven. Instead of our hypothesis was disproven, we can say that we _______ our hypothesis based on the current data.
2.5

Sort the examples.

  • Bargain Bin detergent is less effective than Super-Bryte laundry detergent
  • independent variable related to the dependent variable
  • Super-Bryte laundry detergent is just as effective as Bargain Bin detergent
  • Super-Bryte laundry detergent is less effective than Bargain Bin detergent
  • Null
  • Alternative
FRQ - Agricultural biologist and wheat crops
An agricultural biologist was evaluating two newly developed varieties of wheat as potential crops. In an experiment, seedlings were germinated on moist paper towels at 20ºC for 48 hours. Oxygen consumption of the two-day-old seedlings was measured at different temperatures. The data are shown in the graph below.



(a) Calculate the rates of oxygen consumption in mL/min for each variety of wheat at 7°C and at 17°C. Show your work (including your setup and calculation).

(b) Explain the relationship between metabolism and oxygen consumption. Discuss the effect of temperature on metabolism for each variety of seedlings.

(c) In a second experiment, variety A seedlings at both temperatures were treated with a chemical that prevents NADH from being oxidized to NAD+. Predict the most likely effect of the chemical on metabolism and oxygen consumption of the treated seedlings. Explain your prediction.
1

Complete the free-response, with labels. You may write on paper and upload to emulate the exam experience more closely (there will be no uploading, just a paper booklet on the exam).

FRQ Support and Related Concepts (Supports a)
An agricultural biologist was evaluating two newly developed varieties of wheat as potential crops. In an experiment, seedlings were germinated on moist paper towels at 20ºC for 48 hours. Oxygen consumption of the two-day-old seedlings was measured at different temperatures. The data are shown in the graph below.



(a) Calculate the rates of oxygen consumption in mL/min for each variety of wheat at 7°C and at 17°C. Show your work (including your setup and calculation).
6
You can check your answer here. If it doesn't work, read on for guidelines on how to solve.

For each variety of weight, rate of oxygen consumption is:

Variety A at 7 C _______ mL per _______ )
Variety A at 17 C _______ _______ / minute
Variety B 7 C _______ mL per minute
Variety C_______ ml/min

You earn a point for using the appropriate data to calculate at least 3 of these correctly (you need to attempt for each, but they calibrated and basically gave a freebie).

You earn a point for including your answers in decimal format with mL/min represented somehow.
1

The procedure for finding a rate (check all useful true concepts for finding rate)

1

As a side note, these are cheap points. For each correct calculation and showing of work, another point is earned. I'm not grading shown work here but you are welcome to show me your procedure to see if you would have earned the point for showing the work in rate formula.)

1

Any notes to teacher or self about this kind of question?

FRQ Support and Related Concepts (Supports b)
An agricultural biologist was evaluating two newly developed varieties of wheat as potential crops. In an experiment, seedlings were germinated on moist paper towels at 20ºC for 48 hours. Oxygen consumption of the two-day-old seedlings was measured at different temperatures. The data are shown in the graph below.



(b) Explain the relationship between metabolism and oxygen consumption. Discuss the effect of temperature on metabolism for each variety of seedlings.
1

Check all true statements.

1
Here are two ways to EXPLAIN the relationship. Either would have earned the point.

As metabolism increases, the consumption of oxygen _______ .

As metabolism _______ , the consumption of oxygen decreases.

This is a linear, direct relationship.
1

"Discuss" is a weird and rarely used task verb these days. Make sure you wrote something about

Variety A/Variety B, or temperature and the oxygen consumption. (One point).

That you COMPARED the varieties; what do you notice about variety A vs variety B? (1-2 points)

And/or you talked about how temperature works in an enzymatic reaction: see the next set of questions to understand how.

Here, copy-paste your previous discussion and compare it to these expectations.

1

When temperature increases, the rate of random molecular collisions

2

At which temperature has enzyme B reached the most efficient reaction rate?

2

Across which temperature range is enzyme B most likely denatured?

2

Across which temperature range is the environment most likely not optimal to promote molecular collision between the substrate of the enzyme and its active site?

(c) and INCOMPLETE review of stages of cellular respiration
An agricultural biologist was evaluating two newly developed varieties of wheat as potential crops. In an experiment, seedlings were germinated on moist paper towels at 20ºC for 48 hours. Oxygen consumption of the two-day-old seedlings was measured at different temperatures. The data are shown in the graph below.



  • c) In a second experiment, variety A seedlings at both temperatures were treated with a chemical that prevents NADH from being oxidized to NAD+. Predict the most likely effect of the chemical on metabolism and oxygen consumption of the treated seedlings. Explain your prediction.
1

Check all true statements.

1

Which graphic organizer best compares the energy inputs and outputs of cellular respiration and photosynthesis?

2.5

Compare and contrast these processes of living things

  • needs oxygen to take food energy to usable energy
  • break down
  • light energy to food energy, produces oxygen
  • all eukaryotes - plants, animals, fungi, protists, (prokaryotes also, but a simpler version)
  • plants and algae and some bacteria, but not animals or fungi
  • the alternative pathway for using glucose in absence of oxygen
  • Cellular Respiration
  • Photosynthesis
  • Decomposition
  • Fermentation
4

Organize the byproducts and additonal details of photosynthesis and cellular respiration.

  • generates energy
  • chloroplast
  • stores energy
  • produces CO2 as byproduct
  • mitochondria
  • produces oxygen
  • produces O2 as byproduct
  • consumes oxygen
  • Cellular Respiration
  • Photosynthesis
1


This diagram emphasizes the events of the

2

Resequence the stages into a coherent explanation of what is happening in this diagram.

  1. Proteins of the electron transport chain pump hydrogen into the intermembrane space
  2. The Krebs cycle produced electron carriers
  3. The energy from electron carriers is donated to the proteins of the electron transport chain
  4. ATP synthase facilitates diffusion of hydrogen ions into the matrix; the energy from this chemiosmotic force produces ATP
6

Use the diagram to identify key components of the electron transport chain during cellular respiration..
The energy currency of the cell: _______

The protein that produces that energy currency, directly: _______

The 'drained' temporary battery that can be recharged by Kreb's cycle: _______

The 'full' temporary battery that powers this chain: _______ .

The final electron carrier that receives the electrons from the chain:_______

The waste product of cellular respiration from electron transport chain: _______
1

Examine the diagram above and the work you've done with it. Do you need to update your answer? The questions after this one will help you check it, so try writing a clean and clear one first.

c) In a second experiment, variety A seedlings at both temperatures were treated with a chemical that prevents NADH from being oxidized to NAD+. Predict the most likely effect of the chemical on metabolism and oxygen consumption of the treated seedlings. Explain your prediction.

1
Check your work to the free-response using the fill-in below. You didn't have to write this exactly, but a message similar to ANY of the bullet points likely earns credit. This follows the rubric from the college board.

Two points available, one for metabolism and one for oxygen consumption.
  • In the presence of the chemical, the metabolism _______ . (1 point)
  • Preventing oxidation to NAD+ would stop _______ consumption. (1 point)
2.5
Explanation (1 point each, 3 points max, phrasing may vary but you must have connected at least the bolded areas. This follows with the rubric from College Board and provides a little additional information so you can contextualize it.


  • If NADH cannot be oxidized to NAD+, the __________ stops working as it is no longer being supplied with electrons.
  • If NADH is not supplying the electron transport chain (as it is oxidized to NAD+ and donates its electrons), then __________ will not accept electrons from the ETC and form H2O. Therefore consumption will stop (should have been addressed in your prediction).
  • The failure to supply the ETC with H+ and energy from electron carriers will prevent the formation of a proton concentration gradient in the __________. The __________synthase will stop function, preventing production of ATP from __________ and phosphate.
Rubric - Please Only Use When You Are Ready