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Teach to separate answers by task word. Easier for reader.

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Teach task words

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Teach ATP-answer the prompt

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Read the entire question, mitochondrial was noted in the end.

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Read the entire question, mitochondrial was noted in the end.

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Review succession in ecosystems. How do occupied niches shift when one species is wiped out?

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Review different types of pedigrees and patterns seen in each type of inheritance.

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Vocabulary accuracy such as increased biodiversity NOT genetic variation within a species when comparing populations

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Linking cell signaling pathways to data sets.

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Spend time talking about and practice test taking tips - annotate the prompt, what do the verbs means, how do you earn points, they can answer in different order.

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Make sure students can identify difference between IV and DV.

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Review how structure of phospholipids correlates to function (semipermeability)

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Use more graphs that change treatments part of the way through.

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Review logistic versus exponential growth. Many students saw “invasive species” and assumed exponential growth, but the question asked about logistic.

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Provide students lots of opportunities to work with and interpret models.

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Utilize graphs with evolution/natural selection.

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Work in negative controls to experiments.

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Teach 3 point scoring for graphs - label axis AND units, bar graph NOT histogram NOT line graph, etc

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Precision of language. writing needs to communicate idea very clearly.

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Work on describing what is being shown by a graph

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Make sure students know how to construct appropriate graphs to represent data being shared. Also--make sure they know how to plot error bars.

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Review concentration gradients

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Remind about units on graphs

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Review biochem, including bonds