(NYSTCE -CST)
The NYSTCE-CSTs consist of approximately 90 multiple-choice questions (MCQs) and a written assignment.The purpose of the Biology
Content Specialty Test (CST) is to assess knowledge and skills in the following seven
subareas.
Subarea I—Foundations Of Scientific Inquiry
(17% of the
exam)
1. Understand the relationships and common themes that connect mathematics,
science,
and technology.
For example:
• analyzing similarities among
systems in mathematics, science, and technology (e.g., stability, equilibrium)
• applying concepts and theories
from mathematics and other sciences to a biological system
• analyzing the use of biology and
other sciences in the design of a technological solution to a given problem
• using the Internet, a variety of
software (e.g., spreadsheets, graphing utilities, statistical packages,
simulations), and technologies (e.g., graphing calculators, computers) to model
and solve problems in mathematics, science, and technology.
2. Understand the historical and contemporary contexts of biological study and the
applications
of biology and biotechnology to society.
For example:
• recognizing the significance of
key events in the history of biological study (e.g., development of the
microscope, understanding the structure of DNA, use of animals in research, genomic
research)
• recognizing the contributions of
diverse cultures and individuals to biological study
• evaluating the impact of social
factors on biological study (e.g., restrictions on the development of human cloning
techniques, demand for genetically modified agricultural crops, bioethics)
• interpreting the implications for
society of recent developments in biology and biotechnology (e.g., medical
technology, genetic engineering, waste water treatment, food safety)
3. Understand the process of scientific inquiry and the role of observation, experimentation,
and communication in explaining natural phenomena.
For example:
• analyzing processes by which new
scientific knowledge and hypotheses are
generated
• analyzing ethical issues related
to the process of scientific research and reporting
• evaluating the appropriateness of
a specified experimental design to test a
hypothesis
• demonstrating an ability to
design a hypothesis-testing inquiry experiment
4. Understand the processes of gathering, organizing, reporting, and interpreting
scientific
data, and apply this understanding in the context of biological investigations.
For example:
• evaluating the appropriateness of
a given method or procedure for collecting data
for a specified purpose
• selecting an appropriate and
effective graphic representation (e.g., graph, table,
diagram) for organizing, reporting,
and analyzing given experimental data
• demonstrating the ability to
appropriately set up and label graphs with dependent
and independent variables
• applying procedures and criteria
for reporting experimental protocols and data
(e.g., use of statistical tests)
• analyzing relationships between
factors (e.g., linear, exponential) as indicated by
experimental data
5. Understand and apply principles and procedures of measurement used in the
biological
sciences.
For example:
• demonstrating an ability to use
the metric system
• evaluating the appropriateness
and limitations of units of measurement,
measuring devices, or methods of
measurement for given situations
• applying methods of measuring
microscopic organisms and structures
• analyzing likely sources of error
in measurement and the consequences of such
error on subsequent calculations
and conclusions
6.Understand the use of equipment, materials, chemicals, and living organisms in
biological
studies and the application of procedures for their proper, safe, and legal use.
For example:
• demonstrating knowledge of the
appropriate use of given laboratory materials,
instruments, and equipment (e.g.,
indicators, microscopes, centrifuges,
spectrophotometers, chromatography
equipment)
• applying proper methods for
storing, identifying, dispensing, and disposing of
chemicals and biological materials
• identifying sources of and
interpreting information (e.g., material safety data
sheets) regarding the proper, safe,
and legal use of equipment, materials, and
chemicals
• interpreting guidelines and
regulations for the proper and humane procurement
and treatment of living organisms
in biological studies
• recognizing possible alternatives
to dissection
• applying proper procedures for
promoting laboratory safety (e.g., the use of
safety goggles, universal health
precautions) and responding to accidents and
injuries in the biology laboratory.
Subarea II— Cell Biology And Biochemisty
(17% of the exam)
7. Understand cell structure and function, the dynamic nature of cells, and the
uniqueness
of different types of cells.
For example:
• comparing and contrasting the
cellular structures and functions of archaea,
prokaryotes, and eukaryotes
• analyzing the primary functions,
processes, products, and interactions of various
cellular structures (e.g.,
lysosomes, microtubules, cell membrane)
• analyzing the importance of
active and passive transport processes in
maintaining homeostasis in cells
and the relationships between these
processes and the cellular
membranes
8. Understand chemistry and biochemistry to analyze the role of biologically
important
elements
and compounds in living organisms.
For example:
• comparing and contrasting
hydrogen, ionic, and covalent bonds and the
conditions under which these bonds
form and break apart
• relating the structure and
function of carbohydrates, lipids, proteins (e.g., level of
structure), nucleic acids, and
inorganic compounds to cellular activities
• analyzing the properties of water
and the significance of these properties to living
organisms
• demonstrating an understanding of
pH chemistry in biological systems
• analyzing the structure and
function of enzymes and factors that affect the rate of
enzyme action
9. Understand the raw materials, products, and significance of photosynthesis and
cellular
respiration and the relationships of these processes to cell structure and
function.
For example:
• recognizing the significance of
photosynthesis and respiration to living organisms
• identifying the overall chemical
equations for the processes of respiration and
photosynthesis
• demonstrating an understanding of
ATP production through chemiosmosis in
both photosynthesis and respiration
• analyzing factors that affect
photosynthesis and respiration
• comparing aerobic and anaerobic
respiration
• evaluating the significance of
chloroplast structure in photosynthesis and
mitochondrion structure in
respiration
10. Understand the structure and function of DNA and RNA.
For example:
• demonstrating an understanding of
the mechanism of DNA replication, potential
errors, and implications of these
errors
• analyzing the roles of DNA and
ribosomal, messenger, and transfer RNA in
protein synthesis
• analyzing the implications of
mutations in DNA molecules for protein structure
and function (e.g., sickle-cell anemia,
cystic fibrosis)
• analyzing the control of gene
expression in cells (e.g., lac operon in E.
coli )
11. Understand the procedures involved in the isolation, manipulation, and
expression of genetic
material and the application of genetic engineering in basic and applied research.
For example:
• analyzing the role and
applications of genetic engineering in the basic
discoveries of molecular genetics
(e.g., in medicine, agriculture)
• demonstrating an understanding of
genetic engineering techniques
(e.g., restriction enzymes, PCR,
gel electrophoresis)
• analyzing the role of genetic
engineering in the development of microbial cultures
capable of producing valuable
products (e.g., human insulin, growth hormone)
• recognizing the role of gene
cloning in deriving nucleotide and amino acid
sequences and the role of cloned
genes as probes in determining the structure of
more complex DNA molecules
• recognizing how genetic engineers
design new biological products unavailable
from natural sources and alter gene
products by site-directed mutagenesis
(e.g., transgenic plants and
animals)
• recognizing the ethical, legal,
and social implications of genetic engineering
12. Understand the cell cycle, the stages and end products of meiosis and mitosis,
and the
role of cell division in unicellular and multicellular organisms.
For example:
• describing general events in the
cell cycle and analyzing the significance of these events
• interpreting the results of
experiments relating to the eukaryotic cell cycle
(e.g., cloning, polyploidy, tissue
cultures, pharming)
• comparing chromosomal changes
during the stages of meiosis and mitosis
• analyzing the significance of
meiosis and fertilization in relation to the genetic
diversity and evolution of
multicellular organisms
• recognizing the relationship
between an unrestricted cell cycle and cancer
• demonstrating an understanding of
the process of cell differentiation, including
the role of stem cells
Subarea III—Genetics And Evolution
(15% of the exam)
13. Understand concepts, principles, and applications of classical and molecular
genetics.
For example:
• demonstrating an understanding of
basic principles of heredity (e.g., dominance, codominance, incomplete dominance,
segregation, independent assortment)
• analyzing techniques used to
determine the presence of human genetic diseases (e.g., PKU, cystic fibrosis)
• analyzing genetic inheritance
problems involving genotypic and phenotypic frequencies
• interpreting pedigree charts
• recognizing the role of
nonnuclear inheritance (e.g., mitochondrial DNA) in phenotypic expression
14. Understand the principles of population genetics and the interaction between
heredity and
the environment, and apply this knowledge to problems involving populations.
For example:
• evaluating conditions that affect
allele frequency in a gene pool
• analyzing the relationship
between an organism's phenotype for a particular trait and its selective advantage in a
given environment (e.g., the human sickle-cell trait and malaria)
15. Understand hypotheses about the origins of life, evidence supporting evolution,
and evolution
as a unifying theme in biology.
For example:
• evaluating evidence supporting
various hypotheses about the origins of life
• analyzing the progression from
simpler to more complex life forms (e.g., unicellular to colonial to
multicellular) by various processes (e.g., endosymbiosis)
• assessing the significance of
geological and fossil records in determining evolutionary histories and
relationships of given organisms
• evaluating observations made in
various areas of biology (e.g., embryology, biochemistry, anatomy) in terms of
evolution
16
Understand the mechanisms of evolution.
For example:
• recognizing sources of variation
in a population
• analyzing relationships between
changes in allele frequencies and evolution
• analyzing the implications of
natural selection versus the inheritance of acquired traits in given situations
• comparing alternative mechanisms
of evolution (e.g., gradualism, punctuated equilibrium)
• analyzing factors that lead to
speciation (e.g., geographic and reproductive isolation, genetic drift)
17. Understand the principles of taxonomy and the relationship between taxonomy and the
history of evolution.
For example:
• analyzing criteria used to
classify organisms (e.g., morphology, biochemical comparisons)
• interpreting a given phylogenetic
tree or cladogram of related species
• demonstrating the ability to
design and use taxonomic keys (e.g., dichotomous keys)
• relating changes in the structure
and organization of the classification system to developments in biological thought
(e.g., evolution, modern genetics)
Subarea IV—Biological Unity And Diversity And Life Processes
(12% of the exam)
For example:
• analyzing characteristics of
living organisms (e.g., differences between living organisms and nonliving things)
• recognizing levels of organization
(e.g., cells, tissues, organs)
• comparing and analyzing the basic
life functions carried out by living organisms (e.g., obtaining nutrients,
excretion, reproduction)
• recognizing the role of
physiological processes (e.g., active transport) that contribute to homeostasis and
dynamic equilibrium
• recognizing the relationship of
structure and function in all living things
19. Understand the general characteristics, functions, and adaptations of prions,
viruses,
bacteria,
protoctists (protists), and fungi.
For example:
• comparing the structure and
processes of prions and viruses to cells
• comparing archaebacteria and
eubacteria
• analyzing the processes of
chromosome and plasmid replication and gene transfer in bacteria
• comparing the structure and
function of protoctists (protists)
• recognizing the significance of
prions, viruses, retroviruses, bacteria, protoctists (protists), and fungi in terms of
their beneficial uses or deleterious effects
20. Understand the general characteristics, life functions, and adaptations of
plants.
For example:
• comparing structures and their
functions in nonvascular and vascular plants (e.g., mosses, ferns, conifers)
• analyzing reproduction and
development in the different divisions of plants
• analyzing the structures and
forces involved in transport in plants
• evaluating the evolutionary and
adaptive significance of plant structures (e.g., modified leaves, colorful
flowers)
21. Understand the general characteristics, life functions, and adaptations of
animals.
For example:
• identifying general
characteristics of the embryonic development of invertebrates and vertebrates
• comparing and contrasting the
life cycles of invertebrates and vertebrates
• demonstrating an understanding of
physiological processes (e.g., excretion, respiration, aging) of animals and
their significance
• recognizing the relationship
between structure and function in given animal species
• analyzing the adaptive and
evolutionary significance of animal behaviors and structures
Subarea V—Human Biology
(17%of the exam)
22. Understand the structures and functions of the human skeletal, muscular, and
integumentary
systems; common malfunctions of these systems; and their homeostatic
relationships within the body.
For example:
• comparing the structures,
locations, and functions of the three types of muscles
• demonstrating an understanding of
the mechanism of skeletal muscle contraction
• demonstrating an understanding of
the movements of body joints in terms of muscle and bone arrangement and
action
• relating the structure of the
skin to its functions
• demonstrating an understanding of
possible causes, effects, prevention, and treatment of malfunctions of the
skeletal, muscular, and integumentary systems (e.g., arthritis, skin cancer,
scoliosis, osteoporosis)
23. Understand the structures and functions of the human respiratory and excretory systems,
common malfunctions of these systems, and their homeostatic relationships within
the body.
For example:
• demonstrating an understanding of
the relationship between surface area and volume and the role of that
relationship in the function of the respiratory and excretory systems
• analyzing the mechanism of
breathing and the process of gas exchange between the lungs and blood and between
blood and tissues
• analyzing the role of the kidneys
in osmoregulation and waste removal from the blood and the factors that
influence nephron function
• demonstrating an understanding of
possible causes, effects, prevention, and treatment of malfunctions of the
respiratory and excretory systems
(e.g., emphysema, nephritis)
24. Understand the structures and functions of the human circulatory and immune
systems,
common malfunctions of these systems, and their homeostatic relationships within
the body.
For example:
• demonstrating an understanding of
the structure, function, and regulation of the heart and the factors that
influence cardiac output
• analyzing changes in the
circulatory system (e.g., vessel structure and function) and their influence on blood
composition and blood flow (e.g., blood cell diversity)
• demonstrating an understanding of
the possible causes, effects, prevention, and treatment of malfunctions of the
circulatory system (e.g., hypertension)
• demonstrating an understanding of
the structure, function, and regulation of the immune system (e.g., cell-mediated
and humoral responses)
• demonstrating an understanding of
the possible causes, effects, prevention, and treatment of malfunctions of the
immune system (e.g., autoimmune diseases, transplant rejection)
25
Understand human nutrition and the structures and functions of the human
digestive system
and accessory organs, common malfunctions of the digestive system, and its homeostatic
relationships within the body.
For example:
• demonstrating an understanding of
the roles in the body of the basic nutrients found in foods (e.g.,
carbohydrates, vitamins, water)
• demonstrating an understanding of
the processes of mechanical and chemical digestion in the digestive system,
including contributions of accessory organs
• recognizing the process by which
nutrients are transported from inside the small intestine to other parts of the
body
• demonstrating an understanding of
the possible causes, effects, prevention, and treatment of common malfunctions of
the digestive system (e.g., ulcers, appendicitis, eating disorders)
26. Understand the structures and functions of the human nervous and endocrine systems,
common malfunctions of these systems, and their homeostatic relationships within
the body.
For example:
• demonstrating an understanding of
the structures and functions of the central and peripheral nervous systems
• demonstrating an understanding of
the location and function of the major endocrine glands and the function of
their associated hormones
• demonstrating an understanding of
the transmission of nerve impulses within and between neurons and the influence
of drugs and other chemicals on that transmission
• evaluating the role of feedback
mechanisms in homeostasis (e.g., role of hormones, neurotransmitters)
• demonstrating an understanding of
the possible causes, effects, prevention, and treatment of malfunctions of the
nervous and endocrine systems (e.g., diabetes, brain disorders).
27. Understand the structures and functions of the human reproductive systems, the processes
of embryonic development, common malfunctions of the reproductive systems, and
their homeostatic relationships within the body.
For example:
• recognizing the role of hormones
in controlling the development and functions of the male and female
reproductive systems
• demonstrating an understanding of
gametogenesis, fertilization, and birth control
• demonstrating an understanding of
embryonic and fetal development and the potential effects of drugs, alcohol,
and nutrition on this process
• demonstrating an understanding of
the possible causes, effects, prevention, and treatment of malfunctions of the
reproductive systems (e.g., infertility, birth defects).
Subarea VI—Ecology
Ecology (12% of the exam)
28. Understand the characteristics of populations and communities and use this knowledge
to interpret population growth and interactions of organisms within an ecosystem.
For example:
• demonstrating an understanding of
factors that affect population size and growth rate (e.g., carrying capacity,
limiting factors)
• determining and interpreting
population growth curves
• analyzing relationships among
organisms in a community (e.g., competition, predation, symbiosis)
• evaluating the effects of
population density on the environment
29. Understand the development and structure of ecosystems and the characteristics
of major
biomes.
For example:
• demonstrating an understanding of
the flow of energy through the trophic levels of an ecosystem
• comparing the strengths and
limitations of various pyramid models (e.g., biomass, numbers, energy)
• recognizing the importance of the
process of ecological succession and the role of biotic and abiotic factors in
this process
• identifying the characteristics
and geographic distribution of major biomes
• recognizing the effect of biome
degradation and destruction on biosphere stability (e.g., climate changes,
deforestation, reduction of species diversity)
30. Understand the connections within and among the biogeochemical cycles and
analyze
their implications for living things.
For example:
• recognizing the importance of the
processes involved in material cycles (e.g., water, carbon, nitrogen,
phosphorus)
• demonstrating an understanding of
the role of decomposers in nutrient cycling in ecosystems
• analyzing the role of respiration
and photosynthesis in biogeochemical cycling
• evaluating the effects of
limiting factors on ecosystem productivity (e.g., light intensity, gas
concentrations, mineral availability)
31. Understand concepts of human ecology and the impact of human decisions and
activities
on the physical and living environment.
For example:
• recognizing the importance and
implications of various factors (e.g., nutrition, public health, geography,
climate) for human population dynamics
• predicting the impact of the
human use of natural resources (e.g., forests, rivers) on the stability of
ecosystems
• analyzing types of resource
misuse (e.g., deforestation, pollution, strip mining) and their long- and
short-term effects
• recognizing the importance of
maintaining biological diversity (e.g., pharmacological products, stability of
ecosystems)
• evaluating methods and
technologies that reduce or mitigate environmental degradation
• demonstrating an understanding of
the concept of stewardship and ways in which it is applied to the environment
Subarea VII—Foundations Of Scientific Inquiry: Constructed-Response Assignment (10% of the exam)
The content to be addressed by the
constructed-response assignment is described in
Subarea I, Objectives 01–06.
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