Princeton Review AP Biology Prep: 3 Practice Tests + Complete Content Review + Strategies and Techniques (2024) (2023)

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Princeton Review AP Biology Prep: 3 Practice Tests + Complete Content Review + Strategies and Techniques (2024) (2023) is the ultimate study tool to help you pass your exam on the first try.

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Contents
Get More (Free) Content
Part I: Using This Book to Improve Your AP Score
Preview: Your Knowledge, Your Expectations
Your Guide to Using This Book
How to Begin
Part II: Practice Test 1
Practice Test 1
Practice Test 1: Diagnostic Answer Key and Explanations
How to Score Practice Test 1
Part III: About the AP Biology Exam
The Structure of the AP Biology Exam
How the AP Biology Exam Is Scored
Overview of Content Topics
Breakdown of Free Response Questions
How AP Exams Are Used
Other Resources
Designing Your Study Plan
Part IV: Test-Taking Strategies for the AP Biology Exam
Preview
1 How to Approach Multiple-Choice Questions
2 How to Approach Free-Response Questions
3 Using Time Effectively to Maximize Points
Part V: Content Review for the AP Biology Exam
4 Chemistry of Life
Elements
Subatomic Particles
Compounds
Water: The Versatile Molecule
Acids and Bases
Organic Molecules

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Key Terms
Chapter 4 Drill
5 Cell Structure and Function
Living Things
Types of Cells and Organelles
Transport: Traffic Across Membranes
Key Terms
Chapter 5 Drill
6 Cellular Energetics
Bioenergetics
Enzymes
Reaction Coupling and ATP
Photosynthesis
The Light Reactions
Cellular Respiration
Key Terms
Chapter 6 Drill
7 Cell Communication and Cell Cycle
Cell Communication
Feedback
The Cell Cycle
Interphase: The Growing Phase
Mitosis: The Dance of the Chromosomes
Key Terms
Chapter 7 Drill
8 Heredity
Haploids Versus Diploids
Gregor Mendel: The Father of Genetics
Non-Mendelian Genetics
Sex-Linked Traits
Environmental Effect on Traits
An Overview of Meiosis
Key Terms
Chapter 8 Drill
9 Gene Expression and Regulation
DNA: The Blueprint of Life
Genome Structure

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DNA Replication
RNA
Translation
Regulation of Gene Expression and Cell Specialization
Mutations
Biotechnology
Key Terms
Chapter 9 Drill
10 Natural Selection
Natural Selection
Common Ancestry
Genetic Variability
Causes of Evolution
Species
Population Genetics
Origins of Life on Earth
Key Terms
Chapter 10 Drill
11 Ecology
Interacting with the Environment
Behavior
How Animals Communicate
Plant Behavior
Ecology
Population Ecology
Ecological Succession
Human Impact on the Environment
Key Terms
Chapter 11 Drill
12 Quantitative Skills and Biostatistics
Summarizing and Presenting Data
Types of Data
Types of Experiments or Questions
Probability
Hypothesis Testing
Key Terms
Chapter 12 Drill

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13 Sample Free-Response Questions
Section II: Free-Response
Scoring Guidelines
Sample Essays
How to Use the Sample Free-Response Questions
14 Laboratory
Lab 1: Artificial Selection
Lab 2: Mathematical Modeling: Hardy-Weinberg
Lab 3: Comparing DNA Sequences to Understand Evolutionary
Relationships with BLAST
Lab 4: Diffusion and Osmosis
Lab 5: Photosynthesis
Lab 6: Cellular Respiration
Lab 7: Mitosis and Meiosis
Lab 8: Biotechnology: Bacterial Transformation
Lab 9: Biotechnology: Restriction Enzyme Analysis of DNA
Lab 10: Energy Dynamics
Lab 11: Transpiration
Lab 12: Fruit Fly Behavior
Lab 13: Enzyme Activity
15 Chapter Drill Answers and Explanations
AP Biology Equations and Formulas
Part VI: Additional Practice Tests
Practice Test 2
Practice Test 2: Answers and Explanations
Practice Test 3
Practice Test 3: Answers and Explanations
_144870803_

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1 Go to PrincetonReview.com/prep and enter the following ISBN for your
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tips for writing a great essay and where to apply for financial aid
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• Check to see if there have been any corrections or updates to this
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PREVIEW: YOUR KNOWLEDGE, YOUR
EXPECTATIONS
Your route to a high score on the AP Biology Exam depends a lot on how you plan to
use this book. Start thinking about your plan by responding to the following questions.
1. Rate your level of confidence about your knowledge of the content tested by
the AP Biology Exam.
A. Very confident—I know it all
B. I’m pretty confident, but there are topics for which I could use help
C. Not confident—I need quite a bit of support
D. I’m not sure
2. If you have a goal score in mind, choose your goal score for the AP Biology
Exam.
5 4 3 2 1 I’m not sure yet
3. What do you expect to learn from this book? Choose all that apply to you.
A. A general overview of the test and what to expect
B. Strategies for how to approach the test
C. The content tested by this exam
D. I’m not sure yet
YOUR GUIDE TO USING THIS BOOK
This book is organized to provide as much—or as little—support as you need, so you
can use this book in whatever way will be most helpful to improving your score on
the AP Biology Exam.
• The remainder of Part I will provide guidance on how to use this book and
help you determine your strengths and weaknesses.
• Part II of this book contains your first practice test, a Diagnostic Answer Key,
detailed answers and explanations for each question, and a scoring guide.
(Bubble sheets can be found at the back of this book or printed from your
online Student Tools.) This is where you should begin your test preparation in
order to realistically determine:
◦ your starting point right now
◦ which question types you’re ready for and which you might need to
practice
◦ which content topics you are familiar with and which you will want to
carefully review

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Room to Write
On the actual test, you will be given space along
with the bubble sheet to record your answers for
each free-response question. You should use
scrap paper for the free-responses on these
practice tests (diagrams that need to be
completed have been included in the book). After
you’ve gotten a hang of the timing, be aware of
how much space each response is taking up, in
case you need to write in smaller print or use
fewer words on the test.
Once you have nailed down your strengths and weaknesses with regard to this
exam, you can focus your test preparation, build a study plan, and be efficient
with your time. Our Diagnostic Answer Key will assist you with this process.
The content in this book accurately describes
what the College Board has planned for its May
2024 exam, but in the event there are any late-
breaking changes, please register your book
online (it’s free!) to see if there are any updates.
• Part III of this book will:
◦ provide information about the structure, scoring, and content of the AP
Biology Exam
◦ help you to make a study plan
◦ point you toward additional resources
• Part IV of this book will explore:
◦ how to handle multiple-choice questions
◦ how to write high-scoring free-response answers
◦ how to manage your time to maximize the number of points available to
you
• Part V of this book covers the content you need for your exam.
• Part VI of this book contains Practice Tests 2 and 3, and their answers and
explanations. Compare your progress between these tests and with Practice
Test 1. If you answer a certain type of question wrong several times, you
probably need to review it. If you answer it wrong only once, you may have
run out of time or been distracted. In either case, comparing your progress will
allow you to focus on the factors that caused the discrepancy in scores and to
be as prepared as possible on the day of the test.

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You may choose to prioritize some parts of this book over others, or you may work
through the entire book. Your approach will depend on your needs and how much
time you have. Let’s examine how to make this determination.
HOW TO BEGIN
1. Take Practice Test 1
Before you can decide how to use this book, you need to take a practice test.
Doing so will give you insight into your strengths and weaknesses, and the
test will also help you make an effective study plan. If you’re feeling test-
phobic, remind yourself that a practice test is just a tool for diagnosing
yourself—it’s not how well you do that matters. As long as you try your best,
you can glean invaluable information from your performance to guide your
preparation.
So, before you read further, take Practice Test 1 starting on this page of this
book. Be sure to finish in one sitting, following the instructions that appear
before the test.
Are You a Visual Learner?
If you’re getting overwhelmed by all of the concepts
for an AP course, consider looking at our Fast Track
or ASAP books, available for some AP subjects.
These handy guides focus on the most-tested
content or present it in a friendly, illustrated fashion.
2. Check Your Answers
Using the Diagnostic Answer Key on this page, follow our three-step process
to identify your strengths and weaknesses with regard to the tested topics.
This will help you determine which content review chapters to prioritize
when studying this book. Don’t worry about the explanations for now, and
don’t worry about missed questions. We’ll get to that soon.
3. Reflect on the Test
After you take your first test, respond to the following questions:
• How much time did you spend on the multiple-choice questions?
• How much time did you spend on each free-response question?
• How many multiple-choice questions did you miss?
• Do you feel you had the knowledge to address the subject matter of the
free-response questions?

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• Do you feel you wrote well-organized, thoughtful responses to the free-
response questions?
4. Read Part III of this Book and Complete the Self-Evaluation
As discussed in the Guide section above, Part III will provide information on
how the test is structured and scored. It will also set out areas of content that
are tested.
As you read Part III, re-evaluate your answers to the questions above. At the
end of Part III, you will revisit and refine those questions. You will then be
able to make a study plan, based on your needs and time available, that will
allow you to use this book most effectively.
5. Engage with Parts IV and V as Needed
Notice the word engage. You’ll get more out of this book if you use it
intentionally than if you read it passively, hoping for an improved score
through osmosis.
The strategy chapters in Part IV will help you think about your approach to
the question types on this exam. Part IV will open with a reminder to think
about how you approach questions now, and then close with a reflection
section asking you to think about how or whether you will change your
approach in the future.
The content chapters in Part V are designed to provide a review of the content
tested on the AP Biology Exam, including the level of detail you need to
know and how the content is tested. You will have the opportunity to assess
your understanding of the content of each chapter through test-appropriate
questions.
I know we just said this on the previous page, but it’s
worth repeating! The strategy, content, and practice
test chapters in this edition are up-to-date with the
most recent AP Biology redesigns. If you register
your book online, you’ll have free access to any
further updates.
6. Take Another Test and Assess Your Performance
Once you feel you have developed the strategies you need and gained the
knowledge you lacked, you should take Practice Test 2, which starts on this
page of this book. You should finish in one sitting, following the instructions
at the beginning of the test.

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When you are done, check your answers to the multiple-choice sections. See
if a teacher will read your essays and provide feedback.
Once you have taken the test, reflect on what areas you still need to work on
and revisit the chapters in this book that address those deficiencies. Once you
feel confident, take Practice Test 3, and repeat the process. Through this type
of reflection and engagement, you will continue to improve.
7. Keep Working
After you have revisited certain chapters in this book, continue the process of
testing, reflection, and engaging with the content in this book and online.
Consider what additional work you need to do and how you will change your
strategic approach to different parts of the test.
As we will discuss in Part III, there are other resources available to you,
including a wealth of information at AP Students, the official site of the AP
Exams. You can continue to explore areas where you need more improvement
and engage in those areas right up to the day of the test.
Go Online!
Check us out on YouTube for test-taking tips and
techniques to help you ace your next exam at
youtube.com/ThePrincetonReview.

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The Exam
AP® Biology Exam
SECTION I: Multiple-Choice Questions
DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.
At a Glance
Total Time
1 hour and 30 minutes
Number of Questions
60
Percent of Total Score
50%
Writing Instrument
Pencil required
Instructions
Section I of this examination contains 60 multiple-choice questions.
Indicate all of your answers to the multiple-choice questions on the answer sheet.
Answer sheets are available in the back of this book and online in your Students
Tools (More Free Content). No credit will be given for anything written in this
exam booklet, but you may use the booklet for notes or scratch work. After you
have decided which of the suggested answers is best, completely fill in the
corresponding oval on the answer sheet. Give only one answer to each question. If
you change an answer, be sure that the previous mark is erased completely. Here is
a sample question and answer.
Sample Question
Chicago is a
(A) state
(B) city
(C) country
(D) continent
Sample Answer

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Use your time effectively, working as quickly as you can without losing accuracy.
Do not spend too much time on any one question. Go on to other questions and
come back to the ones you have not answered if you have time. It is not expected
that everyone will know the answers to all the multiple-choice questions.
About Guessing
Many candidates wonder whether or not to guess the answers to questions about
which they are not certain. Multiple-choice scores are based on the number of
questions answered correctly. Points are not deducted for incorrect answers, and no
points are awarded for unanswered questions. Because points are not deducted for
incorrect answers, you are encouraged to answer all multiple-choice questions. On
any questions you do not know the answer to, you should eliminate as many
choices as you can, and then select the best answer among the remaining choices.

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Section I
BIOLOGY
SECTION I
60 Questions
Time—90 minutes
Directions: Each of the questions or incomplete statements below is followed by
four suggested answers or completions. Select the one that is best in each case and
then fill in the corresponding oval on the answer sheet.
Questions 1–5 refer to the following passage.
The following table lists the intracellular osmolality concentrations of four
osmoconforming organisms that are known to mimic the osmotic conditions of
their surroundings.
Table 1. Osmolality concentrations of
osmoconforming organisms
Organism 1 100 mOsm kg−1
Organism 2 400 mOsm kg−1
Organism 3 500 mOsm kg−1
Organism 4 150 mOsm kg−1
Organism 5 350 mOsm kg−1
1. If a large amount of salt was added to the sealed tank where organism 4 was
being kept, what would be the effect on the intracellular osmolality of
organism 4?
(A) Increase initially and then return to the initial state
(B) Increase and maintain the increased state
(C) Decrease and then return to the initial state
(D) Decrease and maintain the decreased state
2. Which of the following would likely have the largest direct effect on data in
the table?
(A) A mutation in a cytoskeleton protein
(B) A mutation in a protein in the sodium-potassium pump complex
(C) A mutation in a lipid in the outer chloroplast membrane
(D) A mutation in a nuclear pore channel protein

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3. Which could decrease the osmolalities of the organisms?
(A) Sodium is added to the sealed tank.
(B) Chloride is injected into the organism.
(C) Glucose is ingested by the organism.
(D) Water is added to the sealed tank.
4. Which of the following statements best describes the insides of these
organisms compared to the environment in the tank when they reach
osmoconformity?
(A) Due to the influx of water into the organisms’ cells, the organisms’ insides
are hypertonic when compared to the tank.
(B) Compared to the tank, the loss of water out of the organisms’ cells makes
the organisms’ insides hypotonic.
(C) The organisms’ insides are isotonic since the intracellular osmolality
concentrations match the osmolality concentrations of the tank.
(D) The flow of water into and out of the organisms’ insides causes the cells to
be retrotonic.
5. A population of organisms that are not osmoconformers is dropped into the
tank with Organism 1. The intracellular osmolality of Organism 1 begins to
slightly decrease. Which of the following could explain this?
(A) The new organisms were hypotonic compared to the tank and they lost
water via osmosis.
(B) The new organisms expelled waste products that increased the tank’s
osmolality.
(C) The new organism competed with organism 1 for food and caused it to
become active.
(D) The new organism ingested large amounts of fluid and the tank fluid level
decreased.
Questions 6–9 refer to the following passage.
The active site of the enzyme Ritzolinine (RZN45) contains three
positively charged lysine residues. When ascorbic acid is present,
binding of JB-76, the substrate of RZN45, decreases. The reaction
rate is affected by the presence of ascorbic acid as shown in the figure
below. It is thought that a daily supplement of Vitamin C might aid
those suffering from Ritzolierre’s Disease, which is caused by
elevated levels of RZN45.

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Figure 1. Reaction rate based on ascorbic acid
6. Which of the following is likely true?
(A) RZN45 and JB-76 have similarly charged amino acids at their active sites.
(B) Ritzolinine is stabilized in the presence of Vitamin C.
(C) Ascorbic acid and JB-76 each have a pocket of negatively charged amino
acids.
(D) JB-76 and ascorbic acid have an identical number of amino acids.
7. Which is the best explanation for the differing effects on reaction rate caused
by ascorbic acid at low and high concentrations of JB-76?
(A) At high concentrations of JB-76, there are fewer free active sites for the
ascorbic acid to bind to.
(B) At low concentrations of JB-76, there are fewer free allosteric sites for the
RZN45 to bind to.
(C) At high concentrations of JB-76, there are more free allosteric sites for the
ascorbic acid to bind to.
(D) At low concentrations of JB-76, there are more free active sites for the
RZN45 to bind to.
8. A patient with Ritzolierre’s Disease would likely benefit from which of the
following:
I. Injections of RZN45
II. Injections of JB-76
III. Injections of ascorbic acid
(A) I only
(B) II only
(C) III only
(D) II and III
9. If Figure 1 were to include additional data for higher concentrations of JB-76,
how would the reaction rate change?
(A) The reaction rate would be lower than any reaction rate shown in Figure 1.
(B) The reaction rate would be higher than any reaction rate shown in Figure
1.
(C) The reaction rate would be equal to the highest reaction rate shown in
Figure 1.

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(D) The reaction rate would increase gradually for each concentration of JB-
76 added.
10. The Galapagos Islands contain about 15 species of finches that vary in terms
of beak size and strength. The differences are believed to have occurred as a
result of allopatric speciation acting on the finch populations. Which of the
following best explains how the finch populations developed different beaks?
(A) As finches migrated between islands, alleles were transferred between
populations through the process of gene flow.
(B) Genetic drift occurred due to a hurricane near the islands, causing a
bottleneck effect.
(C) Through convergent evolution, the finches developed comparable features
due to being exposed to comparable selective pressures.
(D) Geographic isolation between the different islands kept the populations
from breeding with each other, and each population evolved separately.
11. A cell experiences a nondisjunction event in Meiosis I. Calculate the chances
of each resulting gamete exhibiting a normal karyotype.
(A) 0%
(B) 25%
(C) 50%
(D) 100%
Questions 12–16 refer to the following passage.
A gene responsible for production of hair pigment in dogs is
called Fursilla (frsl). A map of the Fursilla locus is shown in Figure 1,
below. When expressed, it results in darkly pigmented dog fur. When
unexpressed, the hair is devoid of pigmentation and appears pure
white. Expression of Fursilla (frsl) depends on the binding/lack of
binding of several proteins: Nefur (NEFR), Lesfur (LSFR), and
Dirkfur (DRKFR). Figure 2 shows the relative levels of frsl transcript
as measured via RT-qPCR when each protein is overexpressed or
unexpressed in the cell.
Figure 1. Map of the Fursilla region of chromosome 8
Figure 2. Relative amounts of Fursilla transcript

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12. Scientists identified a mutant allele of the Fursilla gene caused by a deletion
of bases 1231–1295 on chromosome 8. What is the likely effect of this
mutation?
(A) No transcription and no translation of Fursilla will occur.
(B) Transcription will not occur, but translation will be unaffected.
(C) Transcription of Fursilla will occur, but no translation will occur.
(D) Both transcription and translation of Fursilla will be unaffected.
13. Which of the following would likely produce a dog with the darkest fur?
(A) High levels of LSFR and high levels of DRKFR
(B) High levels of LSFR and low levels of DRKFR
(C) Low levels of LSFR and high levels of DRKFR
(D) Low levels of LSFR and low levels of DRKFR
14. Based on the data, which of the following most likely describes how the
binding of proteins affects the production of Fursilla transcript?
(A) Because Fursilla transcript levels change when certain proteins are
overexpressed or unexpressed in the cell, Fursilla must interfere with the
other proteins.
(B) Because Fursilla transcript levels stay the same whether NEFR is
overexpressed or unexpressed, NEFR must bind inhibit the production of
Fursilla transcript.
(C) Because Fursilla transcript levels decrease when LSFR is unexpressed in
the cell, LSFR must compete for the binding site or RNA polymerase.
(D) Because Fursilla transcript levels increase when DRKFR is unexpressed in
the cell, DRKFR must compete for the binding site of RNA polymerase.
15. An additional protein, Baldidog (BLD), was identified and found to interact
with the DRKFR protein. Based on this information, which of the following
best describes why these proteins are able to bind together?
(A) Complementary nucleotides sequences
(B) Amino acid pockets with complementary conformations
(C) Opposing regions rich in cytosines and thymines
(D) Hydrophobic lipids and hydrophobic molecules
16. How would the overexpression of BLD affect the transcript levels of Fursilla?
(A) Fursilla transcript levels would increase.
(B) Fursilla transcript levels would decrease.
(C) Fursilla transcript levels would be unaffected.

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(D) Fursilla transcript would completely disappear.
17. Water molecules experience intermolecular forces when interacting with each
other. Which of the following would most likely occur if water became a
nonpolar molecule?
(A) Polar solutes would dissolve in water forming aqueous solutions of
various concentrations.
(B) The amount of liquid water on the planet would increase, and the amount
of water vapor in the air would decrease.
(C) The melting and boiling points of water would increase.
(D) Solid water would be more dense than liquid water, so ice would no
longer float.
Questions 18–21 refer to the following passage.
A chain of three small islands was found to be the home to a small
species of mouse. The angle of jaw opening was found to vary
significantly. The average size angle of the maximal jaw opening
found in mice at 10 locations on the three small islands is shown in
Figure 1, below.
Figure 1. Angles of maximal jaw opening (in degrees) for mice found at
various island positions
18. A scientist wants to analyze the data to determine what factor accounts for the
variation in maximal jaw angle. Which of the following analyses would best
allow him to determine this cause?
(A) Plot the wind speeds on each island versus the jaw angle.
(B) Plot the heights of trees on each island versus the jaw angle.
(C Plot the sizes of seeds on each island versus the jaw angle.
(D) Plot the differences in altitude on each island versus the jaw angle.
19. If the mice from Island A and the mice from Island B were placed together,
what would likely happen?
(A) The mice would mate, but it is impossible to predict jaw angle.
(B) The mice would mate, and the jaw angle would be approximately 27°.
(C) The mice would mate, and the jaw angle would be either 21° or 32°.
(D) The mice would not be capable of mating.

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20. Skeletons have been found that indicate that mice with jaw angles less than
30 degrees were once found on Island B. Which explanation best accounts for
this?
(A) A small jaw angle hinders the survival of mice on Island B.
(B) A large jaw angle hinders the survival of mice on Island A.
(C) A small jaw angle encourages the survival of mice on Island C.
(D) A large jaw angle encourages the survival of mice on Island A.
21. Which of the following statements best supports that the jaw angle on Island
B changed via punctuated equilibrium?
(A) Fossil evidence has shown that over time the jaw angle on Island B slowly
increased.
(B) Fossil evidence has shown that the jaw angle of the mice on Island B
increased very quickly.
(C) Fossil evidence has shown that over time the jaw angle on Island B slowly
decreased.
(D) Fossil evidence has shown that the jaw angle of the mice on Island B
fluctuates over time.
22. A scientist studying osmosis placed six similarly sized pieces of potato in
sodium chloride solutions of different concentrations and then measured the
percent change in mass.
Table 1. % change in mass of potato samples
Sodium chloride concentration % change in mass
0.1 M +17.5
0.3 M +5.0
0.5 M –7.5
0.7 M –16.2
0.9 M –26.1
1.1 M –25.1
The percent change in mass is closest to 0% at which of the following
approximate concentrations of the solutions?
(A) 0.01 M
(B) 0.25 M
(C) 0.3 M

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(D) 0.45 M
Questions 23–26 refer to the following passage.
Proteins often need the equivalent of a shipping label so that they
can be sent intracellularly or extracellularly to the correct location.
These labels are typically found in three forms: signal sequences,
target signals, or localization signals. A signal sequence is a stretch of
hydrophobic amino acid residue that is only located within
polypeptides destined to fold into EITHER extracellular proteins,
intermembrane proteins that will anchor to the cell surface, or proteins
that will be members of the secretory pathway that packs and ships
things towards the cell surface. A targeting signal is a sequence that
identifies the proteins of the secretory pathway. A localization signal
is a sequence that labels proteins that are destined to go to specific
organelles (that are not part of the secretory pathway). The table
below shows seven eukaryotic proteins, and the sequences have been
identified in each.
Table 1. Sequences identified within eukaryotic proteins
Protein Signal Sequence Targeting Signal Localization Sequence
HRIET1 X X
HAZL2
NUH8 X
K8TE X
TELEE X X
TMSDG X X
LNACT X
23. Which of following could be a description for HRIET1?
(A) A protein found in the blood that plays a role in the immune system
(B) A protein found in the Golgi apparatus that helps tether vesicles
(C) A protein found in the nucleolus aiding in ribosome assembly
(D) A protein found in the cytosol serving as a cytoskeletal anchor
24. One of the proteins was found to be a receptor for a large protein that is
produced in the brain and travels through the blood until it can dock at the
target cells that it stimulates. Which of the proteins is likely this receptor?

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Advanced Placement

Princeton Review AP Biology Prep: 3 Practice Tests + Complete Content Review + Strategies and Techniques (2024) (2023)

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