Georgia High School
Graduation
Tests
Test Content Description
for
Science
Linda C. Schrenko
State Superintendent of Schools
ã1998
Revised
October 1999
Graduation
Tests
Test Content Description
for
Linda C. Schrenko
State Superintendent of Schools
ã1998
Revised
October 1999
Instructions on Preparing for Tests
1. Read everything carefully. Many of the science items involve descriptions, tables, charts, graphs, and other stimulus materials. All items require careful reading of the question and four answer choices. Stimulus materials will always include directions that tell students which items are based on them. Prior to reading the passage or other stimulus material, students may find it helpful to skim the questions following it to get a better idea of the purpose of their reading.
2. Remember that there are no trick questions. While it is important to read each item carefully, no trick questions are included on the test. Students should not spend too much time trying to figure out what the question is actually asking. If the student has read the entire question (including all accompanying stimulus material), the real meaning and the apparent meaning should be the same. Negatively worded questions and convoluted combinations of answers (e.g., II and III only, A and B, A but not B, etc.) have not been included on the test unless absolutely necessary for clarification. Some questions require a complete reading of the entire text in order to get the correct answer.
3. Consider every answer choice. Students must sometimes go beyond what is stated and draw valid inferences. They must then choose from four alternatives the answer that best addresses the question. Some of the alternatives (distractors) will be attractive because they can be obtained by incomplete or incorrect working of the problem. Such distractors are included precisely to distinguish between students who can recognize the problem to be solved and those who cannot.
4. Guess intelligently. There is no correction for guessing on this test; that is, students are not penalized for guessing. Students who cannot deduce the correct answer are encouraged to guess. Guessing is made easier if the student can eliminate one or more distractors as clearly incorrect. Be warned, however, that many of the distractors are made very attractive because they are based on common mistakes students make.
5. Spend test time wisely. Many tests are arranged so that the easiest items are first and the hardest are last. The Georgia High School Graduation Tests are not usually arranged that way. Instead, they are arranged as nearly as possible by strand and standard. Therefore, it is possible to run into several difficult items in a row, only to find much easier items later. If a portion of the test appears to be quite difficult, the student should not despair and assume that the rest of the test only gets harder. It would be better to move on, answer as many questions as possible, and then come back to the more difficult ones.
6. Check your work. There are several opportunities for careless errors to enter into a student=s response. The first is in the initial reading of the question (see # 1 above). The second is in the selection of a response. Students should evaluate each alternative critically to make sure it actually addresses the question (see # 3 above). The third opportunity is in the transfer of the correct answer to the answer document. Students should ask themselves two questions: “Am I on the right item number in the right section of the test?” and “Is this the answer I mean to mark?”
Science content items will fall into one of the general categories presented in the chart below.
ITEM TYPES
Process/Research Skills, Physical Science, Biology
Item Type |
Stimulus Characteristics |
CognitiveLevel |
Correct Response Characteristics |
|
|
1 |
Direct
question requiring factual recall |
low |
Demonstrates
knowledge of facts and ideas |
|
|
2 |
Direct
question requiring interpretation |
medium |
Demonstrates
understanding of principles, theories, and ideas; demonstrates some
application or problem solving skills |
|
|
3 |
Relationships:
Interrelations,
Cause/Effect, Comparison/Contrast,
Consistency |
medium |
Demonstrates
understanding of principles, theories, processes, patterns, trends, systems,
and relationships; demonstrates some application or problem-solving skills |
|
|
4 |
Application
|
high |
Demonstrates
an ability to apply principles, theories, and ideas to scientific and
everyday situations |
|
|
5 |
Prediction |
high |
Demonstrates
an ability to analyze patterns and draw conclusions |
|
|
6 |
Analysis |
high |
Demonstrates
an ability to analyze and evaluate information, procedures, theories, and
designs; may demonstrate ability to correct errors or flaws |
Cognitive levels are based on learning expectations, not item difficulty. Items may be written at the following levels:
Low: requires recognition only and typically deals with
terminology, identification, or other low-level activities
Medium: requires some degree of interpretation of a problem or situation
in which a scientific principle is applied
High: requires a significant degree of interpretation, problem solving, and analysis (e.g., devising a solution to a problem by applying a scientific principle)
Following are sample items representing each of the six Item Types. These questions also vary in their cognitive levels.
Type 1. What are recorded observations in an experiment called?
(A) apparatus
(B) data
(C) hypotheses
(D) variables
Explanation:
This factual recall question is at the low cognitive level. It focuses on knowledge of basic research terms and laboratory equipment. Note that while the correct answer is data (B), the distractors (A, C, and D) are all basic terminology a student will encounter in the design and execution of an experiment. This question falls under the strand Process/ Research Skills.
Type 2. Today, Marjorie’s lab work involves working with bases. Which types of safety equipment is Marjorie most likely to need?
(A) gloves and safety glasses
(B) safety glasses and litmus paper
(C) a fire extinguisher and a blanket
(D) litmus paper and an apron
Explanation:
This item assesses the use of standard safety practices and is at the medium cognitive level because it goes beyond recall, asking the student to apply knowledge of various forms of safety equipment to a specific situation. To answer correctly, the student should recognize that gloves and safety glasses (A) are always required when working with bases. The distractors (B,C, and D) all focus on other types of laboratory equipment that may be present in the lab, but are not types of safety equipment Marjorie will most likely need. This question falls under the strand Process/Research Skills.
Type 3. Refer to the portion of the periodic table below to answer the question that follows.
|
6 Carbon C 12.011 2,4 |
|
14 Silicon Si 28.086 2,8,4 |
|
32 Germanium Ge 72.59 2,8,18,4 |
|
50 Tin Sn 118.69 2,8,18,18,4 |
|
82 Lead Pb 207.19 -18,32,18,4 |
What do all of the elements listted above have in common?
(A) They are metals.
(B) They are in the same period.
(C) They have the same number of electrons.
(D) They have four electrons in their outer shells.
Explanation:
This question is written at the medium cognitive level. It requires the student to understand the relationships and patterns presented in the periodic table of the elements. In order to get the correct answer (D), the student must understand the periodic table and the pattern presented. Choice C is incorrect because it is based on a misinterpretation of the information given. Note that A and B, though incorrect here, are conclusions that are based on relationships exhibited in the periodic table. This question falls under the strand Physical Science.
Type 4. Use the illustration below to answer this question.
Which setup above shows 3 light bulbs arranged in series?
(A) A
(B) B
(C) C
(D) D
Explanation:
This item presents pictures of four different circuits. The knowledgeable student will know that the series circuit is shown in option A. The distractors are all different kinds of circuits that an unknowledgeable student may choose. This item has a high cognitive level because it requires the student to apply knowledge of electricity and circuits to determine the series circuit. This question falls under the strand Physical Science.
Type 5. Flowers known as four o’clocks may be red, white, or pink. The genes show incomplete dominance. If a red and white gene are inherited, the flower is pink. If two red genes are inherited, it will be red. If two white genes are inherited, it will be white. What happens if you cross two pink plants?
(A) All of the offspring will be pink.
(B) Half of the offspring will be red and the other half will be white.
(C) One-third of the offspring will be pink, one-third will be red, and one third will be white.
(D) Half the offspring will be pink, one quarter will be red, and the other quarter will be white.
Explanation:
This item is a typical problem in genetics. Here, the student must calculate or otherwise determine that pink (red/white, or RW) crossed with RW will produce RR, RW, and WW offspring and that the proportion of RW to RR to WW will be about 2:1:1. Thus, about half the offspring will be pink, one-fourth red, and one-fourth white (D). Distractors A, B, and C reflect incomplete or incorrect application of the principles of genetics. This question has a high cognitive level because it requires the student to apply the properties of genetics and to make a correct prediction based on these principles. This question falls under the strand Biology.
Type 6. Juanita would like to know whether a sample of a solid will float in water. In which type of table could she find this information?
(A) densities
(B) solubilities
(C) periodic table
(D) chemical properties
Explanation:
This question deals with whether or not a particular substance will float in water. Since floating is a function of the density of the substance, relative to the density of water, a density table (A) would be most useful. Solubility (B) sounds reasonable because water and another substance are involved, but soluble substances may or may not float. The periodic table (C) gives atomic weights, but atomic weight alone does not determine ability to float. The other choice is plausible because, for example, students might believe that the chemical properties of a substance (D) might have some bearing on ability to float. This question has a high cognitive level because it requires a significant amount of analysis. The student must know how density of an object affects its ability to float and must know that the information gathered from the distractors does not give the appropriate information needed to determine if an object will float. This question falls under the strand Process/Research Skills.
SUMMARY OF SCIENCE TEST CONTENT
The following are
standards from the Quality Core Curriculum in science.
Strand 1: Process/Research Skills (30-32% of the test)
1. S.9-12.1 Uses science process skills in laboratory or field investigations, including observations, classification, communication, metric measurement, prediction, inference, collecting, and analyzing data.
2. S.9-12.2 Uses traditional reference materials to explore background and historical information regarding a scientific topic.
3. S.9-12.3 Learns and uses on a regular basis standard safety practices for field investigations.
12. S.9-12.14 Measures and compares relationships among speed, velocity, and acceleration.
13. S.9-12.16 Relates frequency and energy of the electromagnetic spectrum. Explains how waves carry energy and can interact with matter.
4. S.9-12.4 Compares and contrasts matter and its characteristics related to its state (solids, liquids, and gases).
5. S.9-12.5 Describes the fundamental parts of the atom.
6. S.9-12.6 Identifies chemical or physical changes conceptually in a laboratory setting.
7. S.9-12.7 Describes the basic structure of the atom as protons, neutrons, and electrons in specific arrangements.
8. S.9-12.4/7/8,
C.9-12.5 Compares and contrasts matter and its characteristics related to its state (solids, liquids, and gases).
Describes the basic structure of the atom as protons, neutrons, and electrons in specific arrangements.
Identifies the symbol, atomic number, and mass of each of the first 20 elements of the periodic table.
Describes the fundamental parts of the atom.
9. S.9-12.12 Analyzes different types of energy in terms of sources, limits and uses, and environmental impact.
10. S.9-12.13/15 Identifies gravity as a force that is dependent upon mass and the distance between objects.
Measures and/or calculates work and power using several examples from the learner’s environment.
11. S.9-12.13 Identifies gravity as a force that is dependent upon mass and the distance between objects.
14. S.9-12.17 Generates an imbalance of electrical charge and experiments with attraction and repulsion of objects. Shows how electricity and magnetism are related.
Strand 3:
Biology (33-35% of the test)
Standards
15. S.9-12.3 Explains the significance of biology (e.g., impact on a daily basis).
16. S.9-12.4 Explains the cellular basis of life.
17. S.9-12.5 Explains homeostasis and describes the transport of materials through cell membranes.
18. S.9-12.6 Recognizes that life has a chemical basis.
19. S.9-12.7 Explains the processes of photosynthesis and respiration.
20. S.9-12.8 Explains the structure of DNA and RNA and their role in protein synthesis. Describes the double-helix model.
21. S.9-12.9 Describes the process of cell division, mitosis, and meiosis in sperm and egg formation.
22. S.9-12.10 Explains and uses the basic Mandelian genetic principles.
23. S.9-12.11 Describes patterns of inheritance and genetic engineering.
24. S.9-12.13 Classifies organisms into a hierarchy of groups and subgroups based on their similarities.
25. S.9-12.15 Describes characteristics and examples of monerans.
26. S.9-12.16 Describes characteristics and examples of protists.
27. S.9-12.17 Describes characteristics and examples of fungi.
28. S.9-12.18 Describes the similarities and differences of spore-producing plants.
29. S.9-12.19 Describes the similarities and differences of seed-producing plants.
30. S.9-12.20 Describes the anatomy and physiology of each phylum of invertebrates.
31. S.9-12.21 Describes the anatomy and physiology of classes of vertebrates.
32. S.9-12.22/23 Analyzes the overall organization of the human body.
33. S.9-12.25 Explains the structure of an ecosystem.
34. S.9-12.26 Lists and describes the major biomes of the world.
35. S.9-12.27 Assesses the impact of man’s activities on the environment and explores ways to help solve ecological problems.
NOTES AND REVIEW QUESTIONS
Chapter 1
Science Process
and Research Skills
Objective 1:
PS.1/B.1/CI.1 The student
will relate and use terms and processes employed in scientific research.
|
Common Metric
Units |
||
|
Fundamental
quantity |
Unit |
Symbol |
|
Length |
meter |
m |
|
mass |
kilogram |
kg |
|
time |
second |
s |
|
electric
current |
ampere |
A |
|
temperature |
kelvin |
K |
|
amount of
substance |
mole |
mol |
|
luminous
intensity |
candela |
cd |
i.
Density
= mass / volume
ii.
Density
units g/cm3, g/ml, kg/l or kg/m3
iii.
Densities
of common materials
|
gold |
19.3 |
|
mercury |
13.6 |
|
lead |
11.3 |
|
aluminum |
2.7 |
|
sea water |
1.03 |
|
water |
1.00 |
|
ethyl alcohol |
0.81 |
|
pine wood |
0.50 |
|
kilo- |
1000 |
1000m=1km |
|
hecto- |
100 |
100m=1hm |
|
deka- |
10 |
10m=1dkm |
|
units |
1 |
|
|
deci- |
0.1 |
1m=10dm |
|
centi- |
0.01 |
1m=100cm |
|
milli- |
0.001 |
1m=1000mm |
THE RESEARCH PROBLEM
Objective
2:
PS.34/
B.42/CI.23 The student will define the research problem.
SOURCES OF INFORMATION
Objective3:
PS.35/B.43/CI.24
The student will select and use appropriate reference sources and
retrieval systems.
INFORMATION PROCESSING
Objective
4:
PS.36/B.44CI.25
The student will analyze, evaluate, and present information.
Science QCC Standard: Process/Research Skills (S. 9-12.1)
Sample Items
Low
1. For any laboratory experiment, what
should be the first step?
A. Form a hypothesis.
B. State the problem.
C. Perform the experiment.
D. Write the conclusion.
Read the passage and answer the question.
A tropical fish hobbyist wants to see whether a new, more expensive fish food causes fish to grow faster. She sets up an experiment using four groups of ten fish each. The fish in group A receive a diet of the new fish food. Fish in group B receive the old fish food. Fish in Group C receive a mixture containing two parts new food and one part old food. Fish in Group D receive a mixture containing three parts new food and one part old food. The length of each fish is measured weekly.
2. What is the control group in this
experiment?
A. Group A
B. Group B
C. Group C
D. Group D
Read the
passage and answer the question.
Patrice wanted to test the
effect of temperature on plant growth.
She filled three identical pots with the same kind of soil and identical
seeds. She placed one pot in a sunny room,
one in a cool basement, and one in a refrigerator. She gave each plant the same amount of water
each day. After four weeks the plant in
the warm room was taller than the other two plants. Patrice concluded that plants grow best in
warm temperatures. Her conclusion was
unwarranted because she failed to control one of the variables.
High
3. Which variable should have also been
controlled?
A. type of soil
B. type of seed
D. amount of water
Science QCC
Standard: Process/Research Skills (S. 9-12.1)
Sample Items Cognitive Level
High
4. You have been collecting data to determine average monthly rainfall for a particular year. You have 25 random samples recorded in milliliters for each month. You want to show rainfall trends over the year. What would be the best way to represent your data to illustrate each month's average rainfall?
A. on a calendar, with the samples written
on the days they were taken
B. on a bar graph, with each bar
representing the average of 25 samples for a particular month
C. in a brief but descriptive paragraph
that includes your methods and general findings
D. on a data table, with the months labeled along the top and 25 samples written below each, averaged at the last row
Read the passage and study the data table, then answer the two questions
that follow.
As much of a crystalline
substance as could dissolve was mixed with a liter of distilled water in a tall
graduated cylinder. A seed crystal of
that substance was then hung in the solution.
Each day the crystal length, strength of solution, temperature, and
volume of liquid are measured and the following data are collected.
|
DATA TABLE OF
OBSERVATIONS |
||||
|
|
Length of (cm) |
Concentration of Solution (%) |
Temperature of Solution (EC) |
Volume of Solution (mL) |
|
Day 1 |
1 |
25 |
21 |
1000 |
|
Day 2 |
3.2 |
25 |
20 |
900 |
|
Day 3 |
5.4 |
25 |
21 |
800 |
|
Day 4 |
7.6 |
25 |
21 |
700 |
|
Day 5 |
10.0 |
25 |
20 |
600 |
Low
5. Which of the two properties in this experiment seem to be
related?
A. volume of solution and
temperature of solution
B. volume of solution and concentration of solution
C. length of crystal and temperature of solution
D. length of
crystal and volume of solution
Science QCC Standard: Process/Research Skills (S. 9-12.1)
Sample Items Cognitive
Level
High
6. Why does the volume of solution decrease each day?
A. The temperature varies.
B. Evaporation
and crystallization occur.
C. Evaporation causes nearly 100 mL of solution to be removed
each day.
D. The crystal suspended in the solution is more dense. As it grows, the apparent volume of solution
decreases
Science QCC
Standard: Process/Research Skills (S. 9-12.2)
Sample Items
Cognitive Level
Low
7. A student wishes to find a diagram of Earth’s interior in his science
textbook. Which part of a science
textbook is likely to be most
useful?
A. appendix
B. bibliography
C. glossary
D. index
8. In which part of a science textbook are definitions of
science terms most likely to be
found?
A. index
B. glossary
C. appendix
D. table of contents
Science QCC
Standard: Process/Research Skills (S. 9-12.3)
Sample Items Cognitive
Level
Low
9. What is the proper procedure for determining whether an
unknown liquid has a characteristic odor?
A. Place a container of the liquid under your nose, remove the
cover from the liquid, and sniff it.
B. Pour a sample of the liquid into water,
place the beaker of water under your nose, and then sniff it.
C. Hold the
container away from your body, remove the cover, allow some fumes to escape,
and wave the fumes toward your face with your free hand.
D. Insert a piece of glass tubing into the liquid, allow a small
amount of the liquid to rise in the tube through capillary action, hold the
tube near your nose, and sniff it.
Medium
10. Today, Marjorie’s lab work involves working with bases. Which types of safety equipment is Marjorie most likely to need?
A. gloves and
safety glasses
B. safety glasses and litmus paper
C. fire extinguisher and blanket
D. litmus paper and an apron
Chapter 2
Chemical Concepts
Objective
5
PS.
3 The student will classify matter according to its composition
PS.14 The
student will infer the nature of matter
Objectives 6 :
PS.5 The
student will differentiate between physical and chemical changes.
c.
gas
d.
plasma-
exist in stars
Objective 7:
PS.2 The student will recognize that
all matter is composed of molecules, atoms, or ions.
Objectives
8
PS.6 The
student will apply principles of the atomic theory of matter.
Objective
9:
PS.11 The
student will apply the periodic law to describe the relationship of elements.
Objective
10:
CI.17 The
student will distinguish common acids and bases.
CI.20 The
student will develop, explain, and use the concept of pH.
Objective 11:
PS.7 The student will interpret
consequences of radioactivity
|
Amount of C-14 |
Half life |
Years |
|
|
10 g |
Start |
0 |
|
|
5 g |
1 |
5,700 |
|
|
2.5 g |
2 |
11,400 |
|
|
1.25g |
3 |
17,100 |
|
|
0.625g |
4 |
22,800 |
|
Science QCC
Standard: Physical Science (S. 9-12.4)
Sample Items Cognitive
Level
Low
11. Which chemical change takes place when vinegar is added to
baking soda?
A. A gas is
released.
B. A blue powder forms.
C. The combination will burn.
D. The color of the solution will change.
Medium
12. Instant coffee crystals are prepared for breakfast by
stirring them into boiling water.
Water is the
A. solute.
B. solvent.
C. compounding agent.
D. heterogeneous agent.
Medium
13. What chemical change takes place when you turn the thermostat
up on a furnace?
A. The temperature in the room increases.
B. Air moves throughout the room.
C. Fuel
burns in the furnace.
D. Heat in the room rises.
Science QCC
Standard: Physical Science (S. 9-12.5)
Sample Items
Cognitive Level
Refer to the portion of the periodic table below to
answer the question that follows.
|
5 Boron |
B |
|
10.81 2,3 |
14. The number 5 refers to the element's
A. atomic mass.
B. atomic
number.
C. number of neutrons.
D. number of electron shells
.
Refer to the portion of the periodic table below to answer the question
that follows.
|
3 Lithium Li 6.939 2,1 |
4 Beryllium Be 9.01218 2,2 |
5 Boron B 10.81 2,3 |
6 Carbon C 12.011 2,4 |
7 Nitrogen N 14.0067 2,6 |
8 Oxygen O 15.9994 2,6 |
9 Fluorine F 18.9984 2,7 |
10 Neon Ne 20.183 2,8 |
15. Which element in this period would be least likely to react with other elements?
A. Boron
B. Carbon
C. Neon
D. Oxygen
Science QCC Standard: Physical Science (S. 9-12.5)
Sample Item Cognitive Level Medium
Refer to the portion of the periodic table below to
answer the question that follows.
|
6 Carbon C 12.011 2,4 |
|
14 Silicon Si 28.086 2,8,4 |
|
32 Germanium Ge 72.59 2,8,18,4 |
|
50 Tin Sn 118.69 2,8,18,18,4 |
|
82 Lead Pb 207.19 -18,32,18,4 |
16. What do all of the elements listed above have in common?
A. They are metals.
B. They are in the same period.
C. They have the same number of electrons.
D. They have
four electrons in their outer shells.
Science QCC
Standard: Physical Science (S. 9-12.6)
Sample Items i Key Cognitive
Level
Low
17. Melting can be defined as a
A. chemical change.
B. phase
change of solid to liquid.
C. substance undergoing sublimation.
D. change from solid to gas only in the presence of a high
temperature.
Low
18. In a beaker, sugar is dissolved in
water, and then the water is heated and evaporates. The sugar is recovered, and heat is again
applied. Vapor is released, and the
material in the beaker changes from white to black. What must you know to determine if a chemical
change occurred?
A. the boiling point of water
B. the boiling point of sugar
C. temperature at which sugar evaporates
D. whether or
not the black substance is sugar
Medium
19. Which represents a chemical change in matter?
A. carbon dioxide undergoing sublimation
B. water dissolving salt to form a solution
C. water undergoing evaporation
D. metal post beginning to rust
Science QCC
Standard: Physical Science (S. 9-12.7)
Sample Items i Key Cognitive
Level
Low
20. An electron cloud is defined as
A. a space around the nucleus where electrons are found.
B. the first two energy levels of electrons in an atom where
electron density is greatest.
C. a more specific term for the entire atom, since all chemical
properties are determined by the electrons.
D. an atmospheric cloud in which electrons have been stripped
from atoms and molecules and are free in the cloud.
Low
21. Which characteristic is associated with alpha radiation?
A. the ability to produce X-rays
B. the ability to gain or lose an electron
C. the capability of penetrating 5 inches of lead shielding
D. the reduction of the atomic number of
the parent nuclide by 2
Medium
22. Radioactive materials (such as uranium and plutonium) have
been linked to cancer and genetic defects, both of which are caused by changes
within the cell. How does radioactivity
affect living cells?
A. Radio-length waves emitted from radioactive elements
constantly bombard the cell, causing changes.
B. Uranium and plutonium replace normal elements in certain
proteins, either causing birth defects or initiating cancer.
C. Alpha, beta, or gamma radiation can
change the molecular composition of a chromosome or other cell structure, thus
changing the cell.
D. Although radioactivity has been suggested as a causal factor,
it is known that all atoms of higher atomic mass are incompatible with life
forms and cause cellular changes.
High
23. The atomic number of iron is 26, and the atomic mass is
55.847. What does this mean in terms of
protons, electrons, and neutrons?
A. There are 26 each of protons and neutrons, and the rest of
the mass is the result of electrons.
B. There are 26 protons and 26
electrons. Some atoms of iron have 29
neutrons; the .847 shows that there is more than one isotope of iron.
C. There are 26 protons and 29 neutrons. Each particle has an atomic mass of 1. The
0.847 is the result of the negligible weight of 26 electrons.
D. There are 26 protons and 26 neutrons. Since neutrons have slightly more mass than
protons, the mass is greater than 52.
Science QCC Standard: Physical Science (PS.
9-12.4/7/8, C.9-12.5)
Sample Items
Cognitive Level
Low
24. Which
is the smallest particle of sugar that still has all the properties of sugar?
A. atom
B. ion
C. isotope
D. molecule
Low
25. Which is a property of a proton?
A. no electrical charge
B. atomic
mass equal to 1
C. same mass as an electron
D. same charge as an electron
Medium
26. The half-life of carbon-14 is 5,730 years. How much carbon-14 would remain after 11,460
years, if any?
A. none B. one-eight C. one-fourth D. one-half
Physical Concepts
I. Objectives 12:
PS.15 The student will infer the nature of
heat energy.
a. Energy is defined as the capacity to do work ( to move matter from place to place or to cause matter to change.
b. Forms of energy
i. mechanical energy- energy of matter in motion.
ii. Chemical energy- stored in or released from chemical bonds.
iii. Nuclear energy- associated with nuclear reactions ( the most concentrated form of energy)
iv. Electromagnetic energy- results from moving electrical charges and light.
v. Heat energy- caused by the internal motion of atoms.
c. Law of conservation of energy- energy is neither created nor destroyed only converted
d. Measuring energy
i. types of energy
1. Potential energy- stored energy due to chemical bonds or gravity
2. Kinetic energy-Energy due to the motion of an object
ii. Temperature-is the measure of the internal kinetic energy
1. Celcius- 0 degrees freezing for water and 100 degrees for boiling point
2. Kelvin- based on absolute no motion of particles
a. has a temperature the measures no motion -absolute zero
b. Kelvin = 273 + Celsius
e. Moving heat energy
i. Conduction- moving heat due to collisions of particles
1. conductors- allows heat to move
2. insulators- stops heat from moving
ii. Convection- movement of heat due to fluid movement
iii. Radiation- moves through space by electromagnetic waves.
II.
Objective 13
PS. 16 The student will
demonstrate the implications of energy conservation
a. The
total amount of energy is constant and can be only converted
b. How
can we manage energy?
i.
use more efficient transportation
ii.
reducing energy loss in heating and cooling
iii.
turning off electric appliances when not needed
iv.
Recycling
III.
Objective 14 PS.
17 The student will describe the concept of force
a. Force
is defined as a push or a pull exerted on matter.
i.
SI unit of a
Newton (N) = 1kg m/s2
ii.
1. First
Law of Motion- Law of Inertia- an
objects motion remains constant.
a. the
object keeps moving
b. keeps
sitting still
c. keeps
moving in a straight line
d. Inertia-
is matter’s resistance to change in motion
2.
Second
Law of Motion- Law of acceleration-
a. when
a net force causes an object to accelerate.
b. mass
is inversely proportional to acceleration when the force is constant
c. F=
m X a
d. Practice
3.
Third
Law of Motion- Law of action-reaction- for every action there is an equal and
opposite reaction.
iii.
Types of Forces
1.
Friction- contact forces
2.
Gravitational- due to mass of objects
3.
Magnetic attraction and repulsion-due to
magnetic forces
4.
Electrical attractions and repulsion-due to
movement of electrons
IV.
Objective
15. PS. 18 The student will analyze the concept of work.
a. Work- is defined as a force in the same direction as the motion of the object.
i. Work = Force x Distance
ii.
SI unit is Joule (J)= 1
iii. Practice problems
V. Objective 16 PS. 19 The student will explain how machines enable us to do work.
a. Machine is a device that makes work easier.
i. Three ways to make work easier
1. decreasing the input force
2. increasing the output force
3. chaining the direction of input force
ii. Mechanical Advantage (MA) – tells the difference in the input and output forces
1. input force- is what you do
2. output force – is what the machine does
3. MA = resistance force / effort force
4. MA= Effort distance / resistance distance
iii. Work input
1. the work done by the person
2. includes the work due to friction
iv. Work output
1. is always less than WORK INPUT
v. Efficiency- tells how good a machine works ‘
1. Never more than 100%
2. Efficiency = (Work output / work input) X 100%
b. 6 Types of machines
i. Incline plane- ramp
ii. Lever- a bar that pivots around a fixed point.
1. first class- E F R
2. Second class – E R F
3. Third class- F E R
iii. Screw- a incline plane wrapped around a singe point
iv. Wedge-a moveable incline plane
v. Wheel and Axle- consist of a one larger and one smaller circle.
1. MA= large radius divided by small radius
vi. Pulley-a rope or chain that moves on a wheel.
1. MA= count the number of ropes
VI. Objective 17 PS. 20 The student will describe the concept of gravity
a. Gravity- the force of attraction that exist between all objects.
b. The force of gravity depends on two things.
i. mass
ii. distance
VII. Objective 18 PS. 21 The student will analyze linear motion.
a. Kinetic molecular theory- the theory that all matter is in constant random motion.
b. Linear motion- is a change in the speed or direction of the constant random motion.
i. Speed- describes how fast an object moves
1. speed- distance / time
2. SI units m/s
ii. Velocity- describe the speed and direction of an object
1. Velocity = distance / time
2. Units must include direction Ex. 55 m/s east
iii. Acceleration- a change in velocity or direction
1. Acceleration = change in velocity / time
2. Change in velocity = final velocity – initial velocity
3. SI units m/s2 .
4. Gravity is a force that causes objects to accelerate
iv. Terminal Velocity- the maximum velocity an object can reach
v. Momentum – depends on the mass and the speed of an object in motion
1. momentum = mass x velocity
2. Law of conservation of momentum- momentum is neither created nor destroyed.
3. Elastic collisions- a collision which there is no transfer of momentum to heat or friction.
VIII. Objective 19 PS. 23 The student will demonstrate how waves interact with matter.
a. Waves provide a means of transferring energy from one place to another.
i. Waves carry energy but not matter
ii. Waves travel through a medium- what carries the wave.
iii. 2 Types of waves
1. Longitudinal wave- the medium moves in the same direction as the wave.
a. parts of a wave
i. Compression- areas where the medium is are squeezed together
ii. Rarefaction- areas in medium where particles are spread apart
iii. Amplitude- half of the distance between compressions
iv. Wavelength-distance between one compression to the next
v. Frequency- the number of waves per second
2. Transverse wave- the medium moves at right angles to the direction of the wave.
a. parts of a wave
i. Crest- the highest point of the wave
ii. Trough- the lowest point on the wave
iii. Amplitude- distance of a wave from rest
iv. Wavelength- the distance from one point on a wave to the same point on the next wave.
v. Frequency-The number of waves that pass a point in one second. The unit of frequency is the Hertz, Hz
iv. Wave speed
1. wave speed = frequency x wavelength
2. as frequency increases then the wavelength decreases
v. What can waves do?
1. Reflection- the bouncing of a wave when it strikes a barrier.( mirrors)
a. Angle of incident- the angle between the incoming wave and the normal.
b. Angle of reflection- the angle between the outgoing wave and the normal.
c. Law of reflection = the angle of incident = the angle of reflection.
2. Refraction- the bending of a wave as it passes through a medium ( lenses)
3. Diffraction- the scatting of a wave as it passes an edge.
4. Interference- when two or more waves passe through a given medium at the same time.
a. Constructive- the increase of amplitude of a wave
b. Destructive- the decrease of amplitude of a wave
IX. Objective 20 PS. 24 The student will analyze electromagnetic waves.
a. Electromagnetic waves- are transverse waves created by transverse and magnetic fields
i. travel at constant speed
ii. C = 3.0 X108 m/s
iii. Light is one form of electromagnetic waves
iv. light waves is made up of tiny bundles of light called photons
v. Visible light is made up of seven colors
1. ROYGBIV
2. Red, orange, yellow, green, blue, indigo, violet
b. Types of Electromagnetic waves
i. Radio waves- lowest frequency
ii. Infrared waves- heat waves
iii. Visible light- light that can be seen by the naked eye
iv. Ultraviolet rays- higher energy and can damage cells
v. X-rays- can pass through the soft tissues of the body.
vi. Gamma rays- have the highest frequency and shortest wavelength.
c. two ways light acts
i. Luminous- objects that produce light
ii. Illuminated- objects that reflect light
d. Light and lenses
i. Concave- spreads light out
ii. Convex- produces a focal point.
iii. Prisms- spread light producing the visible light spectrum
X.
Objective
21 PS. 25 The student will describe the nature of sound
a. Sound- is a longitudinal wave produced by vibrations
b. Speed of sound
|
Medium |
Speed (m/s) |
|
Air |
331 |
|
Water |
1498 |
|
Wood |
3850 |
|
Glass |
4540 |
|
Steel |
5200 |
|
Granite |
6000 |
c. Amplitude is measured in decibels (dB)
d. Frequency relates to pitch- frequencies higher than 20,000 Hz are called Ultrasound
e. Noise- irregular or unpleasant sounds / music- pleasing sound
f. Resonate- amplifying certain frequencies
g. Echo- reflecting sound / reverberations multiple echoes
XI. Objective 22 PS. 27 The student will describe various methods of generating electricity
a. Electricity- is due to the movement of electrons
i. charged particles are Protons (+) and Electrons (-)
ii. Law of electric charge states that like charges will repel and unlike charges will attract.
b. Types of electricity
i. Static electricity- a build up of charge that is not moving
1. Caused by
a. Friction
b. Conduction
c. Induction
ii. a discharge of static electricity cause a spark
c. Current electricity- a movement of a charge
i. grounding- a safety feature
ii. Caused by 5 ways
1. Electromagnetic generators
2. Electromagnetic batteries
3. Solar Cells
4. Thermocouples
5. Piezoelectric crystals
iii. Types of current-
1. Alternating current- produced in power plants and used in homes
2. Direct current- produced by battery’s use of chemical potential energy.
3. Thermocouples- produced from a difference in temperature
4. Solar cells- produced through the photoelectric effect
5. Piezoelectric cells- produced by applying pressure to a crystal.
XII. Objective 23 PS. 28 The student will differentiate between an insulator and a conductor.
a. Conductors- materials that allow electrons to pass
i. These materials are usually good electrical and heat conductors
ii. Best conductors are metals- silver, copper, aluminum
b. Superconductors- are materials that have extremely low resistance at certain temperatures.
c. Insulators- are materials that do not allow electrons to pass through.
i. Plastics, rubber, glass, wood, air
XIII. Objective 24 PS. 29 The student will describe electrical circuits and demonstrate safe uses of electrical devices.
a. Electrical circuit- is a pathway for an electrical current
i. Two types of circuits
1. Series- only one path
2. Parallel- alternate paths for electricity
ii. Short circuit- when a circuit has low resistance, which increases current flow to dangerous levels.
b. Safety tools
i. fuse- contains a metal strip that melts
ii. Circuit breakers- contains a bimetallic switch that can be reused.
iii. Ground-fault interrupter (GFI)- cuts off outlets when a slight change in current occurs.
XIV. Objective 25 PS.30 The student will discriminate relationships among units in electrical circuits.
a. coulomb ( C ) – is the unit of electrical charge.
b. Ampere ( amp) – is the rate of current flow
c. Voltage ( V) – is the potential difference or difference in charges
d. Ohms Law- resistance = voltage/ current or R = V/I
e. Watt ( W ) - a measure of electrical power a 1000 W = Kilowatts
f. Power = voltage x current or P = VI
XV. Objective 26 PS. 31 The student will analyze the relationship between an electric current and its magnetic field.
a. Magnetism- is a force produced by the motion of charged particles.
i. Magnetic field- is the area around an objects that is affected by the magnetic force.
ii. Magnets are created by electrons spinning in the same direction – domains
iii. Poles- north and south
1. aurora borealis- northern lights
2. Aurora australis- similar effect in at the south pole.
b. Law of Magnetism- states that like repels and opposites attract.
c. Electromagnetic- a magnet created by the movement of electricity
d. Transformer- uses the design of a electromagnetic to reduce voltage
i. Primary coil- has more loops
ii. Secondary Coil-has fewer loops
iii. The ratio of loops determines the voltage step down.
Science QCC
Standard: Physical Science (S. 9-12.12)
Sample Items
Cognitive Level
Low
27. Which would be the best
example of kinetic energy?
A. batteries on a shelf
B. batteries in a flashlight that is turned off
C. batteries
in a flashlight that is turned on
D. batteries in a flashlight that has been left on too long
Low
28. Which of the following best
defines convection?
A. Heat is transferred by the movement of a
fluid.
B. A liquid acquires enough heat to change to a gas.
C. Temperature changes are measured only in Kelvin degrees.
D. Thermal energy is transferred by the direct contact of one
molecule to another.
High
29. Bob picked up two eggs from the table. One egg slipped out of his hand as he picked
it up and hit the table, but did not break.
The egg then rolled off the table and fell on the floor, where it
broke. Which principle of physical science
best explains why the egg broke on
the floor but not on the table?
A. The floor was harder than the table.
B. The first fall cracked the egg so that it would break the
next time it hit something.
C. As the egg fell to the floor, it encountered friction with
the air which made it easier to break.
D. The egg was going faster when it hit the
floor than when it hit the table; therefore it hit the floor with greater
force.
Science QCC
Standard: Physical Science (S. 9-12.13/15)
Sample Items i Key Cognitive Level
Low
30. Choose the statement or situation which best demonstrates the relationship between power and force.
A. Force is power divided by time.
B. Greater power implies greater force, but greater force does
not imply greater power.
C. Since power involves greater speed and greater force, it
means a higher work output than force alone.
D. Since
power is work divided by time, and work is force times distance, power involves
the rate at which a change in motion is accomplished.
Low
31. An
inclined plane is described as a sloping surface which helps make work
easier. Which other machines work on the
same principle?
A. lever, pulley
B. lever, wheel, and axle
C. screw,
wedge
D. wedge,
wheel, and axle
High
32. Apply the concept that a newton (N) is
the force needed to accelerate one kilogram of mass by one meter per
second. In soccer practice, what would
you use newtons to measure?
A. the air pressure needed inside the ball to accomplish perfect
shots at the goal
B. how hard
a person kicks the ball
C. how far the ball goes after it is kicked
D. the proper length of the field to ensure a fair game
High
33. Use the formula, Power = Work/Time, to determine the amount
of power needed for the following problem.
A person weighing 800
newtons walks up three flights of steps.
Each flight is 10 meters high. It
takes 60 seconds to reach the top. How much
power is required?
A. 8000 newton‑meters/sec
B. 400 newton‑meters/sec
C. 133.3 newton‑meters/sec
D. 0 newton‑meters/sec
Science QCC Standard: Physical Science (S.
9-12.13)
Sample Items i Key
Cognitive Level
Medium
34. A spaceship crew has been given the task
of gathering "space trash."
They are to collect the material and bring it back to earth in the
shuttle. Some materials are quite large
and some quite small. Apply what you
know of weight and mass to this situation to determine which statement is true.
A. The larger pieces will be harder to move, strictly because of
their weight.
B. The smaller pieces will be easily gathered since little or
no force will be required to move them to the shuttle.
C. Since weight is not involved, the crew will be able to move
all the material using the same amount of force.
D. The force
required to move the material will depend solely on its mass.
High
35. At one time, there were only seven known
planets in our solar system. However,
the orbit of the seventh planet did not follow a logical path. Something was affecting the orbit. Using this aberration, a scientist knew where
to look in the sky for another massCand
A. Matter is anything that has mass and takes up space.
B. For every action, there is an equal and opposite reaction.
C. Gravitational
force increases with increased mass and decreases as distance between masses
becomes greater.
D. A mass moving at a constant velocity tends to keep moving at
that velocity unless acted on by an outside force.
Science QCC
Standard: Process/Research Skills (S. 9-12.14)
Sample Items i Key Cognitive
Level
Low
36. The statement, "The car was traveling at 55 mph due
west," best describes
A. acceleration.
B. motion.
C. speed.
D. velocity.
Medium
37. A car is moving southwest at a velocity of 20
meters/sec. Five seconds later, still
traveling in the same direction, the car has a velocity of 25 meters/sec.
Calculate the acceleration using the
formula: 
A. 1 meter/sec/sec
B. 5 meters/sec/sec
C. 8 meters/sec/sec
D. 100 meters/sec/sec
High
38. Use your knowledge of linear motion to predict
what will happen in the following situation.
Two model trains are
traveling in opposite directions on the same track. Train A has a mass twice that of train B and
is traveling twice as fast. Train A and
train B hit head‑on. They bounce
backward, and neither is damaged.
A. Train A bounces backward twice as far as train B.
B. Train A and B both bounce back the same distance.
C. Train B
bounces backward much farther than train A.
D. There is insufficient information to make a prediction.
Science QCC
Standard: Process/Research Skills (S. 9-12.16)
Sample Items
Cognitive Level
Low
39. What does the law of reflection state?
A. For every incident ray, there are many reflections.
B. The angle
of reflection is equal to the angle of incidence.
C. The angle of reflection is affected by the wavelength of
light reflected.
D. The angle of reflection depends on the nature of the
reflective surface.
Low
40. Technically, noise is defined as
A. any loud sound.
B. irregular
vibrations at irregular intervals.
C. a compressional wavelength with a large amplitude.
D. any sound that falls between the range of 100 to 1,000
decibels.
Medium
41. The local convenience store has a mirror
mounted near the ceiling in a corner opposite the check-out counter. This mirror allows the clerk to watch people
throughout the store. What kind of
mirror is this most likely to be?
A. concave B.
convex C. flat D. two-way
Medium
42. A science project dealt with solar
energy (sunlight). Equipment included a
solar cell, colored transparent squares (filters) to cover the solar cell, and
a propeller wired to the cell. When the
cell was exposed to light, the propeller turned at a constant rate. When a blue filter was placed over the cell,
the propeller slowed down. The blue
filter was removed, and a red one was installed. The propeller slowed even more. The speed increased again when all filters
were removed. What can be inferred from
this information?
A. Different colors of visible light have
different energies.
B. Solar cells are unable to produce a steady supply of energy.
C. Variance in the light source intensity accounted for changes
in the speed.
D. No hypothesis can be drawn, since the wavelengths of visible
light are so similar.
Science QCC
Standard: Physical Science (S. 9-12.17)
Sample Items i Key
Cognitive Level
Low
43. A good way to generate static electricity is to
A. rub a glass rod with fur.
B. rub a wire on a magnet.
C. turn a magnet in a coil of wire.
D. rub two pieces of wool together
Low
44. In electric circuits, what is the
relationship between wattage and energy?
A. The higher the wattage, the less energy required.
B. The lower the wattage, the less energy needed to cause a
fire.
C. The lower the wattage, the higher the initial energy
required.
D. The higher the wattage, the greater the
energy delivered per second.
Medium
45. Fred's car would not start, and Alicia
offered to help him by using her jumper cables.
Alicia started her engine and connected the cables to her battery. The
other end of the cables touched Fred's car and made sparks. Why did this happen?
A. Alicia had not correctly connected the cables to her battery.
B. Alicia completed an electrical circuit
from her battery, to Fred's car, and back again.
C. Fred forgot to wait until both ends of
the cables were connected before starting his car.
D. Alicia's jumper cables probably had a
break in the insulation, which will cause a short circuit.
Medium
46. Your task is to generate electricity by a chemical
reaction. Which of the following
supplies could you use?
A. magnet, copper wire, HCl, test tube
B. beaker,
HCl, zinc and copper strips
C. silk material, rubber rod, electroscope
D. sulfuric acid, graphite, silicon, graduated cylinder
Science QCC
Standard: Physical Science (S. 9-12.17)
Sample Items i Key
Cognitive Level
Medium
47. High tension wires that carry
electricity across the countryside are left bare because the amount of
insulation required for 230,000 volts is not practical. Porcelain guides are used on high tension
wires where they come near the steel support towers. What is a likely explanation for this fact?
A. The porcelain provides leverage for
electricians when repairs are necessary.
B. The porcelain insulates the wire from
the steel tower.
C. The porcelain prevents rubbing of the
wires against the steel, which can cause interference in the electric current.
D. That porcelain conducts a small current
of electricity, which feeds a monitor that controls the flow of electricity
through the wire.
High
48. How could some of these materials be
used to generate electricity?
|
hydrochloric acid |
|
lead strip |
|
silicon |
|
zinc strip |
|
magnets |
|
copper wire |
|
graphite |
A. Make a loop in the copper wire and turn
it between the two magnets.
B. Make a loop in the copper wire and
insert one end into a beaker of hydrochloric acid and the other in silicon.
C. Attach a copper wire to a zinc strip
and insert the copper end into a beaker of hydrochloric acid and the zinc end
into graphite.
D. Wrap one end of the copper wire in
silicon and place the other end in hydrochloric acid.
CHAPTER 4 LIFE AND THE CELL
I. Objective 27
B.2 The student will explain that biology is the
science of life and had many different components
A. Biology is the study of life
1. Zoology- the study of animal life
2. Botany- the study of plant life
3. Microbiology- the study of microscopic-sized life forms
4. Genetics- the beginning of the way in which something comes to be
5. Ecology- the study of the environment or habitat
II. Objective 28
B.2 The student will explain the cellular
basis of life.
A. Cell- is the basic unit of live- discovered by HOOK
B. Cell theory- has 5 Parts
1. All living things contain at least one cell.
2. Cells are the basic units of structure and function of life processes.
3. Cells come from other cells of like kind.
C. Types of Cells
1. Plant Cell- has three distinctive parts- autotrophs- self feeders
a. cell wall- provides support
b. Vacuole- used to store water
c. Chloroplast-used to convert suns energy into useful plant energy and contains chlorophyll
2. Animal Cell- heterotrophs (other feeders)
D. Types of nucleuses
1. Prokaryotes- before nucleus- single cell
2. Eukaryotes- true nucleus- multi cellular- like me and you
E. Common Cell Organells
|
Structure |
Location |
Function |
|
Cell membrane |
Around Cell |
Maintains cell shape and controlls flow of materials |
|
Cytoplasm |
Throughout cell |
Fluid substance which contains cell parts |
|
Nucleus |
Center |
Contains chromosomes |
|
Nucleons |
Nucleus |
Production of ribosomes |
|
Nuclear membrane |
Around nucleus |
Controls entrance into and out of the nucleus |
|
Chromosomes |
Nucleus |
Determine geneitc traits; provide instructions for protein production |
|
Ribosomes |
Throughout cell |
Protein production |
|
Endoplasmic reticulum |
Cytoplasm |
Site of protein production and transport |
|
Golgi apparatus |
Cytoplasm |
Packing and transporting of materials from the endoplasmic reticulum |
|
Mitochondria |
Cytoplasm |
Site of energy production for the cell |
|
Lysosomes |
Cytoplasm |
Contian digestive enzymes; remove waste |
|
Microtubules/ Microfilaments |
Cytoplasm/ cell membrane |
Form the cytoskeleton, or framework of cell; provide channels for transport of materials |
|
Cilia/ flagella |
Outside surface |
Movement of materials from the entire cell |
|
Vesicles |
Cytoplasm |
Sacs pinched off from the cell structures; contain materials for transport into or out of the cell |
III. Object 29
B.5 The student will analyze the transport of
materials through cell membranes.
B.6 The student will explain homeostasis.
A. Homeostasis- the process of maintaining a stable environment.
a. passive transport- does not require energy
1. diffusion- movement from an area of high concentration to an area of low
2. Equilibrium- when there is no difference in concentration
3. Cell wall effects
a. permeable-allows diffusion to occur
b. selectively permeable- all materials cannot diffuse
4. Osmosis- the movement of water from an area of high concentration to area of low concentration.
a. Isotonic- the concentration of solvent and solute is equal on both sides of the cell
b. Hypertonic- concentration of solute greater outside cell
c. Hypotonic- concentration of solute greater inside cell
5. Facilitated Diffusion - materials pass through special areas in the cell membrane
6. Gated channels- passageways made of proteins
b. Active transport- requires energy
1. move material from lower to higher
2. ex. Sodium-potassium pump- by changing the shape of the molecule ions are allowed to move.
c. Special Mechanisms- move inside a vesicle
1. endocytosis- move into the cell
a. Pinocytosis- movement of fluids
b. Phagocytosis-movment of solids
2. exocytosis- move out of the cell
IV. Objective 30
B.7 The student will recognize that life has a
chemical basis.
A. What is an organism made up of?
B. Six elements in all living things
C. Two categories of compounds
a. water – is polar making it the universal solvent
b. Electrolytes- dissolve easily and carry electrical currents- useful for nerve impulses
a. carbohydrates- contain carbon, hydrogen, and oxygen
1. monosaccharides- simple sugars called momomer-are the building blocks for the other sugars
2. disaccharides
3. polysaccharides
b Lipids- compounds which include fats, oils, and waxes
1. are non-polar and will not dissolve in water
2. made up of monomers called fatty acids
3. fats and oils are triglycerides
4. waxes and steriods are lipids
b. Proteins- made of carbon, hydrogen, oxygen, and nitrogen
1. amino acids make up proteins
2. two amino acids make a dipeptide
3. to or more are called polypeptide
4. Enzyme- are catalysts- they speed up reactions but do not affect it. Ex. Spit or saliva
c. Nucleic Acids- compounds that store information in the cell
1. DNA- deoxyribonucleic acid- directs cell’s activities
2. RNA- ribonucleic acid- transfer the stored information
V. Objective 31
B.33
The student will infer that all living organisms carry on certain common
functions.
A. 9 common functions
1. Absorption- taking in nutrients
2. Excretion- the movement of waste materials
3. Digestion- the breakdown of food particles
4. Biosynthesis- the process of assimilation of food particles into substances that organisms need to grow.
5. Secretion- the release of enzymes
6. Reproduction- the process of transferring genetic information
7. Response- describes the reaction of an organism to a stimulus
8. Adaptation- the process of inheriting traits that increase the chance of survival
9. Energy use- required for life’s processes
a. Photosynthesis- uses energy to make sugar
a. Energy + 6CO2 + 6H2O à C6H12O6 + O2
b. ATP- stores energy then is release it forming ADP
b. Respiration- uses sugar to make energy
a. C6H12O6 + O2 à 6CO2 + 6H2O + Energy
VI. Objective 32
B.8 The student will
deduce that life is dependent on energy.
a. Two methods of energy production
i. Photosynthesis- uses energy to make sugar
1. Energy ( from the sun) + 6CO2 + 6H2O à C6H12O6 ( glucose ) + O2
ii. Respiration- uses sugar to make energy
1. C6H12O6 ( glucose ) + O2 à 6CO2 + 6H2O + Energy
iii. Energy is stored in the form of ATP adenosine triphosphate
1. ATP à ADP + phosphate group + energy
2. ADP + phosphate group + energy à ATP
VII. Objective 33
B.34 The student will assess the behavior of
organisms in terms of responses which are necessary for their survival.
A. Response- The characteristics of cells that cause them to react to stimuli.
B. The ability to respond to the environment is essential to its survival.
VIII. Objective 34 Theories of Organic Variation
B.9 The student will
describe theories of organic variation and evidence that supports them.
A. Evolution- a theory that contends that current life forms have descended from previous live forms through changes in the structure and function of body parts.
B. Evidence
C. First developed by Lamark in 1809- called the Inheritance of acquired characteristics
D. In
1859
E. This idea was known as the theory of natural selection- called survival of the fittest
IX. Objective 35 Adaptations of Organisms
B.10 The student will
apply concepts of organic variation.
A. Adaptation- inherited characteristics that make survival easier
B. Adaptations are not changes in an organism
C. Types of Evolution
D. Extinction- is the result no adaptation
E. Mass Extinction- results from cataclysmic changes in the environment
Science QCC Standard: Biology (S. 9-12.3)
Sample Items
Cognitive Level
Low
49. Which aspect of modern life has been most greatly affected by biologists?
A. transportation systems
B. communications
C. food supply
D. education
Low
50. Which
branch of biology focuses on the study of heredity?
A. ecology B.
genetics C. microbiology D. zoology
Low
51. The water you drink each day probably
comes from a municipal water supplier that employs
a biologist. What is the biologist most likely to do that would affect the quality of the water you
drink?
A. Conduct
tests to make sure there are no harmful bacteria in the water.
B. Design systems to make sure you have
enough water pressure.
C. Inspect water pipes to make sure there are no cracks or
leaks.
D. Collect water samples from various places to make sure the pH
is the same throughout the system.
Science QCC Standard: Biology (S. 9-12.4)
Sample Items Cognitive Level
Low
52. Which
of the following processes involves the chloroplast?
A. cell division
B. conversion of light energy to chemical
energy
C. formation of reproductive cells
D. stringing together amino acids
Low
53. What
is the basic unit of structure and function of living things?
A. cell
B. organ
C. molecule
D. organelle
Medium
54. Which organelle helps to maintain homeostasis within a
multicellular organism through the exchange of materials with other nearby
cells?
A. cell
membrane
B. mitochondrion
C. nucleus
D. vacuole
Medium
55. In what general way is the fact that an amoeba divides into
two related to the healing of skin?
A. Cells
originate from cells of like kind.
B. All cells divide into two or more cells.
C. Skin cells produce amoebas when healing.
D. Amoebas may be found in a cut on the skin.
Science QCC
Standard: Biology (S. 9-12.5)
Sample Items i Key Cognitive Level
Low
56. Which statement best
describes active transport?
A. Molecules move very quickly across a membrane.
B. Energy is expended to move molecules
across a membrane.
C. More molecules move across a membrane than in diffusion.
D. Water molecules stream across a membrane into a concentrated
situation.
Low
57. An animal cell is placed in a solution of distilled
water. If left overnight, this cell will
A. shrivel and die.
B. swell and burst.
C. undergo plasmolysis.
D. remain the same, since it has a cell wall to protect it.
Low
58. Homeostasis can best
be defined as the
A. mature period of an organism's life cycle when little change
occurs.
B. maintenance of a relatively stable internal
environment.
C. maintenance of a constant external environment.
D. period of no change in evolutionary history.
Low
59. Which is the best
example of a multicellular organism maintaining internal homeostasis?
A. a dog salivating at the sound of a bell
B. a moth flashing eye spots on its wings
C. a wolf remaining with a pack of wolves
D. a kangaroo rat producing concentrated
urine
Science QCC
Standard: Biology (S. 9-12.6)
Sample Items i Key
Cognitive Level
Low
60. What is always found in organic compounds?
A. calcium
B. carbon
C. glucose
D. sulfur
Medium
61. Both plants and animals need water to live. What common purpose does water serve for
plants and animals?
A. Both use water for cooling.
B. Both get their energy from water.
C. Both use
water to transport nutrients.
D. Both extract hydrogen and oxygen from water.
High
62. As a researcher, you have been hired to confirm that a new food
which claims to be low in calories is in fact low in calories. If you can only run one test to support this
claim, you should test for the presence of
A. carbohydrates.
B. lipids.
C. nucleic acids.
D. proteins.
Science QCC
Standard: Biology (S. 9-12.7)
Sample Items i Key
Cognitive Level
Low
63. Which process converts energy-storing molecules to energy for
cellular activities?
A. respiration
B. photosynthesis
C. transcription
D. recombination
High
64. Which
of the following statements best
explains why all living things need food in order to live?
A. Body mass must be maintained, and food supplies the needed
body mass.
B. Cells,
tissues, and organs require energy to carry out their tasks, and food provides
the needed energy.
C. A balanced diet is necessary to maintain strong bones and
healthy teeth.
D. Food contains essential vitamins and minerals bodies need in
order to synthesize other nutrients.
High
65. As a researcher, you have been hired to
measure the growth rate of a new plant.
The plant is extremely small and never grows more than a few centimeters
a year; thus, a visual measure of growth is out of the question. Having only one specimen, which experiment
would you conduct?
A. Plant the specimen, then dig it up at the end of 7 days and
weigh it.
B. Plant the
specimen in a sealed chamber and measure the amount of oxygen produced by the
plant.
C. Plant the specimen in a sealed chamber and measure the
amount of carbon dioxide produced by the plant.
D.
Plant the specimen outside and compare its growth to that
of other types of plants.
.
Chapter 5 GENETICS AND
REPRODUCTION
I. Objective 36
B.16 The student will
employ appropriate terminology when describing sexual reproduction.
B.17 The student will
relate methods of sexual reproduction in plants.
B.18 The student will
relate methods of sexual reproduction in animals.
A. Reproduction- the process of passing on genetic information
B. Methods of reproduction
C. The process
Animals
a. ovum female gamates called egg
b. Spermatozoan male gametes
Plants
a. Pollen from the Stamen (male)
b. Combines with Pistil (Female)
c. The developing embryo is called a SEED
d. The ovary of the plant develops into fruit.
e. Germination- when the seed splits and begins to grow
II. Objective 37
GENETICS
B.20 The student will
explain the chemical basis of genetic expression.
A. DNA- Deoxyribonucleic acid- the blue print for the organism
B. RNA- ribonucleic acid- used to transfer the information or blue print
1. nitrogen base-uracil
C. Process of producing a new cell (PMAT)
a. Interpahse- a time of cell growth between mitosis cycles
b. Prophase- chromosomes thicken and become visible
c. Metaphase- chromosomes pair and line up (meta- middle)
d. Anaphase-chromosomes separate and produce chromatids
e. Telophase-a nuclear membrane forms around each set of chromosomes
III. Objective 38
B.23 The student will
apply genetic concepts
A. Heredity- the passing of traits from parent to offspring
a. dominate- will hide other traits- indicated by Capital letters
b. Recessive- will be hidden by the dominate – indicated by lower case letters
c. Codominance- when two traits can be seen
a. Homozygous dominant (TT)
b. Homozygous recessive (tt)
a. the dominant trait will be expressed (Tt)
8. Examples
|
|
T |
T |
|
|
T |
T |
|
|
T |
t |
|
t |
Tt |
Tt |
|
T |
TT |
TT |
|
T |
TT |
Tt |
|
t |
Tt |
Tt |
|
t |
Tt |
Tt |
|
t |
Tt |
tt |
IV. Objective 39 GENETIC DISEASES
B.21 The student will relate chemical mutations to
genetic diseases.
A. Genes consist of nucleotides
B. Mutation- a change in one of the base pairs of the DNA
a. are factors that cause changes in DNA
b. common mutagens
|
source |
Example |
|
Radiation |
x-rays, ultraviolet light from the sun, nuclear reactors, weapons |
|
Drugs |
Thalidominde, LSD, aspestos, saccharine, formaldehyde, mustard gas |
|
Viruses |
Rous sarcoma |
C. Types of disorders.
D. Mutations are usually bad- however some are good like plant mutation in order to make it better in a given environment
V. Objective 40 Asexual Reproduction
B.13 The student will identify asexual reproduction, its method, and its application to society.
A. Asexual reproduction- involves only a single parent organism. it products an exact replica
VI. Objective 41 MEIOSIS
B.15 The student will
explain sexual reproduction at the cellular level.
1. Gametes are produced through the process of Meiosis
2. are fused into one in the fertilization
3. In MEIOSIS- A diploid parent produces a haploid. The number of chromosomes is decreased by half
4. In MITOSIS- a diploid parent produces a diploid parent
Science QCC
Standard: Biology (S. 9-12.8)
Sample Items i Key
Cognitive Level
Low
66. What
are the basic building blocks of DNA and RNA?
A. lipids
B. organic salts
C. nucleic
acids
D. carbohydrates
High
67. Two geneticists found that they could
cause mutations in a type of mold. When
they examined the mutated cells, they found that specific genes had
changed. In cells in which one gene had
changed, they found that a particular enzyme was not properly made. In cells in
which another gene had changed, they found that a different enzyme was not
properly made. What would the
geneticists conclude from their findings?
A. Each gene
is responsible for the structure of a specific enzyme.
B. Each enzyme is responsible for the structure of a specific
gene.
C. Genes and enzymes are able to mutate at the same time.
D. Enzyme treatment can be effective in the battle against
genetic mutations.
Science QCC
Standard: Biology (S. 9-12.9)
Sample Items
Cognitive Level
Low
68. The basic unit of structure and function in living things is
the
A. cell.
B. organ.
C. molecule.
D. organelle
Medium
69. If an intestinal cell in a butterfly contains 24 chromosomes,
a butterfly egg cell would contain
A. 3 chromosomes.
B. 6 chromosomes.
C. 12 chromosomes.
D. 24 chromosomes.
High
70. It is not easy to observe individual chromosomes during the
interphase because
A. the DNA has not been duplicated yet.
B. they have
uncoiled to form long, thin strands.
C. they leave the nucleus and are scattered throughout the
cell.
D. homologous chromosomes do not pair up until division starts.
Science QCC
Standard: Biology (S. 9-12.10)
Sample Items i Key
Cognitive Level
Low
71. An offspring from parents with different characteristics is
described as
A. hybrid.
B. purebred.
C. mutant.
D. homozygous.
Use the
graphic below to answer the following question.
|
|
R |
r |
|
R |
RR |
Rr |
|
r |
Rr |
rr |
High
72. In this monohybrid cross of two roses, R represents the red
gene and r represents the white gene.
What percent of the phenotype of the offspring is red?
A. 25%
B.
50%
C. 75%
D. 100%
Science QCC
Standard: Biology (S. 9-12.11)
Sample Items
Cognitive Level
Low
73. A recessive allele is one whose effects on the phenotype
(visible characteristics) are
A. masked in a heterozygous organism by a
dominant allele.
B. masked in a homozygous organism by other genes.
C. mixed with those of the dominant allele to produce a hybrid.
D. only observable in a hybrid organism.
High
74. In a particular type of pea, round seeds (R) are a dominant
trait, while wrinkled seeds (r) are a recessive trait. Two parent plants, one that is Rr and one
that is rr, produce 800 offspring.
Approximately how many of the offspring should have wrinkled seeds?
A. 200
B. 400
C. 600
D. 800
High
75. Flowers known as four o=clocks may be red, white, or
pink. The genes show incomplete
dominance. If a red gene and a white
gene are inherited, the flower is pink.
If two red genes are inherited, it will be red. If two white genes are inherited, it will be
white. What happens if you cross two
pink plants?
A. All of the offspring will be pink.
B. Half the
offspring will be pink, one quarter will be red, and the other quarter will be
white.
C. Half of the offspring will be red, and the other half will
be white.
D.
There is not enough information given to determine the results.
Chapter 6 Classification
I. Objective 42
Discriminating Relationships Among Organisms
B. 24 The student will
discriminate relationships when using a classification model to group living
things.
B. 25. The student will identify
common organisms in the different kingdoms.
A.
Taxonomists
are scientist who group organisms.
a.
Organisms
are classified into 5 Kingdoms.
i.
Monera
ii.
Protista
iii.
Fungi
iv.
Plantae
v.
Animalia
b.
After
Kingdoms come six other levels of classification
i.
Phylum
ii.
Class
iii.
Order
iv.
Family
v.
Genus
vi.
Species
B.
Table of
Kingdoms and Characteristics
|
KINGDOM |
CHARACTERISTICS |
EXAMPLES |
|
Monera |
One-celled, no
nucleus or organelles, may be photosynthetic, asexual reprod. |
Bacteria, viruses,
blue-green algae |
|
Protista |
One-celled, have
true nucleus, organelles, aquatic, asexual reproduction |
Amoeba, euglena,
algae, paramecium |
|
Fungi |
Eukaryotic,
heterotrophs, budding, spore production, sex, and asex. Reproduction |
Yeast, Mushrooms,
ringworms, rust |
|
Plantae |
Eukaryotic, autotrophs,
sex (seed) or asex. (cuttings) reproduction, vascular system to move water
and materials |
Mossses,
ferns,conifers, grasses, flowering plants. |
|
Animalia |
Multicelled,
eukaryotic, heterotrophic, sexual reproduction, may be vertebrate or
invertebrate |
|
B.
26 The student will explain the roles of
different monerans.
i.
viruses
ii.
bacteria
iii.
blue-green
bacteria
i.
Adsorption-
the virus attaches to the host at a receptor site.
ii.
Entry-the
viral DNA is injected into the host cell and the protein coat is removed in a
process called uncoating.
iii.
Replication-
viral DNA directs the construction of a new viral components.
iv.
Assembly-
new viruses are made from the component parts.
v.
Release-
the host cell splits in a process called lysis, allowing new viruses to leave
and infect other cells
i.
polio
ii.
chicken
pox
iii.
measles
iv.
mumps
v.
rabies
vi.
herpes
vii.
influenza
viii.
common
cold
ix.
Aids
i.
heterotrophic
ii.
autotrophic
1.
get
energy from the sun (photoautotrophs)
2.
chemical
reactions ( chemoautotrophs)
i.
Saprophytes
are those that feed on dead organic material
i.
pasteurization
ii.
fermentation
i.
strep
throat
ii.
tuberculosis
iii.
meninigities
iv.
bubonic
plague
v.
diphtheria
vi.
tetanus
vii.
food
poisoning ( salmonella)
|
Monerans |
||
|
Type |
Characteristics |
Examples |
|
Viruses |
Parasitic
particles, require a host cell to reproduce, make protein, cause disease |
Polio, flu, AIDS,
rabies |
|
Bacteria |
One-celled
organisms, reproduce on their own, may be harmful or beneficial, may be
heterotrophic or autotrophic |
Salamonela,
Clostridium, Nitrogen-fixing bacteria |
|
Cyanobacteria |
One-celled
autotrophs, supply food for aquatic life, supply oxygen, decompose dead
organisms |
Blue-green algea |
B. 27 The student will compare
algae and protozoa and relate their importance.
i.
Chlorophyta
are green algae- store food as starch with walls made of cellulose
ii.
Phaeophyta
are brown algae- store food as lamarin have cell walls of kelp used in ice cream and jelly
iii.
Rhodophyta
are read algae cell walls contain carageenan used in cosmetics
iv.
Chrysophyta
includes diatoms store food as oil used in scouring powders and paints
v.
Phrrophyta
include dinoglagellates cell walls made of cellulose cause red tides. some are
bioluminescence
vi.
Euglenophyta have no cell wall
i.
Amoebae
move by pseudopodia (false feet)
ii.
Paramecia move by cilia ( short hair-like projections)
iii.
Trypanosomes
move by means of whip-like flagella: can cause
sleeping sickness called Trypanosomes
iv.
Plasmodia
do not move cause malaria
|
PROTISTA |
||
|
Type |
Characteristics |
Examples |
|
Protozoa
(animalike) |
One-celled
heterotrophs, classified by type of movement |
Sarcodina,
Paramecia, Amoebae |
|
Algae (plantlike) |
One-celled
autotrophs, photosynthetic |
Green algae,
Diatoms, Euglena |
|
Fungus like |
Decomposers,
acellular and cellular |
Slime , Mold |
IV. Objective 45
Fungi
B. 28
The student will explain the roles of fungi and the ways in which they
affect human beings.
i.
which is
made of chitin
ii.
Mycelium
is a mat of hyphae
i.
sexually-
thru fussion of the cytoplasm
ii.
asexual
occurs thru budding_
i.
Bread
mold- a division of Zygomycota
ii.
Club
fungi-
1.
Basidiomycota-
mushrooms, toadstools, and puffballs
2.
the club
shaped structure is called a basidiocarp
iii.
Ascomycota,
sac fungi
1.
yeast,
morels, and powdery mildews
2.
breakdown
carbohydrates
iv.
Deutermycota-causes
ringworms and athlete’s foot.
i.
is a
mutualistic relationship because
1.
the
fungus benefits from the plant photosynthesis
2.
the
plant gets greater support and water absorbtion
3.
ex:
lichen
|
Kingdom |
Characteristics |
Examples |
|
Fungi |
Single-celled/
multicelled heterotrophs, parasitic or saprophytic, sexual and asexual
reproduction, may be symbiotic |
Bread mold,
mushrooms, mildew |
i.
food
ii.
spices
iii.
textiles
iv.
paper
v.
medicines
vi.
habitats
i.
chlorophyll-
makes photosynthesis work
ii.
air for
cellular respiration
iii.
Minerals-
1.
nitrogen
2.
potassium
3.
phosphorus
iv.
Temperature
i.
seed
plants are vascular
1.
angiosperms-
seeds inside a fruit
a.
flowering
plants
b.
two
classes
i.
Monocotyledons-
grasses, lilies, irises, and corn
1.
one seed
leaf
2.
parallel
veins
3.
flower
parts in threes
4.
vascular
bundles scattered
ii.
Dicotyledons
1.
dicots-
beans, peanuts, roses, oaks, and elms
2.
two seed
leaves,
3.
flowers
in fours or fives
4.
vascular
bundles arranged in a circular pattern
2.
gymnosperms-naked
seeds
a.
conifers-
seeds in a cone
i.
Seed
plants
|
Roots |
Anchor plant,
absorb water and nutrients, storage nutrients |
|
|
Stems |
Support plant,
pathway for water and nutrient transport |
|
|
Leaves |
Site of
photosynthesis, shape helps absorption of sunlight |
|
|
Flower/ Cones |
Reproductive
system: Two categories |
|
|
Naked seeds,
cones, evergreens |
|
|
Speeds surrounded
by fruit, flowers beans roses, oak trees |
|
|
Monocots |
One seed leaf
parallel viens, flower parts in 3’s, vascular bundles scattered |
|
|
Dicots |
Two seed leaves,
net-like veins, flower parts in 4s or 5s, circular vascular bundles |
|
VI. Objective 47
INVERTEBRATES
B. 31
The student will relate the common characteristics and functions of
invertebrates
|
Eukaryotes, multicellular, heterotrophs,
usually mobile, well-developed nervous systems |
||
|
Phylum |
Organism |
Characteristics |
|
Porifera |
Sponge |
Porous, two layers
of cells, reproduces by budding, hermaphroditic, body support by sponging or
spicules. |
|
Coelenterata |
Jellyfish |
Hollow body cavity
with two layers of cells, tentacles, nematocysts, release poison into prey. |
|
Platyhelminthes |
Tapeworm |
Flat body with
three layers of cells, regeneration, light sensitive |
|
Nematoda |
Hookworm |
Round body with mouth and anus, parasitic |
|
Annelida |
Earthworm |
Segmented body,
digestive system with crop and gizzard, closed circulatory system, excretion
by nephridia, ganglia controls movement and response, hermaphroditic, but
require a mate to exchange sperm |
|
Mollusca |
Snail |
Soft body, usually
have shell secreted by mantle, movement by muscular foot or ejection of
water, respiration by gills, digestive system with mouth, radula, stomach,
instine, nervouse system, well-developed eye |
|
Arthropoda |
|
Segmented body
with heat, chitinous exoskeleton, jointed legs, ventral nervouse sytem,
digestive system with specialized mouth, open circulatory sysem, sexual
reproduction |
|
Class |
|
|
|
Crustacca |
Crab |
Gills, antennae,
compound eyes, claws, eggs carried by swimmerets |
|
Chilopoda/ Diplopoda |
Centipede/
Millipede |
Long body with
head and many segments, each segment has legs |
|
Arachnida |
Spider |
Two body segments,
four pairs of legs, eight simple eyes |
|
Insecta |
Grasshopper |
Three body segments,
onepair of antennae, two pairs of wings, respiration through tracheae,
excretion through Malphigian tubules to anus, tympanum detects sound undergo
metmorphosis. |
|
Echindodermata |
Starfish |
Endoskelton, rays,
sucker tube feet. |
|
|
|
|
VII. Objective 48 Vertebrates
B.32 The student will relate the
common characteristics and functions of vertebrates.
A.
Vertebrates
are a subphylum is a phylum chordate
i.
Vertebrate
Organ Systems
|
System |
Function |
|
Skeletal |
Support,
protections, blood cell production, site for muscle attachment |
|
Muscular |
Movement |
|
Integrumentary |
Protection against
dehydration and germs |
|
Nervous |
Coordination of
movement, regulation of metabolism, response to environment stimuli |
|
Endocrine |
Metabolism,
homestasis |
|
Circulatory |
Transport of
gases, nutrients and wastes |
|
Respiratory |
Gas exchange (O2
and CO2 ) |
|
Digestive |
Breakdown of food |
|
Excretory |
Elimination of
waste |
|
Immune |
Protection against
disease |
|
Reproductive |
Continuation of
the species |
ii.
Types of
Vertebrates
|
Notochord, dorsal
nerve cord, gill slits present during development, backbone, ventral
digestive and circulatory systems, closed circulatory system, endoskeleton,
most are cold-blooded, well developed organ systems |
||
|
Class |
Examples |
Characteristics |
|
Agnatha |
Lamprey |
Round mouth,
jawless, parasitic, two-chambered heart |
|
Chondrichthyes |
Sharks |
Preditors, well
developed snese of smell, paired fins, endoskeleton of cartilage,
two-chambered heart. |
|
Osteichthyes |
Trout |
Bony fish, swim
bladder, paired fins, two-chambered heart webbed toes, four legs |
|
Amphibia |
Frog |
Respiration by
gills, lungs and moist skin, eggs fertilized externally in pond,
metamorphosis, two-three chambered heart, webbed toes, four legs |
|
Reptilia |
Lizard |
Respiration by
lungs, chitinous, amniote eggs laid on land after internal fertilization, no
metamorphosis, three-four chambered heart, usually four legs, scaly skin
prevents dehydration |
|
Aves |
Owl |
Warm-blooded,
winged, feathered, porous bones, respiration by lungs, four-chambered heart,
well-developed nervouse system, crop and gizzard for storing and grinding
food, hard amniote eggs fertilized internally. |
|
Mammalia |
|
Warm-blooded,
hair, lungs, mammary glands, four-chambered heart, four appendages,
well-developed nervous system, internal fertilization |
|
Order |
|
|
|
Monotremes |
Platypus |
Egg-laying mammal |
|
Marsupials |
Kangaroo |
Pouched Mammel |
|
Placentals |
Human |
Young carred
internally in a placenta until birth. |
Science QCC
Standard: Biology (S. 9-12.13)
Sample Items i Key
Cognitive Level
Low
76. Which of the following is the broadest classification
category listed?
A. class B. genus C.
order D. phylum
Low
77. Every organism is called by a two-word Latin name representing
its
A. class and order.
B. order and family.
C. genus and
species.
D. kingdom and phylum
.
Medium
78. The levels of classification in order from largest to
smallest are
A. genus, species, order, class, family, kingdom, and phylum.
B. kingdom, phylum, genus, species, order, family, and class.
C. kingdom,
phylum, class, order, family, genus, and species.
D. phylum, class, family, species, kingdom, genus, and order.
Science QCC Standard: Biology (S. 9-12.15)
Sample Items i Key
Cognitive Level
Low
79. A parasitic, unicellular organism is
found to have no organized nucleus.
Choose the kingdom below in which this organism is classified.
A. Monera B. Plantae C. Protista D. Protoza
Medium
80. Ancient bacteria, found in fossils, were
very important in the history of life because they
A. are the oldest known bacteria.
B. were the first multicellular organisms.
C. deposited oxygen into the atmosphere.
D. extracted heat from the atmosphere,
cooling the earth.
Medium
81. Nitrogen-fixing bacteria are found in
soybeans and many peas and beans. What
should farmers do when they find these bacteria in their crops?
A. Use an antibacteria spray to destroy
them.
B. Introduce predators that will eat the
bacteria.
C. Destroy the crops because there is no
cure for the bacteria.
D. Let the bacteria do their job of
providing nourishment for the crops
High
82. A certain bacterium is responsible for
gas gangrene infection, which causes death or loss of limb. Physicians have
learned that prevention of this infection can be achieved by thoroughly
cleaning a severe puncture wound and then bandaging it loosely. Which most likely inhibits the growth of this
bacterium?
A. excessive moisture
B. the
presence of oxygen
C. exposure to ultraviolet radiation
D. a temperature of 98.6 degrees Fahrenheit
Science QCC Standard: Biology
(S. 9-12.16)
Sample Items i Key
Cognitive Level Low
83. Which of the following are grouped into a phylum according to
the way they move?
A. algae
B. parasites
C. protozoans
D. fungus-like protists
Medium
84. The kingdom Protista is more diverse than other kingdoms of
small membraned organisms because
A. Protista
inhabit a wider array of natural habitats.
B. evolution has been going on longer for Protista.
C. symbiosis distinguishes Protista from bacteria.
D. they are single units derived from individual groups of
Protista.
Medium
85. Malaria is a disease caused by a sporozoan which releases
poisonous substances in an infected host and destroys
A. the parasite.
B. the mosquito.
C. red blood
cells.
D. the thyroid gland.
Science QCC Standard: Biology (S. 9-12.17)
Sample Items Cognitive Level
Low
86. When we say that fungal spores have less
metabolic activity than vegetative cells, we mean they are
A. asexual structures.
B. sexual structures.
C. dead.
D. dormant.
Medium
87. Which is true for all fungi?
A. They form sexual spores.
B. They contain chitin.
C. They form asexual spores.
D. They are heterotrophic.
Medium
88. When transplanting a wild plant to
garden soil, it is very important to include some of the soil from the original
habitat. This is most likely because soil from the original habitat would contain
A. beneficial viruses for the plant.
B. the proper pH for this particular
plant.
C. symbiotic
fungi, to assist in nutrient absorption.
D. the seeds of the plant, in case the
mature one dies.
Science QCC Standard: Biology (S. 9-12.18)
Sample Items i Key
Cognitive Level
Medium
89. Which of the following examples of the
A. ferns B. mosses C. pine trees D. flowering plants
Medium
90. Why are seeds an important evolutionary improvement over
spores?
A. Seeds contain little water.
B. Seeds
enhance dispersal and thus migration of genotypes.
C. Seeds such as beans, corn, and rice are important food
sources.
D. Seeds are lighter for wind to carry away.
Low
91. In the moss life cycle, which structure of the plant develops
a capsule on top of a stalk?
A .thallus B. protonerna C. sporophyte D.gametophyte
Science QCC Standard: Biology (S. 9-12.19)
Sample Items
Cognitive Level
Medium
92. Among angiosperms, dicots are
distinguished by their
A. absence of xylem and phloem.
B. net-like veins in their leaves.
C. single embryonic leaf.
D. scattered vascular bundles in the stem.
Medium
93. The sequence of stem layers from inside
out is
A. cambium-xylem-phloem-cortex.
B. phloem-cortex-cambium-xylem.
C. phloem-xylem-cambium-cortex.
D. xylem-cambium-cortex-phloem.
Medium
94. When pollen is transferred from the
anther to the stigma of a flower, what has occurred?
A. germination
B. pollen formation
C. self-pollination
D. cross-pollination
Science
QCC Standard: Biology (S. 9-12.20)
Sample Items i Key Cognitive Level
Low
95. Which feature must be included in an aquarium for a starfish
to survive?
A. a mate of the opposite sex
B. a bottom-surface-growing seaweed
C. a supply of minnows for food energy
D. a proper salt concentration in the water
Low
96. What similar features does an earthworm share with a
grasshopper?
A. Both are hermaphroditic.
B. Both have a ventral nerve cord.
C. Both have open circulatory systems.
D. Both have similar mechanisms of excretion.
Low
97. Invertebrates are defined as animals without
A. a
backbone.
B. an exoskeleton.
C. mammary glands.
D. specialization.
Low
98. Which would be an example of the biological control of
unwanted garden pests?
A. plowing
B. weeding
C. chemical pesticides
D. predator
insects
Science
QCC Standard: Biology (S. 9-12.21)
Sample Items
Cognitive Level
Low
99. Arteries in vertebrates are responsible
for
A. collection of waste products.
B. transport of blood to the heart.
C. maintenance of blood cholesterol
levels.
D. transport of blood away from the heart.
Low
100. What is meant by "antagonistic paired
muscles?"
A. muscle pairs that hold joints in place,
such as the elbow or knee
B. muscle pairs that inhibit one another
because of hormonal control
C. muscle pairs that counteract each
other, or work in the opposite direction
D. muscles that are connected and used
together, such as in the thumb and index finger
Low
101. What purpose does an endoskeleton serve?
A. It allows all vertebrates to walk
upright.
B. It supports and protects the body.
C. It aids in the process of respiration.
D. It aids in the performance of the immune
system.
Low
102. What do fish, frogs, snakes, birds, dogs,
and humans have in common?
A. lungs
B. backbones
C. capacity for language
D. four-chambered hearts
Science QCC Standard: Biology (S. 9-12.22/23)
Sample Items i Key
Cognitive Level
Low
103. Which of the following best defines absorption?
A. movement of nutrient molecules into
cells lining the digestive tract
B. passage of undigested material out of
the digestive tract
C. chemical breakdown of food
D. act of eating
Low
104. Which of the following is the site of
fertilization in humans?
A. endometrium
B. oviduct
C. uterus
D. ovary
Medium
105. When you exhale, air passes through the
respiratory structures in which of the following sequences?
A. alveolus, trachea, bronchus, bronchiole,
larynx, pharynx, nasal cavity
B. alveolus, bronchiole, bronchus,
trachea, pharynx, larynx, nasal cavity
C. alveolus, bronchiole, bronchus,
trachea, larynx, pharynx, nasal cavity
D. alveolus, bronchus, bronchiole, trachea,
larynx, pharynx, nasal cavity
Low
106. What pushes the blood in the veins back to
the heart?
A. gravity
B. the larger diameter of veins relative
to capillaries
C. the contraction of skeletal muscle pinching
the veins and squeezing the blood along
D. the peristaltic contractions of the
smooth muscle surrounding the veins
Chapter 7
Organisms and Their Environments
I.
Objective 49
Biotic and Abiotic factors B.35 The student will identify
and explain the importance of living and nonliving factors in an ecosystem.
a.
Ecosystem- is composed of all living and nonliving
things in a particular location.
i.
Biotic
factors- bio-living things
ii.
abiotic
factors- (a-opposite or against) the nonliving things
b.
Food Web
– is the interrelated chain of organisms that depend on each other for food.
i.
Producers-
are the green plants the make own food.
ii.
Consumers-
are the animals that rely on the other organisms for food and Has 3 types
1.
Primary
consumers- are herbivores, or plant eaters
a.
deer
b.
insects
2.
Secondary
consumers- are carnivores or flesh eaters
a.
snakes
b.
hawks
c.
coyotes
3.
Tertiary
consumers- or omnivores eat both plant and animals
iii.
Scavengers
– feed on particles of dead organisms
1.
earthworms
2.
ants
3.
vultures
iv.
Decomposers-
are organisms that break down dead organic matters
c.
Niche-
includes all aspects of an animal’s lifestyle, especially its feeding pattern.
II.
Objective 50
SUCCESSION IN COMMUNITIES
B. 37 The student will explain that the community
in a given area may change through time.
a.
Habitat-
is the physical surrounding in which an organism lives
b.
Pioneer
community- the first plant forms that colonize an area
c.
Climax
community- consists of many different types of plants and is very stable.
d.
Ecological
succession- the change in dominant species.
III.
Objective 51
POPULATIONS AND CHANGES
B. 38 The student will relate
what constitutes a population and how a population may change through time.
a.
Biological
species – a group of organisms that can naturally produce fertile offspring
b.
Population-
is made up of all members of a particular species that inhabit a particular
area at the same time.
c.
Geographic
isolation-when the population becomes separated by changes in the environment.
IV.
Objective 52
BIOMES
B.39 The student will relate geography/climate to biome types of given
areas.
a.
Biosphere-
is the part of the earth where life exists.
b.
Biomes-
specific reagions
c.
Types of
Biomes
|
Biome |
Regions |
Flora |
Fauna |
Characteristics |
|
Polar |
North and south
poles |
Moss and lichen |
Polar bears,
penguins |
Permafrost |
|
Tundra |
Artic/Antarctic
areas |
Grass and
wildflowers |
Reindeer, caribou |
Thin soil,
permafrost |
|
Taiga |
Northern forests |
Stunted conifers |
Wolves, rabbits |
Long, cold winters |
|
Deciduous |
NE/ mid-eastern
US; |
Deciduous trees |
Deer, birds, small
animals |
Mod,
precipitation, warm summers, cold winters |
|
Grasslands |
Mid-western US; |
Grasses |
Prairie dogs,
ferrets, snakes |
Hot summers, cold
winters, rainfall unpredictable |
|
Desert |
W. US; N. and |
Cacti, succulents |
Jackrabbits,
lizards, rats |
Arid;extreme daily
temperatures |
|
Tropical
Rainforest |
|
Diverse Plants |
Monkeys, leopards |
High rainfall and
temperatures |
|
Temperate
Rainforest |
NW |
Giant conifers |
Bear, Deer birds |
Moist soil, high
rainfall, moderate temperatures |
V.
Objective 53 Impact of Human Activity
B.40 The student will assess the impact of human
activity on certain ecological situations.
a.
What
humans do.
i.
consumes
a vast amount of the Earth’s natural resources
ii.
destroying
much of the wildlife habitats
iii.
higher
consumption of water for drinking
iv.
create
the greenhouse effect- due to build up of carbon dioxide
v.
Photochemical
smog- due to nitrogen and sulfur oxides in the atmosphere producing acid
rain.
vi.
Strip
mining- removing the layers of the Earth’s surface to obtain minerals
vii.
Pollutants-
undesired impurities in the environment
1.
biodegradable-
able to decompose
2.
non-biodegradable-
linger in the environment plastics
VI.
OBJECTIVE 54 SOLVING ECOLOGICAL PROBLEMS
a.
People
are the primary source of many of our planet’s ecological problems
b.
Deforestation-
causes erosion and loss of habitat
i.
prevent
by recycling wood
ii.
planting
new forest
c.
Fossil
fuel usage can be reduced by using
i.
solar
energy
ii.
wind
generation
iii.
geothermal
energy
iv.
public
transportation
d.
Bioremediation-
use of microorganisms to decompose hazardous wastes.
e.
Recycling
materials is what each person can do on an individual level
i.
Things
to recycle
1.
plastic
2.
metals
3.
paper
ii.
Ways to
reduce burning of fossil fuels
1.
purchasing
energy-efficient appliances
2.
properly
insulating our homes
3.
turning
off light and appliances when not in use
Science QCC Standard: Biology (S. 9-12.25)
Sample Items i Key
Cognitive Level
Use the graphs below to answer the question that follows.
Low
107. Which graph most closely represents the
seasonal change in an insect population in the temperate zone?
A.
I
B. II
C. III
D. IV
Low
108. An organism which feeds only on consumers is
A. a
carnivore.
B. an herbivore.
C. an omnivore.
D. a saprophyte
Science QCC
Standard: Biology (S. 9-12.25)
Sample Items
Cognitive Level
Medium
109. Skyrocketing growth of the human population since the beginning
of the Industrial Revolution appears to be mainly a result of
A. migration to thinly settled regions of
the globe.
B. better nutrition boosting the birth rate.
C. a drop in
the death rate due to better health care.
D. the concentration of humans in cities.
Medium
110. To figure out the human population density of your community,
you would need to know the number of people living there and
A. the land area in which they live.
B. the birth rate of the population.
C. whether population growth is logistic or exponential.
D. the dispersion pattern of the population.
Science QCC
Standard: Biology (S. 9-12.26)
Sample Items
Cognitive Level
Low
112. Changes in the seasons are caused by
A. the tilt of Earth=s axis toward or away from
the sun.
B. annual cycles of temperature and rainfall.
C. variation in the distance between Earth and the sun.
D. an annual cycle in the sun=s energy output.
Medium
113. What makes the
A. Its vegetation is sparse.
B. It is hot.
C. Temperatures vary little from summer to
winter.
D. It is dry.
High
114. Andrea was a passenger on a plane that
flew over temperate deciduous forest, then grassland and desert, finally
landing at an airport in chaparral. The
route of Andrea=s flight was most
likely between
A.
B.
C.
D.
Science QCC
Standard: Biology (S. 9-12.27)
Sample Items Cognitive
Level
Low
115. Which of the following are associated with acid rain?
A. sulfur oxides B. chlorofluorocarbons C.carbon monoxide D. phosphates
Medium
116. Ospreys and other top predators in food chains are most severely affected by pesticides
such as DDT because
A. their systems are especially sensitive
to chemicals.
B. the
pesticides become concentrated in their prey.
C. they cannot store the pesticides in their tissues.
D. they have rapid reproductive rates.
Read the
information and answer the question that follows.
In the long-standing war
between coyotes and sheep ranchers in
High
117. What is a likely explanation for the similarity in the
percentage of sheep lost in both areas?
A. Coyotes were protecting sheep.
B. The sheep died from overcrowding.
C. Another predator was killing sheep.
D. Coyotes
were preying upon sick or weak sheep.
Medium
118. The fruits in an apple orchard are being
destroyed by larval insects. The owner
wants to get rid of the insects without harming other animals. His first step should be to
A. spray DDT on the fruit trees.
B. introduce a natural predator of the
pest.
C. remove all trees bearing the infected
fruits.
D. coat the trees with a mild oil-based
insecticide.
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Answer Key to Practice test
questions |
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|
1 |
B |
|
50 |
B |
|
99 |
D |
|
2 |
B |
|
51 |
A |
|
100 |
C |
|
3 |
C |
|
52 |
B |
|
101 |
B |
|
4 |
B |
|
53 |
A |
|
102 |
B |
|
5 |
C |
|
54 |
A |
|
103 |
A |
|
6 |
B |
|
55 |
A |
|
104 |
B |
|
7 |
|
|
56 |
B |
|
105 |
C |
|
8 |
B |
|
57 |
B |
|
106 |
C |
|
9 |
C |
|
58 |
B |
|
107 |
D |
|
10 |
A |
|
59 |
D |
|
108 |
A |
|
11 |
A |
|
60 |
B |
|
109 |
C |
|
12 |
B |
|
61 |
C |
|
110 |
A |
|
13 |
C |
|
62 |
B |
|
112 |
A |
|
14 |
B |
|
63 |
A |
|
113 |
D |
|
15 |
C |
|
64 |
B |
|
114 |
B |
|
16 |
D |
|
65 |
B |
|
115 |
A |
|
17 |
B |
|
66 |
C |
|
116 |
B |
|
18 |
D |
|
67 |
A |
|
117 |
D |
|
19 |
D |
|
68 |
A |
|
118 |
B |
|
20 |
A |
|
69 |
C |
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|
21 |
D |
|
70 |
B |
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22 |
C |
|
71 |
A |
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|
23 |
B |
|
72 |
C |
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24 |
D |
|
73 |
A |
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|
25 |
B |
|
74 |
B |
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|
26 |
C |
|
75 |
B |
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|
27 |
C |
|
76 |
D |
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|
28 |
A |
|
77 |
C |
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|
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29 |
D |
|
78 |
C |
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|
30 |
D |
|
79 |
A |
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31 |
C |
|
80 |
C |
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|
32 |
B |
|
81 |
D |
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33 |
B |
|
82 |
B |
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|
34 |
D |
|
83 |
C |
|
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|
35 |
C |
|
84 |
A |
|
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|
|
36 |
D |
|
85 |
C |
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37 |
A |
|
86 |
D |
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|
38 |
C |
|
87 |
D |
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|
39 |
B |
|
88 |
C |
|
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|
40 |
B |
|
89 |
B |
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41 |
B |
|
90 |
B |
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42 |
A |
|
91 |
C |
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43 |
A |
|
92 |
B |
|
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|
44 |
D |
|
93 |
C |
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|
45 |
B |
|
94 |
C |
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|
46 |
B |
|
95 |
D |
|
|
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|
47 |
B |
|
96 |
B |
|
|
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|
48 |
A |
|
97 |
A |
|
|
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|
49 |
C |
|
98 |
D |
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