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Sample Science Test questions-3 Grade 12

admin — Mon, 16 May 2011 03:24:34 +0000

1. Which particle is a negatively charged ion?

A. Hydrogen (H) with 1 proton, 0 neutrons, and 1 electron

B. Sodium (Na) with 11 protons, 12 neutrons, and 10 electrons

C. Chlorine (Cl) with 17 protons, 18 neutrons, and 18 electrons

D. Magnesium (Mg) with 12 protons, 12 neutrons, and 12 electrons

Key

2. Which of the following is an example of a nuclear fission reaction?

Key

3. Why does radioactive dating of meteorites give a more accurate age for Earth than radioactive dating of rocks at Earth’s surface?

A. Most rocks that first formed on Earth’s surface have since undergone major geologic changes.

B. Most rocks found on Earth’s surface are older than most meteorites.

C. Most meteorites contain minerals that are the same age as those found on Earth’s surface.

D. Most meteorites are made of the same type of iron that is found in Earth’s core.

Key

4. A student placed two identical beakers on a windowsill. One beaker contained 80 milliliters (mL) of Liquid A, and the other beaker contained 80 mL of Liquid B. The student left the beakers uncovered and undisturbed.

After three days, both beakers contained less liquid. However, there was less of Liquid B than Liquid A. The diagram below shows the volume of liquid in each beaker at the start of the experiment and after three days.

Why is there less liquid in both beakers after three days?

__________________________________________________________________

Which liquid has the lower boiling point?

1. Liquid A

2. Liquid B

Explain how you know. Support your answer by referring to the results of the experiment and by comparing the attraction among the molecules in Liquid A with the attraction among the molecules in Liquid B.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response consists of four parts:

indicates that some of the liquid in each beaker has evaporated

indicates that Liquid B has the lower boiling point

relates the lower boiling point to greater evaporation of Liquid B or to less thermal energy required to change Liquid B to gas

relates the lower boiling point to the weaker attraction among the molecules of Liquid B

Satisfactory

Student response indicates that some of the liquid in each beaker has evaporated. Response identifies that Liquid B has the lower boiling point, and it correctly relates the lower boiling point to the relative evaporation of Liquids A and B to the amount of thermal energy required to change Liquid B to a gas or to the attraction among the molecules.

Student response indicates that some of the liquid in each beaker has evaporated. Response incorrectly selects (A) Liquid A, but it correctly relates the lower boiling point either to the relative evaporation of Liquids A and B or to the smaller amount of thermal energy required to change Liquid B to a gas. Response also correctly relates the lower boiling point to the weaker molecular attraction among the molecules of Liquid B supporting choice (B).

Essential

Student response indicates that some of the liquid in each beaker has evaporated. Response incorrectly selects (A) Liquid A, but it correctly relates the lower boiling temperature to the relative evaporation of Liquids A and B or to the smaller amount of thermal energy required to change Liquid B to a gas or to the weaker attraction among the molecules of Liquid B.

Student response identifies that Liquid B has the lower boiling point, and it correctly relates the lower boiling point to the relative reduction in volumes of Liquids A and B to the smaller amount of thermal energy required to change the state of Liquid B or to the weaker attraction among the molecules of Liquid B.

Partial

Student response indicates that some of the liquid in each beaker has evaporated.

Student response correctly relates the lower boiling point to the relative evaporation of Liquids A and B to the smaller amount of thermal energy required to change Liquid B to a gas or to the weaker attraction among the molecules of Liquid B.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

The following question refer to the following information.

Scientists are studying the evolutionary history of a group of plants in the United States, and they develop an evolutionary tree, as shown below.

5. What information about the organisms best helps the scientists to determine the evolutionary relationships among them?

A. DNA sequences

B. Anatomical features

C. Habitat types

D. Reproductive strategies

Key

The following question refer to the following information.

Scientists are studying the evolutionary history of a group of plants in the United States, and they develop an evolutionary tree, as shown below.

6. Which statement can be inferred from the evolutionary tree?

A. Species 1 is most closely related to Species 8.

B. Species 2 is most closely related to Species 3.

C. Species 3 is most closely related to Species 7.

D. Species 5 is most closely related to Species 6.

Key

The following question refer to the following information.

Scientists are studying the evolutionary history of a group of plants in the United States, and they develop an evolutionary tree, as shown below.

7. Additional data indicated that Species 8 shares a similar thorny leaf structure with a different plant species found in Madagascar (an African country), as shown below. The scientists hypothesized that different plant species can have similar leaf structures but not be closely related.

Explain how to test the scientists’ hypothesis.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response describes the type of data to be collected and indicates that these data need to be collected from both species and compared.

Partial

Student response describes the type of data to be collected.

Student response indicates that these data need to be collected from both species and compared.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

The following question refer to the carbon cycle diagram below, which shows some of the ways that carbon moves through different parts of Earth’s environment.

8. Which portion of the carbon cycle is driven directly by energy from the Sun?

A. The formation of coal beneath rock layers

B. The release of carbon dioxide during volcanic eruptions

C. The emission of carbon dioxide from oil-burning power plants

D. The formation of sugars at Earth’s surface

Key

The following question refer to the carbon cycle diagram below, which shows some of the ways that carbon moves through different parts of Earth’s environment.

9. In the diagram, which portion of the carbon cycle is driven directly by Earth’s internal heat energy?

A. The movement of carbon between the ocean and the atmosphere

B. The emission of carbon dioxide from oil-burning power plants

C. The release of carbon dioxide during volcanic eruptions

D. The exhalation of carbon dioxide by animals

Key

10. Although nuclear fusion power plants are not currently used for power generation, people want to develop fusion power. Nuclear fusion power plants in the future are expected to solve some of the technological problems of existing nuclear fission power plants.

Describe two advantages nuclear fusion power would have compared with nuclear fission power. (Do not include economic factors.)

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response provides two correct advantages of fusion power plants compared to fission power plants.

Partial

Student response provides one advantage of fusion power plants.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

11. What is the correct order for the levels of organization in living systems from the simplest to the most complex? (Note that not all levels of organization are included.)

Key

12. Emissions of greenhouse gases from automobiles and factories are often cited as a cause of global warming. Automobiles and factories also emit solid particles such as smoke and ash.

Explain how emissions of these solid particles could cause global cooling.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates that the solid particles in the atmosphere block incoming solar radiation so Earth is heated less.

Partial

Student response indicates that the solid particles in the atmosphere block incoming solar radiation.

Student response indicates that the solid particles in the atmosphere cause less heat to reach Earth.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

13. If the Sun were twice as far away from Earth as it is now, what would happen to the strength of the gravitational force between the Sun and Earth?

A. It would be the same strength as it is now.

B. It would be two times as strong as it is now.

C. It would be one-half as strong as it is now.

D. It would be one-fourth as strong as it is now.

Key

The following question refer to the following experiment.

An experiment was conducted to determine which wavelengths of visible light are most effective for photosynthesis. The units shown here are in nanometers (nm).

Two organisms were used: filamentous algae, which are capable of photosynthesis, and some aerobic bacteria, which are not capable of photosynthesis.

Both organisms were suspended in a water droplet and placed on a microscope slide. The slide was exposed to light that was passed through a crystal prism. (The prism was used to separate visible light into its wavelengths.)

The diagram below illustrates what was seen on the microscope slide before and one hour after exposure to light that was passed through the prism.

14. Based on the results of the experiment, which two regions of the visible light spectrum are most effective for photosynthesis?

Explain the relationship between the aerobic bacteria and the filamentous algae.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response consists of three parts:

identifies a region of the light spectrum effective for photosynthesis: 420 nm (acceptable values from 400-500 nm), violet, or blue light

identifies a second region of the light spectrum effective for photosynthesis: 680 nm (acceptable values from 560-700 nm), orange, or red light

demonstrates understanding of bacteria clustered in the region where oxygen is given off by the algae during photosynthesis

Essential

Student response addresses two parts of a correct explanation.

Partial

Student response addresses one part of a correct explanation.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

The following question refer to the following experiment.

An experiment was conducted to determine which wavelengths of visible light are most effective for photosynthesis. The units shown here are in nanometers (nm).

Two organisms were used: filamentous algae, which are capable of photosynthesis, and some aerobic bacteria, which are not capable of photosynthesis.

The diagram below illustrates what was seen on the microscope slide before and one hour after exposure to light that was passed through the prism.

15. The diagram below illustrates what was seen on the microscope slide one hour after exposure to light that was passed through a prism. The colors associated with the wavelengths of light are also indicated.

Based on the results of the experiment, a student concludes that the scientist used algae that was green.

Do you agree with the student’s conclusion?

1. Yes

2. No

Refer to the results from the experiment to support your answer.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response selects (A) Yes and provides a correct explanation that consists of three parts:

Essential

Student response selects (A) Yes and addresses two parts of a correct explanation.

Student response does not select (A) but addresses three parts of a correct explanation.

Partial

Student response indicates (A) Yes and addresses one part of a complete response correctly.

Student response selects (B) No or makes no selection, but addresses one or two parts of a complete response correctly.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

16. Two dogs pull on a flat-bottom sled with forces of equal magnitude in the directions indicated by the arrows below. The dot represents the sled.

Which arrow best represents the direction of motion of the sled?

Key

17. The picture below shows a rock formation with folded layers.

Which statement best explains how the rock layers folded?

A. The rock melted and flowed downhill.

B. The rock was deformed by a meteorite impact.

C. The rock was suddenly pulled apart during an earthquake.

D. The rock was slowly compressed due to tectonic plate movement.

Key

18. Scientists determine what elements a star is made of by studying the light it emits. They compare the spectrum of the starlight to reference spectra of known elements.

The diagram below shows the characteristic spectral line patterns of four elements. Also shown is the spectrum of a star that contains two of these elements.

Which two of these elements are present in the star?

A. Lithium and helium

B. Lithium and sodium

C. Hydrogen and helium

D. Hydrogen and sodium

Key

19. When a cork is added to a glass of water, the cork floats at the top of the water instead of sinking to the bottom of the glass. Which statement helps explain why this happens?

A. The cork absorbs the water, so it cannot sink.

B. The water is exerting an upward force on the cork.

C. The water stops the force of gravity from acting on the cork.

D. The density of the cork is greater than that of the water.

Key

20. Which statement about the offspring that result from sexual reproduction is generally true?

A. The offspring show genetic variation from the parents.

B. The offspring have genetic material identical to that of one another.

C. The offspring have genetic material identical to that of one of the parents.

D. The offspring have twice as much genetic material as each parent.

Key

21. The figure below shows a 2-kilogram (kg) object. A 10-newton (N) force pushes the object horizontally across a level flat surface. The frictional force that results from contact with the surface produces a 2-N force that opposes the direction of the object’s movement.

Calculate the net force on the object in newtons (N). Show your calculations.

__________________________________________________________________

Calculate the acceleration of the object in meters per second squared (m/s2). Show your calculations.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response consists of four parts:

shows or describes how to calculate the net force on the object, which is determined from the difference between the opposing forces

provides the correct answer for the net force on the object, which is 8N

shows or describes how to calculate the acceleration of the object, which is determined from the net force and mass of the object according to the equation F = ma

provides the correct answer for the acceleration of the object, which is 4 m/s2 when the force calculation is done correctly

Satisfactory

Student response correctly addresses three parts of a complete response.

Essential

Student response correctly addresses two parts of a complete response.

Partial

Student response correctly addresses one part of a complete response.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

The following question refer to the growth of bacteria.

A scientist studied the growth rate of a species of bacterium. The scientist introduced some of the bacteria into a flask of nutrient-rich solution and monitored the growth of the bacterial population by measuring the number of living cells in the solution.

The graph below shows the growth of the bacterial population over time in hours (h).

22. Over which time period did the number of living bacteria increase at the greatest rate?

A. Between hours 0 and 1

B. Between hours 1 and 8

C. Between hours 8 and 16

D. Between hours 16 and 24

Key

The following question refer to the growth of bacteria.

The graph below shows the growth of the bacterial population over time in hours (h).

23. Explain why the growth rate of the bacteria changed as it did during the following time periods. Refer to the data and your understanding of cellular processes and their regulation by internal and external environments

Between hours 6 and 12:

__________________________________________________________________

Between hours 16 and 24:

__________________________________________________________________

Scoring Guide

Score & Description:

This item was scored in 2 parts.

Part A: Between hours 6 and 12

Part B: Between hours 16 and 24

Part A:

Complete

Student response provides a complete explanation as to why the growth rate of the bacteria changed as it did during the period between hours 6 and 12. The response indicates what happened to the growth rate and explains a change in the environmental conditions that results in the change.

Partial

Student response provides an explanation that either indicates what happened to the growth rate or explains a change in the environmental conditions that results in the change.

Student response indicates that the population number is slowing down or maintaining the same level and explains that this is due to an environmental change.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Part B:

Complete

Student response provides a complete explanation as to why the growth rate of the bacteria changed as it did during the period between hours 16 and 24. The response indicates what happened to the growth rate, including that bacterial cells are dying, and explains a change in the environmental conditions that results in the change.

Partial

Student response provides an explanation that either indicates what happened to the growth rate, indicates that bacterial cells are dying, or explains a change in the environmental conditions that results in the change.

Student response indicates that the population number is decreasing and explains that this is due to an environmental change.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Composite Score:

Student response received one of four possible composite scores (Complete, Essential, Partial, Unsatisfactory/Incorrect) based on the student’s combined performance on Parts A and B of the item. For example, a student response Complete for Part A and Partial for Part B received a composite score of Essential.

Composite Score	Part A	Part B
Complete	Complete	Complete
Essential	Complete	Partial
Partial	Complete
Partial	Partial
Complete	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Complete
Partial	Partial	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Partial
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect

The following question refer to the growth of bacteria.

The graph below shows the growth of the bacterial population over time in hours (h).

24. The scientist wanted to determine the effect of an antibiotic on the growth of the bacterium. To a second flask of nutrient-rich solution with the bacterial cells, he added the antibiotic, and monitored the growth of the bacterial population.

The data showed that most of the bacteria in the solution died, but some survived. The scientist concluded that some of the bacteria were resistant to the antibiotic.

Explain why some of the bacteria were resistant to the antibiotic, based on the theory of evolution.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response correctly explains that some of the bacteria resistant to the antibiotic had a genetic mutation. The resistant bacteria divided passing the genetic mutation to the next generation.

Partial

Student response indicates that some of the bacteria resistant to the antibiotic had a genetic mutation.

Student response indicates that the resistant bacteria divided, passing the genetic mutation to the next generation.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

The following question refer to the following diagram, which shows a boy jumping on a trampoline.

25. Which statement best explains the energy transfer as the boy moves from Position 1 to Position 2?

A. The boy’s kinetic energy is transferred to the elastic potential energy of the trampoline.

B. The boy’s gravitational potential energy is transferred to the elastic potential energy of the trampoline.

C. The gravitational potential energy of the trampoline is transferred to the boy’s kinetic energy.

D. The elastic potential energy of the trampoline is transferred to the boy’s kinetic energy.

Key

The following question refer to the following diagram, which shows a boy jumping on a trampoline.

26. Which statement best explains the energy transfer as the boy moves from Position 2 to Position 3?

A. The boy’s kinetic energy is transferred to the boy’s gravitational potential energy.

B. The boy’s gravitational potential energy is transferred to the boy’s kinetic energy.

C. The boy’s gravitational potential energy is transferred to the kinetic energy of the air molecules around him.

D. The kinetic energy of the air molecules around the boy is transferred to the boy’s kinetic energy.

Key

27. A city block of land will be developed into a park with a playground. The soil on this site is contaminated to a depth of 18 centimeters with lead, which is harmful to humans and other organisms. The lead must be reduced to safe levels before the land is developed. Three methods of removing lead from the soil are described in the table below.

All of the treatment methods described will successfully reduce lead to safe levels. Each method has environmental advantages and disadvantages.

In the table below, identify one environmental advantage and one disadvantage specific to each method.

Scoring Guide

Score & Description:

This item was scored in 3 parts.

Part A: Advantage and disadvantage of removing the soil

Part B: Advantage and disadvantage of washing the soil

Part C: Advantage and disadvantage of growing mustard plants in the soil

Part A:

Complete

Student response identifies one correct environmental advantage and one correct environmental disadvantage of removing the soil.

Partial

Student response identifies either one correct environmental advantage or one correct environmental disadvantage.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Part B:

Complete

Student response identifies one correct environmental advantage and one correct environmental disadvantage of washing the soil.

Partial

Student response identifies either one correct environmental advantage or one correct environmental disadvantage.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Part C:

Complete

Student response identifies one correct environmental advantage and one correct environmental disadvantage of growing mustard plants in the soil.

Partial

Student response identifies either one correct environmental advantage or one correct environmental disadvantage.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Composite Score:

Student response received one of five possible composite scores (Complete, Satisfactory, Essential, Partial, Unsatisfactory/Incorrect) based on the student’s combined performance on Parts A, B, and C of the item. For example, a student response Complete for Part A, Complete for Part B, and Partial for Part C received a composite score of Satisfactory.

Composite Score	Part A	Part B	Part C
Complete	Complete	Complete	Complete
Satisfactory	Complete	Complete	Partial
Complete	Partial	Complete
Partial	Complete	Complete
Essential	Complete	Partial	Partial
Partial	Complete	Partial
Partial	Partial	Complete
Complete	Complete	Unsatisfactory/ Incorrect
Complete	Unsatisfactory/ Incorrect	Complete
Unsatisfactory/ Incorrect	Complete	Complete
Partial	Partial	Partial
Complete	Partial	Unsatisfactory/ Incorrect
Partial	Complete	Unsatisfactory/ Incorrect
Complete	Unsatisfactory/ Incorrect	Partial
Partial	Unsatisfactory/ Incorrect	Complete
Unsatisfactory/ Incorrect	Complete	Partial
Unsatisfactory/ Incorrect	Partial	Complete
Partial	Partial	Partial	Unsatisfactory/ Incorrect
Partial	Unsatisfactory/ Incorrect	Partial
Unsatisfactory/ Incorrect	Partial	Partial
Complete	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Complete	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Complete
Partial	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Partial	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Partial
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect

The following question refer to the following diagram of forelimbs of different animals.

28. Based on the anatomical structure of the forelimbs, which animal most likely evolved to live only in an aquatic (water) environment?

A. 1

B. 2

C. 3

D. 4

Key

The following question refer to the following diagram of forelimbs of different animals.

29. Which statement best helps to explain how these different structures could arise from a common precursor?

A. Mutations in the genes regulating limb development led to gradual changes in structure, which provided a selective advantage to the organisms.

B. A single mutation in the genes regulating limb development resulted in a change in structure, which led to the modified limbs in offspring.

C. Changes in the environment caused mutations in the genes regulating limb development, which provided a means to thrive under the new conditions.

D. Limbs changed in response to the changing needs of the organisms, which led to the modified limbs in offspring.

Key

30. Two identical cups contain water at 30°C. Cup A contains 20 grams (g) of water, and Cup B contains 40 grams of water, as shown in the diagram below.

Which cup of water will release more thermal energy when it is allowed to reach the room temperature of 25°C?

1. Cup A

2. Cup B

3. Both cups will release the same amount of thermal energy.

Explain your reasoning.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response selects (B) Cup B and correctly explains that the amount of thermal energy released depends on the mass of the material and its change in temperature. Response demonstrates understanding that since the temperature change is the same in both cups of water, Cup B, with the greater mass, releases more thermal energy.

Essential

Student response selects (B) with an explanation that relates the amount of thermal energy released to the greater mass of water in Cup B.

Partial

Student response selects (B) with no explanation.

Student response selects (A) or (C) but provides an explanation that relates the amount of thermal energy released to the greater mass of water in Cup B.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

31. What is a property of all galaxies?

A. All galaxies have a spiral shape.

B. All galaxies are the same size.

C. All galaxies contain a large number of stars.

D. All galaxies rotate around a central star.

Key

32. What is the main reason that water has the ability to dissolve many different substances?

A. Water has a lower molecular mass than many substances.

B. Water molecules attract ions and the charged parts of molecules.

C. Water molecules are larger than the ions or molecules they dissolve.

D. Water is more dense in the liquid phase than in the solid phase.

Key

33. Coal, petroleum, and natural gas found underground in certain parts of Earth are primarily formed from which process?

A. Decay of radioactive elements

B. Collision of tectonic plates in earthquakes

C. Transformation of dead plants and animals under heat and pressure

D. Intrusion of water into the soil that breaks up rocks and minerals

Key

34. Which equation represents a chemical change?

Key

Sample Science Test questions-2 Grade 12

admin — Mon, 16 May 2011 03:19:08 +0000

1. Household appliances convert electricity into one or more different forms of energy. An electric fan can best be described as converting electricity into

A. heat energy only

B. heat energy and sound energy only

C. heat energy, sound energy, and mechanical energy only

D. heat energy, sound energy, mechanical energy, and chemical energy

Key

2. Which zones in the map above are most likely to have a temperate climate (warm summers and cold winters) ?

A. 1 and 6

B. 2 and 5

C. 3 and 4

D. 1, 2, and 3

Key

3. An unusual type of fossil clam is found in rock layers high in the Swiss Alps. The same type of fossil clam is also found in the Rocky Mountains of North America. From this, scientists conclude that

A. glaciers carried the fossils up the mountains

B. the Rocky Mountains and the Swiss Alps are both volcanic in origin

C. clams once lived in mountains, but have since evolved into sea-dwelling creatures

D. the layers of rocks in which the fossils were found are from the same geologic age

Key

4. Each figure below shows a force measured in newtons pushing on a block. If there are no other forces pushing on the block, in which case is the acceleration of the block greatest?

Key

5. The picture above shows the positions of two runners at one-second intervals as they move from left to right. For each runner, indicate whether the runner’s speed seems to be constant, increasing, or decreasing.

Explain how you can tell this from the pictures.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student correctly indicates that Runner 1 has a constant speed (or moves at a steady pace) because equal distances are covered each second, and that Runner 2′s speed is increasing because increasing distances are covered in each successive second (spacing increases).

Essential

Student correctly indicates the speed of Runner 1 (constant or moves at a steady pace) and Runner 2 (increasing), and gives a correct explanation for one of the runners.

Partial

Student correctly indicates the speed of Runner 1 (constant or moves at a steady pace), and Runner 2 (increasing) but gives no explanation.

Student response correctly indicates speed of one runner with explanation.

Unsatisfactory/Incorrect

Student indicates no or only one correct speed.

6. Recent studies indicate that ozone in the upper layers of Earth’s atmosphere is being depleted. What effect does the depletion of ozone have, and how is this effect harmful to humans?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student explains 1) that a depletion of the ozone layer in the upper atmosphere allows more ultraviolet radiation from the Sun to penetrate the Earth’s atmosphere and reach the Earth’s surface and 2) if human skin absorbs these increased amounts of ultraviolet radiation, an increased incidence of skin cancer can result.

Partial

Student explains that decreased ozone leads to increased UV radiation or that decreased ozone leads to increased skin cancer.

Unsatisfactory/Incorrect

Student demonstrates little or no understanding of the relationship between ozone depletion, UV radiation, and skin cancer.

7. Tom’s younger brother is learning how to read a thermometer and asks, "Why does the red stuff in the thermometer go up when it gets hot outside?" What is a correct explanation that Tom can give to his brother?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student explains that heat from the air causes the liquid in the thermometer to heat up and expand (or get less dense), which in turn causes the liquid to move up the thermometer.

Partial

Student provides a partially correct explanation, but does not mention that the liquid expands (e.g., "the liquid in the thermometer heats up," "the liquid is sensitive to heat") or just says "it expands" with no reference to temperature or heat.

Unsatisfactory/Incorrect

Student does not provide a correct explanation based on the expansion of the heated liquid (e.g., cites "air pressure," or "heat pressure"), or only mentions the thermometer as a whole (e.g., "the thermometer gets hot"), or only describes the function of a thermometer (e.g., "when the weather is hot, the red stuff goes up").

8. The diagram above shows a food web in a large park. Each circle represents a different species in the food web. Which of the organisms in the food web could be referred to as primary consumers?

A. 7 only

B. 5 and 6 only

C. 2, 3, and 4 only

D. 2, 5, and 7 only

Key

9. What two gases make up most of the Earth’s atmosphere?

A. Hydrogen and oxygen

B. Hydrogen and nitrogen

C. Oxygen and carbon dioxide

D. Oxygen and nitrogen

Key

10. Each diagram below shows the same front view of a human heart. Which diagram has arrows that correctly show the path of blood flow through the heart and the blood vessels leading to and from the heart?

Key

11. A person produces two sound waves with a flute, one immediately after the other. Both sound waves have the same pitch, but the second one is louder. Which of the following properties is greater for the second sound wave?

A. Frequency

B. Amplitude

C. Wavelength

D. Speed in air

Key

12. Explain how you can find out the volume of a solid object, such as a small rock, using only water and either a measuring cup or a graduated cylinder.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student correctly describes how to determine the volume of a solid object using water and a measuring cup or graduated cylinder. Comparison or change in volume of water should be explicit.

Method A:

Pour some water into the graduated cylinder

Record the water level

Then put the rock in the graduated cylinder

�� Record the water level again

The difference between the first and second volume measurements is the volume of the rock

Method B:

Spillage Responses = Fill cup (to the top), add rock, catch the water that overflows in separate container, and measure the overflow. Overflow = volume of the rock.

Partial

Student gives the first four of the steps involved in measuring the volume of a solid object, but does not compare the change in water level or mentions three or fewer of the steps but does discuss the change in water level.

Method A:

Procedure (steps a-d above) or volume calculation (step e)

Method B:

Procedure, including measuring the overflow or stating the overflow equals the volume of the rock

Unsatisfactory/Incorrect

Student demonstrates no understanding of how to use water and a graduated cylinder to measure volume.

13. When you exercise strenuously, your body produces excess heat. Describe what your body does to help prevent your temperature from rising excessively, and explain why the body’s response is effective.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student indicates that the body keeps its temperature from rising through sweating or by blood vessels dilating and states how these are effective.

Partial

Student indicates that the body keeps its temperature from rising but does not explain fully how the mechanism works.

Unsatisfactory/Incorrect

Student provides little or no evidence of knowledge of any mechanism for losing heat during exercise.

14. Based on the information in the table above, which is a reasonable hypothesis regarding elements and their compounds?

A. An element retains its physical and chemical properties when it is combined into a compound.

B. When an element reacts to form a compound, its chemical properties are changed but its physical properties are not.

C. When an element reacts to form a compound, its physical properties are changed but its chemical properties are not.

D. Both the chemical and physical properties of a compound are different from the properties of the elements of which it is composed.

Key

15. A radio transmitter broadcasts a signal at a given frequency. If the broadcast frequency is increased, what happens to the speed and the wavelength of the radio waves?

Speed Wavelength

Increases

Decreases

Increases

Remains the same

Decreases

Remains the same

Increases

Key

16. The figure above shows some ocean waves. Which of the labeled distances represents the wavelength?

A. A

B. B

C. C

D. D

Key

17. The two most abundant elements in the Solar System are

A. hydrogen and helium

B. hydrogen and calcium

C. calcium and iron

D. helium and iron

Key

18. Which is a function of a neuron?

A. It carries oxygen to other cells.

B. It secretes digestive enzymes.

C. It removes foreign particles from the bloodstream.

D. It receives signals from the internal and external environments.

Key

19. A newspaper article reported that a fossil was found that was 200,000 years old according to generally accepted radioactive dating procedures. A letter to the editor of the newspaper disputed the accuracy of the age determination because the fossil was found closer to the Earth’s surface than were previously discovered fossils of the same age.

Which of the following would be an appropriate argument against the letter writer’s claim?

A. Older rock layers commonly lie deeper underground than younger ones.

B. Older rock layers may be pushed closer to the surface by geologic processes.

C. The age of a rock layer can often help in determining the age of the fossils it contains.

D. Fossils form only under certain conditions.

Key

20. Electric shocks can be very dangerous to humans. Describe two ways of avoiding electric shocks in the home.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates two potential methods of avoiding electric shocks in the home.

Partial

Student response indicates one potential method of avoiding electric shocks in the home.

Unsatisfactory/Incorrect

Student response does not indicate any practical method of avoiding electric shocks in the home.

21. You want to cook an egg in boiling water at the top of a mountain that is much higher than where you normally live. What, if anything, would you change in your normal cooking procedures in order to cook the egg to the same hardness?

__________________________________________________________________

Explain why.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response states correct changes in the cooking protocol and explains why a new protocol must be adopted.

Partial

Student response states correct changes in the cooking protocol and gives an incorrect, incomplete or no explanation.

Student states that the cooking time should be changed and gives a complete or partially correct explanation without specifying longer or shorter cooking time.

Unsatisfactory/Incorrect

Student response to the question about the change in cooking procedures is incorrect or irrelevant, and there are no correct statements about the relation of boiling temperature to air pressure or altitude.

22. The bird shown above would be most likely to eat

A. insects from the ground

B. nectar from tube-shaped flowers

C. fish from the ocean

D. amphibians from a pond

Key

23. Which pair of systems regulate and coordinate body functions?

A. Excretory and digestive

B. Nervous and endocrine

C. Skeletal and muscular

D. Immune and respiratory

Key

24. In the Doppler effect, light reaching the Earth from a distant galaxy in an expanding universe is shifted to

A. longer wavelengths

B. higher frequencies

C. greater velocities

D. greater amplitudes

Key

25. A single seismograph can determine how far away an earthquake has occurred but not exactly where. Explain, with the aid of a diagram, why it is necessary to obtain information from three different seismograph sites to locate the epicenter of an earthquake.

Scoring Guide

Score & Description

Complete

Student response recognizes that both distance and direction are needed to locate an earthquake. A sketch is drawn showing a circle, or circular arc around three points that represent the locations of the seismograph sites. The radius of each circle represents the distance to the epicenter for each site. At least two of the circles should intersect in two places showing the need for a third seismograph to distinguish between the two. The epicenter will be located where the three circles intersect. Arcs are acceptable. Student’s sketch shows 3 lines with measured distances meeting at the epicenter.

Partial

Student response recognizes that both distance and direction are needed to locate an earthquake. They (may) talk about the intersection or meeting of the three distances. No diagram or diagram may be close [flawed in some way, e.g., uses area instead of distance, circles not linked to position of seismograph, concentric circles around seismographs].

Unsatisfactory/Incorrect

Student response shows no understanding of the triangulation method for locating earthquake epicenters, or cannot explain that distance and direction are both needed for location purposes, or draws an incorrect or irrelevant diagram.

26. Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether wave motion will help disperse the oil. Design an experiment that they can carry out in a laboratory to find out whether wave motion will help disperse the oil. Describe the equipment they should use and the procedure they should follow.

Equipment:

__________________________________________________________________

Procedure:

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response outlines a suitable method and includes a control.

Essential

Student response outlines a suitable method but fails to mention a control.

Partial

Student response contains aspects of a correct experiment but fails to follow it through or has correct equipment with minimal but correct methodology.

Unsatisfactory/Incorrect

Student response describes no experiment or an inaccurate experiment.

27. NASA has developed a lightweight space suit with a compact breathing system for astronauts to wear when they leave a spacecraft. The material does not crack in the presence of heat or cold. Name one profession that might consider adapting this system for use on Earth and give two reasons why this adaptation could be useful for this profession.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response names a reasonable profession and indicates two valid reasons why the adaptation could be useful. Valid reasons must relate to properties of the suits.

Partial

Student response indicates a reasonable profession and gives one valid reason why the adaptation could be useful.

Unsatisfactory/Incorrect

Student response indicates no reasonable profession or names a profession but does not provide any justification for the choice.

28. List two factors that contribute to hunger in a developing country. Choose one of these factors and discuss a long-term solution for it. The discussion should include both an advantage and a disadvantage of this solution.

Factor 1:

__________________________________________________________________

Factor 2:

__________________________________________________________________

Long-term solution:

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response lists two factors that contribute to hunger, and discusses at least one long-term solution that includes an advantage and a disadvantage (5 elements).

Essential

Student response lists 3 or 4 of the above elements.

Partial

Student response lists 1 or 2 of the above elements.

Unsatisfactory/Incorrect

Student response demonstrates no understanding of the factors that lead to hunger.

29. When sulfuric acid, H SO , is broken down into separate elements, how many different elements result?

A. Two

B. Three

C. Six

D. Seven

Key

30. Which of the following observations about a certain pure solid would indicate most strongly that the solid is ionic?

A. Its water solution is a good conductor of electricity.

B. It is composed of small white crystals.

C. It has a density greater than 1.0 gram/cm .

D. It has a high melting point.

Key

31. According to the theory of plate tectonics, the movement of plates can form mountain ranges and valleys. Within the next 100 million years, the Great Rift Valley in Africa will most likely become a

A. folded mountain range

B. flat eroded plain

C. desert covered with lava

D. wider and deeper valley

Key

The following question refers to the following investigation.

A student took a sample of water from a pond and examined it under a microscope. She identified several species of protozoans, including two species of Paramecium that are known to eat the same food. The student decided to examine the water sample every day for a week. She added food for the Paramecia each day and counted the number of each species. Her findings are summarized in the table below.

NUMBER OF PARAMECIA IN POND WATER SAMPLE

Day	Species S	Species T
1	50	50
2	60	80
3	100	90
4	150	60
5	160	50
6	160	30
7	160	20

32. Using the axes below, construct a graph showing the number of each species of Paramecium the student found each day. Be sure to label the axes.

Scoring Guide

Score & Description

Complete

Student scales, plots, and labels the graph correctly.

Essential

Student scales and plots S and T correctly; one or both axis labels or plot labels are missing (or incorrect).

Partial

Student scales and plots either S or T correctly or scales and plots S and T combined (for example, adds data for each into one data point). No labels on graph.

Unsatisfactory/Incorrect

Student fails to plot data for either S or T correctly or produces an illogical graph.

The following question refers to the following investigation.

NUMBER OF PARAMECIA IN POND WATER SAMPLE

Day	Species S	Species T
1	50	50
2	60	80
3	100	90
4	150	60
5	160	50
6	160	30
7	160	20

33. Which of the following can be correctly concluded from the data?

A. Species S is the food for species T.

B. Species T is more common than species S.

C. Species S is a more successful competitor than species T.

D. Species T is a more successful competitor than species S.

Key

34. Magma flowing out of an erupting volcano cools and solidifies to form igneous rock. Explain how the newly formed igneous rock can be transformed into sedimentary rock.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response includes some aspects of all three of the essential steps:

Weathering to break up the solid rock

Transportation and deposition of the products of the weathering

Consolidation of the products into rock

Partial

Student response mentions one or two of the three essential steps in the process. Response may mention consolidation into rock without reference to weathering or deposition.

Unsatisfactory/Incorrect

Student response gives an incorrect or irrelevant response, or mentions none of the three essential steps in the process.

… C H + … O … CO + … H O

35. When the equation above is balanced and all coefficients are reduced to their lowest whole-number values, the coefficient for H O is

A. 2

B. 3

C. 4

D. 6

Key

36. Which of the following is the chemical formula for an element?

A. H O

B. NaCl

C. Cl

D. NH

Key

37. When propane gas reacts with oxygen in the air to form carbon dioxide and water, heat is released. What is the source of this heat energy?

A. The kinetic energy of the oxygen

B. The kinetic energy of the propane

C. The nuclear energy stored in the oxygen and propane

D. The chemical energy stored in the oxygen and propane

Key

38. Which of the following is true for chemical compounds that have been detected elsewhere in the universe?

A. They have a greater average density than the same compounds found on Earth.

B. They are composed of the same elements that are found on Earth.

C. They are less reactive chemically than the same compounds found on Earth.

D. Those with the greatest molar masses are found furthest away from our solar system.

Key

39. A research project is described below.

A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild environment. She believed the fish raised in captivity had lost their fear of predators. To test her idea, she placed 15 hatchery salmon and 15 river salmon of the same age into two separate but identical tanks. She then placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one side of the Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then recorded the amount of time it took the young salmon to move to the back of the tank away from the cod. She found that the hatchery fish were much slower in moving away. This led her to believe the hatchery fish have less fear of predators than do river fish.

Identify each of the following using a sentence or a phrase.

The control

__________________________________________________________________

The variable

__________________________________________________________________

The hypothesis

__________________________________________________________________

The data collected

__________________________________________________________________

The conclusion

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response demonstrates a firm grasp of the steps of a scientific investigation by identifying 5 factors.

Essential

Student response demonstrates understanding of the process of scientific investigation by identifying 4 of the factors.

Adequate

Student response demonstrates understanding of the process of scientific investigation by identifying 3 of the factors.

Partial

Student response demonstrates some understanding of the of the process of scientific investigation by identifying 1 or 2 of the factors.

Unsatisfactory/Incorrect

Student response does not demonstrate a grasp of the nature of scientific investigation, or defines the terms but does not relate them to the paragraph.

40. Food can be preserved by adding salt or sugar. Explain how adding salt or sugar prevents foods from spoiling.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates that increasing salt or sugar in food causes water to be drawn out of the cells of bacteria (microorganisms) that would otherwise proliferate and spoil the food. Some students may correctly identify this process as osmosis. Or salt/sugar absorbs moisture (water) from food and prevents (inhibits) the growth of organisms that remain.

Partial

Student response indicates that adding sugar or salt absorbs moisture from food

Student response indicates that adding sugar or salt prevents organisms from growing.

Unsatisfactory/Incorrect

Student response does not show an understanding of the presence of bacteria, or the process of osmosis as it relates to food spoilage.

41. Explain what usually happens to cause a woman to stop menstruating while she is pregnant.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response demonstrates a general understanding by explaining that implantation and growth of the embryo produce the stimulus for a series of hormonal events that suppress the shedding of the uterine lining.

Partial

Student response demonstrates some understanding of the processes that occur by indicating that pregnancy cannot continue if the uterine lining is shed, or that the regular shedding of the uterine lining does not occur during pregnancy, or talks about hormones controlling the process, without mention of the uterine lining.

Unsatisfactory/Incorrect

Student response demonstrates no understanding of the processes that prevent the uterine lining from being shed.

42. Mechanical weathering is the physical breakdown or disintegration of rocks without a change in composition. Briefly explain two ways that rocks can undergo mechanical weathering.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response correctly identifies two conditions that cause rocks to undergo physical weathering and explains their action.

Student response correctly identifies two conditions but explains only one of them adequately.

Partial

Student response correctly identifies one condition that causes rocks to undergo physical weathering and explains its action.

Student response correctly identifies one or more conditions with incorrect or no explanation(s).

Unsatisfactory/Incorrect

Student response shows no understanding of what processes cause the physical deterioration of rocks.

Sample Science Test questions-1 Grade 12

admin — Mon, 16 May 2011 03:16:44 +0000

Additional Information [1]

Questions 1-14 are based on the following information.

The following data for the Sun and the four inner planets of the Solar System have been observed.

Mean Distance

from the Sun

(million

kilometers)

Diameter

(kilometers)

Sun

1,400,000

Mercury

4,900

Venus

108

12,100

Earth

150

12,800

Mars

228

6,800

In a simplified model of the Solar System, the planets revolve around the Sun in circular orbits, all in the same plane. Each planet has a different period of revolution. Also, each planet is a sphere that rotates about an axis through its center, but with a different period of rotation. In this model the axis of rotation of each planet is perpendicular to the plane of the orbit.

Additional Information [2]

Questions 1-8 refer to the following passage

The following paragraphs were adapted from an article in the March 1990 issue of Discover magazine.

THE ULTIMATE MEDICINE

Broken genes cause a variety of illnesses. Genetic surgeons can now go into a cell and fix those genes with an unlikely scalpel: a virus.

by Geoffrey Montgomery

The first time Richard Mulligan turned a virus into a truck, he was a 25-year-old graduate student. He had just performed an unprecedented feat of bioengineering — he had used the tools of recombinant DNA technology to splice a rabbit gene into a monkey virus. Normally, viruses are vehicles for their own genes. In fact, they are little more than genetic material wrapped within a shell that allows the virus to travel from one cell to the next. They penetrate a cell, then commandeer the cell’s genetic machinery into making thousands of virus copies. But with molecular sleight of hand, Mulligan had pulled out the genes that allow the virus to replicate and put in their place the genes for hemoglobin, the molecule in red blood cells that carries oxygen. Mulligan hoped that the genetically modified virus would no longer tell the cell it had entered to make more virus particles. It would just order hemoglobin proteins.

Mulligan assembled his fleet of viral "trucks," all with the hemoglobin gene in their cargo bay. Then he dumped a soupy solution of these viruses into a dish of cells from a monkey’s kidney. Kidney cells have no roles in oxygen transport and do not normally make hemoglobin molecules. But these kidney cells, after their invasion by Mulligan’s viruses, underwent an astonishing transformation. Spurred on by the unloaded hemoglobin genes, the kidney cells began to churn out hemoglobin molecules.

With those hemoglobin proteins, Mulligan had ushered in a revolutionary new vision of therapy for human genetic disease. His path-breaking gene-transfer experiment suggested that one could transform viruses, nature’s parasites, into molecular ambulances capable of shuttling beneficial genes into ailing cells. It was more than a major event in basic biological research. It signaled the dawn of a new era of medicine, in which physicians would be able to reach down into the molecular foundations of a disease and cure an ailment by correcting its cause.

Question 1 refers to Additional Information [1]

1. In the space below, draw a rough sketch (not necessarily to scale) illustrating the simplified model of the Solar System by showing the Sun and the four inner planets with their orbits. Be sure to label the Sun and each planet.

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of a simple model of the Solar System by translating a description of a conceptual model to a representation in the form of a picture.

Student response shows all of the following:

The Sun and the four inner planets.

All 5 components properly labeled and in the correct order in terms of distance from the Sun.

Non-intersecting orbits that are approximately circular with the Sun at their centers.

Partial

Student response shows one of the following:

The Sun and 2 to 3 planets with 3 or more of the components properly labeled, and the orbits shown will be approximately circular, non-intersecting, and encircling the Sun.

The Sun and 3 to 4 planets, all components properly labeled, placed in correct order with no orbits shown.

The Sun and 4 planets, with no labels, with circular orbits shown.

Unsatisfactory/Incorrect

The diagram is missing essential parts such as the Sun or several planets, or shows unlabeled or incorrectly placed planets with no orbits, intersecting orbits or orbits not encircling the Sun.

Question 2 refers to Additional Information [1]

2. List two ways that the simplified model is different from the real Solar System.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of models not being identical to the objects they represent by pointing out some differences between the real Solar System and a simplified conceptual model. Student response identifies two correct ways in which the real Solar System is different from the model.

Each of the following is one correct difference:

1. In the real Solar System orbits are not circular.

2. Orbits are not all in the same plane.

3. Planets are not perfect spheres.

4. Axes of rotation are not exactly perpendicular to the planes of the orbits.

5. The planets are actually much larger.

6. The distance between planets (or from Sun) is actually much greater.

7. The picture is not to correct scale.

8. The planets are actually not in the positions shown (or lined up).

9. The real solar system is 3-dimensional.

10. The picture does not show motion (or rotation or revolution).

11. The real solar system has more planets (or moons or rings).

Partial

Student response identifies one correct way in which the real Solar System is different from the model.

Unsatisfactory/Incorrect

Student response fails to identify any correct ways in which the real Solar System is different from the model.

Question 3 refers to Additional Information [1]

3. If you were to redraw the sketch you made for question 1 to a correct scale with 1 centimeter = 1,000,000 kilometers, what problems would you encounter? Use diagrams or calculations as appropriate.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of scale in a model by indicating the problems with both the large size of the orbits (need larger piece of paper) and the small size of the planets in the representation.

Only one of the two problems is mentioned, and the large size of orbit or the small size of planet, is quantitatively determined. The relevant distances are:

Radius of orbit

Diameter

Sun

1.4 cm

Mercury

58 cm = 0.58 m

4.9 X 10 cm = 0.049 mm

Venus

108 cm = 1.08 m

12.1 X 10 cm = 0.121 mm

Earth

150 cm = 1.5 m

12.8 X 10 cm = 0.128 mm

Mars

228 cm = 2.28 m

6.8 X 10 cm = 0.068 mm

Partial

Student response indicates either the extra large size of the paper needed to represent the orbits, or the extremely small size of the planets using this scale.

Response shows a correct calculation, but does not specifically state either problem.

Unsatisfactory/Incorrect

Student response fails to mention anything about the size of the diagram, the sizes of the orbits, or the sizes of the Sun or planets needed in a correctly scaled representation, or size is mentioned incorrectly, e.g., the sketch would be very small.

Question 4 refers to Additional Information [1]

4. Draw a sketch showing how Earth and Venus can be 258 million kilometers apart and explain how this can occur. Indicate the orbits around the Sun for each.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates both an understanding of the changing alignment of planets as they move around the Sun and an ability to find a possible location of two planets when they are a specified distance apart. Student response contains a sketch that shows Earth and Venus at opposing ends of their respective orbits and provides a correct explanation of the sketch, referring to the different rates at which planets move around their orbits.

Partial

Student response contains a sketch that shows Earth and Venus on opposing sides of their respective orbits, but does not include a correct explanation of the sketch.

The sketch is incorrect or missing, but the response contains an explanation recognizing that Earth and Venus do not stay fixed relative to each other but travel at different rates around their orbits.

Unsatisfactory/Incorrect

Student response does not show a sketch with Earth and Venus at opposing ends of their respective orbits, and there is no explanation about the differing rates at which planet move around their orbits.

Question 5 refers to Additional Information [1]

5. The table below gives additional information about the planets: their periods of revolution about the Sun and rotation about their axes.

Planet	Mean Distance from the Sun (million kilometers)	Period of Revolution (Earth time)	Period of Rotation (Earth time)
Mercury	58	88 days	59 days
Venus	108	225 days	243 days
Earth	150	365 days	23.9 hours
Mars	228	687 days	24.6 hours

Which planet has the longest year in Earth time?

A. Mercury

B. Venus

C. Earth

D. Mars

Key

Question 6 refers to Additional Information [1]

6. The table below gives additional information about the planets: their periods of revolution about the Sun and rotation about their axes.

Planet	Mean Distance from the Sun (million kilometers)	Period of Revolution (Earth time)	Period of Rotation (Earth time)
Mercury	58	88 days	59 days
Venus	108	225 days	243 days
Earth	150	365 days	23.9 hours
Mars	228	687 days	24.6 hours

A calendar for a Martian year would contain approximately how many Martian days (not Earth days)?

A. 230

B. 360

C. 670

D. 700

Key

Question 7 refers to Additional Information [1]

7. The table below gives additional information about the planets: their periods of revolution about the Sun and rotation about their axes.

Planet	Mean Distance from the Sun (million kilometers)	Period of Revolution (Earth time)	Period of Rotation (Earth time)
Mercury	58	88 days	59 days
Venus	108	225 days	243 days
Earth	150	365 days	23.9 hours
Mars	228	687 days	24.6 hours

On the graph below, plot a point for each of the four planets showing the planet’s period of revolution and its mean distance from the Sun. Then draw the line or curve that best illustrates the relationship between the period of revolution and the mean distance from the Sun that is suggested by the points.

Scoring Guide

Score & Description

Complete

Student demonstrates an ability to plot data points on a graph and show a curve that fits the points reasonably well. Student response shows 3 or 4 data points plotted correctly with an acceptable curve. An acceptable curve is smooth, slightly concave upward without any inflection points, and passes through all the plotted points.

Ranges (in 10 km):

x – axis

y – axis

Mercury

55-60

80-90

Venus

105-110

220-230

Earth

point should be

touching 150 line

360-370

Mars

225-230

680-690

Partial

Student response shows 3 or 4 data points plotted correctly with unacceptable or no curve,

2 data points plotted correctly with acceptable or unacceptable curve,

1 data point plotted correctly with acceptable curve.

Unsatisfactory/Incorrect

Student response shows 2 data points plotted correctly with no curve,

1 data point plotted correctly with unacceptable curve,

0 points are plotted correctly, regardless of curve.

Question 8 refers to Additional Information [1]

8. The table below gives additional information about the planets: their periods of revolution about the Sun and rotation about their axes.

Planet	Mean Distance from the Sun (million kilometers)	Period of Revolution (Earth time)	Period of Rotation (Earth time)
Mercury	58	88 days	59 days
Venus	108	225 days	243 days
Earth	150	365 days	23.9 hours
Mars	228	687 days	24.6 hours

Suppose that a new planet (Planet P) is discovered and it has a period of revolution of 500 Earth days. What, if anything, could you predict about the mean distance of Planet P from the Sun based on the graph in question 7? Explain why you could or could not make this prediction.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an ability to interpolate from a graph to make a prediction and to realize that this can be done because the graph suggests a functional relationship between the quantities. Student response gives an answer for the mean distance that is consistent with the drawn graph, and gives a satisfactory explanation of how it was determined or why it could be determined. The following are acceptable (even if not exactly precise) explanations relating a planet’s period to its mean distance from the Sun:

One is a linear function of the other

One is directly proportional to the other

One is an exponential function of the other

One is a quadratic function of the other

One is a parabolic function of the other

Partial

Student response states that the mean distance is between that of Earth and Mars (or states range of approximately 150 – 228 million km).

Response explains how to determine mean distance, but does not actually follow through with a prediction.

Response gives a correct mean distance consistent with the graph, but gives no explanation.

Response gives an incorrect prediction but provides a good explanation.

Unsatisfactory/Incorrect

Student response states that nothing (or something irrelevant) can be predicted from the graph, or gives an answer for the mean distance that is inconsistent with the graph drawn in question 7.

Question 9 refers to Additional Information [1]

9. The table below gives additional information about the planets: their periods of revolution about the Sun and rotation about their axes.

Planet	Mean Distance from the Sun (million kilometers)	Period of Revolution (Earth time)	Period of Rotation (Earth time)
Mercury	58	88 days	59 days
Venus	108	225 days	243 days
Earth	150	365 days	23.9 hours
Mars	228	687 days	24.6 hours

Describe how you could best determine, from the data given on page 6, the speed of the Earth in kilometers per day as it moves in its orbit around the Sun.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of both speed of an object and the geometry of a circle by describing how to calculate the speed of a planet of known orbital radius and period of revolution. Student response recognizes that speed is distance divided by time, and that in one complete revolution the distance is 2 times the radius of the orbit and time is the period of revolution. The response does not have to provide a numerical calculation.

2 (150 x 10 km)

—

———

————————

2.6 x 10 km/day

365 days

Essential

Student response recognizes that the speed is the circumference of the orbit divided by the period of revolution, but does not indicate how to determine the circumference.

Partial

Student response recognizes only that a speed is distance divided by a time ( v = d/t), or equivalently that distance equals speed multiplied by time ( d = vt), but indicates neither a correct distance nor time. Response may falsely interpret the radius of the orbit as the distance, or the period of rotation as the period of revolution.

Unsatisfactory/Incorrect

Student response does not recognize that the estimate involves dividing distance by a time.

Question 10 refers to Additional Information [1]

10. As observed with special instruments from Earth, the Sun appears in the sky to be slightly larger in January than in July. Which of the following accounts for this observation?

A. The Earth moves in an orbit that is not circular but is closer to the Sun in January than in July.

B. The diameter of the Earth is not constant, but bulges slightly at the Equator and contracts slightly during the winter.

C. The Earth’s orbit is not in the same plane as the orbits of the other planets.

D. The axis of rotation of the Earth is not perpendicular to the plane of its orbit but instead is tilted at an angle.

Key

Question 11 refers to Additional Information [1]

11. What extensions or modifications could be made to the simplified model of the Solar System to explain why the Northern Hemisphere is colder in January than in July? You may draw a diagram as part of your answer.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of the seasons and the ability to extend and refine a model by describing the necessary modifications to this model that will account for the seasons. Student response states that the Earth’s axis is tilted away from the Sun in January (toward the Sun in summer), or shows a picture indicating such a tilt.

Response states that the Earth’s axis is tilted causing one of the following to occur: the Northern Hemisphere receives less direct sunlight (or heat) in January than in July; the Northern Hemisphere in January receives sunlight for fewer hours of the day; sunlight has to travel through more of the atmosphere, causing it to be more diffuse.

Partial

Student response states only that the effect is caused by the tilt of the Earth’s axis.

Unsatisfactory/Incorrect

Student demonstrates no understanding of why the Northern Hemisphere is colder in January than in July.

Question 12 refers to Additional Information [1]

12. One early simple model of the atom is very similar to the model of the Solar System described before question 1. In the space below, draw a sketch of this simple model of an atom, labeling its components.

Scoring Guide

Score & Description

Complete

Student demonstrates understanding of the structure of an atom by sketching a diagram that shows all of the following:

1. The nucleus or proton/neutron cluster, labeled as "nucleus" or "proton and neutrons" or "proton".

2. At least one labeled electron.

3. An indication that the electron(s) orbits around the nucleus (by showing one or more circle around it).

Partial

Student demonstrates partial understanding of the structure of an atom by sketching a correct diagram with labels that are correct but not complete. The diagram shows the nucleus and the orbit(s) with or without electrons, with at least one component labeled correctly. No component is labeled incorrectly.

Unsatisfactory/Incorrect

Student diagram demonstrates no understanding of the structure of an atom by showing any of the following:

1. The nucleus, protons, neutrons or electrons placed incorrectly.

2. No orbits.

3. Items such as molecules, biological cell components, etc., shown as parts of the atom.

Question 13 refers to Additional Information [1]

13. Describe two similarities and two differences between this model of the atom and the simplified model of the Solar System.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of the simple models of the Solar System and the atom by pointing out two similarities and two differences between these two models.

Essential

Student response contains two correct similarities and one correct difference or one correct similarity and two correct differences.

Adequate

Student response contains one correct similarity and one correct difference, or two correct similarities or two correct differences.

Partial

Student response contains one correct similarity or difference.

Unsatisfactory/Incorrect

Student response contains no correct similarities and no correct differences.

Credited similarities:

1. Most mass in center,

or: nucleus/Sun at center,

or: both systems have a central mass/object.

2. Orbits are nearly circular.

3. Attractive force between central and orbiting objects (central force).

4. Objects in orbit,

or: there are orbits around a center.

5. Items rotate on an axis (electrons/planets).

6. Analogous components: Sun similar to nucleus, planets similar to electrons.

7. Both models are simplified views of complex ideas.

8. Both systems are always in motion.

Credited differences:

1. Size or scale of objects/distances between objects.

2. Nature of forces between orbiting and central objects (i.e. electrostatic vs. gravitational).

3. Period of revolution of orbiting objects.

4. More than one electron is possible in each orbit, as opposed to only one planet per orbit in Solar System.

5. Composed of different components with some mention of what the different components are.

6. The shapes of the orbits are different.

Question 14 refers to Additional Information [1]

14. A planetary model of a system, such as the models of the Solar System and the atom discussed here, is appropriate whenever the components of the system and the nature of the forces between them have certain properties. Which of the following might be some of these properties?

A. One of the components is much more massive than the others and exerts an attractive force on each of the other components.

B. One of the components is much more massive than the others and exerts a force on each of the other components that is perpendicular to the line connecting their centers.

C. All the components are equally massive, are far apart, and attract each other.

D. All the components are equally massive, are close together, and repel each other.

Key

15. Animals that reproduce sexually differ from animals that reproduce asexually in that sexually reproducing animals have

A. a larger number of offspring

B. more genetic variation among their offspring

C. offspring that are nearly identical to their parents

D. offspring that are perfectly adapted to their parents’ habitat

Key

X -> Y + Z + energy

16. The equation above represents a nuclear decay, in which nucleus X decays into particle Y and nucleus Z and releases energy. Which of the following can explain why energy is released in the decay?

A. The mass of X is less than the sum of the masses of Y and Z.

B. The mass of X is less than the difference between the masses of Y and Z.

C. The mass of X is greater than the sum of the masses of Y and Z.

D. The mass of X is greater than the difference between the masses of Y and Z.

Key

17. Carbon-14 has a half-life of approximately 5,700 years. Analysis of the carbon in a piece of charred wood found in an excavation revealed that the carbon has 25 percent of the amount of carbon-14 that is found in the carbon of living trees. Which of the following is most nearly the age of the excavated wood?

A. 160 years

B. 5,700 years

C. 11,400 years

D. 23,000 years

Key

18. Air in the atmosphere continuously moves by convection. At the equator, air rises; at the poles, it sinks. This occurs because

A. the Earth’s ozone layer is thinner at the equator than at the poles

B. the Earth’s magnetic field is stronger at the poles than at the equator

C. warm air can hold less water vapor than can cold air

D. warm air is less dense than cold air

Key

19. The diagram above shows a cross section of the edge of a continent. In this region a section of oceanic crust is gradually moving down under a section of continental crust. Explain how the mountain range near the seacoast on this continent was probably formed.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response gives a complete explanation that explains how mountains can form at convergent plate boundaries.

1. Continental crust is pushed up when oceanic crust collides with it

2. Continental crust rises as oceanic crust is subducted under it

Unsatisfactory/Incorrect

Student response may only describe the picture or simply state that the tectonic plates collide.

20. The diagram above shows a cross section of two river valleys. In each diagram, the river is represented by the shaded region. Which river valley is in its more mature stage of development? What two features in the diagrams make you think so?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates an understanding of the developmental stages of a river valley by giving two specific reasons why river valley II is more mature than river valley I.

Credited specific reasons:

The walls of valley I are steeper

Valley II is wider

The walls of valley II have undergone more erosion

Valley II shows the existence of a flood plain

The river in valley II has natural levees

The river in valley II is wider

Partial

Student response indicates an understanding of the developmental stages of a river valley by giving one specific reason or at least one general reason why river valley II is more mature than river valley I.

Credited general reasons:

The shape of the valley

The width of the river

Unsatisfactory/Incorrect

Student response indicates that river valley I is more mature or river valley II without any reasons.

21. A 10-liter sample of CO gas contains the same number of molecules as how many liters of O gas at the same temperature and pressure?

A. 5 liters

B. 10 liters

C. 20 liters

D. 30 liters

Key

22. According to evolutionary theory, which of the following evolutionary trees best describes the relationship between groups of vertebrates?

Key

23. Which of the following is NOT a part of Darwin’s theory of evolution by natural selection?

A. Individuals in a population vary in many ways.

B. Some individuals possess features that enable them to survive better than individuals lacking those features.

C. More offspring are produced than can generally survive.

D. Changes in an individual’s genetic material are usually harmful.

Key

24. During the time in the Earth’s history when the first amphibians appeared, which of the following was one of the major groups of plants that dominated the land habitats?

A. Cone-bearing trees (gymnosperms)

B. Flowering plants (angiosperms)

C. Ferns

D. Algae

Key

25. In a laboratory, 10 moles of He gas (atomic mass 4.0) were placed in a rigid 2-liter tank. The tank had a small pinhole leak and the He gas escaped. If 10 moles of Ar gas (atomic mass 40) had been placed instead in the tank at the same temperature, predict whether the Ar would have leaked out at the same rate, more quickly, or less quickly than the He gas did. Explain your prediction.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of the kinetic theory of gases by predicting that argon (Ar) gas would leak out more slowly than helium gas and explaining that, at the same temperature, the average speed of argon atoms is less than that of helium atoms. (The explanation that the average speed of argon atoms is smaller due to their larger mass is optional.)

Student predicts that helium (He) gas leaks more quickly, because He atoms move more quickly.

Partial

Student correctly predicts that argon would leak out more slowly, but does not explain that the average speed of argon atoms is less than that of helium atoms.

Student mentions the slower atomic speed of argon without commenting on the rate of effusion.

Unsatisfactory/Incorrect

Student incorrectly predicts that argon would effuse more quickly or at the same rate as helium.

The following question One characteristic that can be used to identify pure metals is density. If you determine the density of a pure metal, you can determine what the metal is, as shown in the table below.

26. Suppose that you have been given a ring and want to determine if it is made of pure gold. Design a procedure for determining the density of the ring. Explain the steps you would follow, including the equipment that you would use, and how you would use this equipment to determine the ring’s density.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates the ability to design a procedure to determine the density of a solid object by describing a procedure similar to the procedure presented below.

Step A. Weigh ring using a scale, recording its mass (M),

OR "find the weight of the ring".

Step B. Put the ring in a graduated cylinder that has water in it and record the volume (V) of water displaced. The volume of water displaced equals the volume of water in the cylinder with the ring in it less the volume of the water before the ring was put in the cylinder.

Step C. Calculate the density (D), according to the formula D = M/V.

Essential

Student response describes two of the steps presented above.

Partial

Student response describes one of the steps presented above.

Unsatisfactory/Incorrect

Student response does not mention any of the steps presented above.

Student response confuses quantities such as weight or volume with density.

27. Suppose that you determine that the ring has a density of 15.3 grams/cm . Assuming that the ring is a mixture of some combination of the metals listed in the table, what can you determine about its composition from its calculated density? Explain your answer.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response states that the ring is not pure gold but must contain some gold. Response may reason that the density of the ring (15.3 g/cm ) is less than the density of gold (19.3 g/cm ), but more than the density of any of the other metals. Response must also state that the identity of the other metals in the ring cannot be determined from the given information.

Partial

Student response identifies gold as being one of the metals in the mixture and may choose others based on such factors as averaging densities. Response does not state that the identity of the other metals in the ring cannot be determined from the given information.

Unsatisfactory/Incorrect

Student response does not identify gold as one of the metals in the mixture, or states that the ring is made of pure gold.

The following question Suppose that you are asked to design and create an information poster about Acquired Immune Deficiency Syndrome (AIDS) for your high school and need to include the answers to some important questions. Answer the following questions to summarize the information that you would include in your poster.

28. What kind of infectious agent causes AIDS and how does this agent affect the systems of the body?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding that the HIV virus causes AIDS by suppressing or destroying the immune system, thereby making the immune system unable to combat new infections.

Essential

Student response states that the HIV virus causes AIDS by suppressing or destroying the immune system, but does not mention that the immune system is thus unable to combat new infections.

Partial

Student response states only that AIDS is caused by a virus (or the HIV virus).

Student response states only that AIDS suppresses or destroys the immune system without any more details.

Unsatisfactory/Incorrect

Student response demonstrates no knowledge of what causes AIDS nor does it describe the effect of AIDS on the immune system.

29. Describe four distinct ways in which AIDS can be transmitted.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student describes four distinct modes of AIDS transmission as outlined below.

Distinct modes include:

Sexual contact and/or mention of bodily fluid exchange

Kissing someone with an open sore/cut in their mouth

Drug needles

Tattoo needles

Transfusion with infected blood, or mention of blood alone

Bone marrow transplant if donor is infected

Usage of non-sterile equipment in a medical setting

Blood to blood contact

Transmission from mother to child in birth process

Breast milk

Essential

Student describes three distinct modes of AIDS transmission.

Partial

Student describes one or two distinct modes of AIDS transmission.

Unsatisfactory/Incorrect

Student describes none of the known modes of AIDS transmission.

30. Describe two distinct ways in which the transmission of AIDS can be prevented.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student describes two methods of preventing AIDS transmission.

Distinct methods include:

Abstinence

Use of condoms

�� Testing blood supply for AIDS virus

Using sterilized needles

Avoid getting pregnant if HIV positive

Avoid other people’s blood

Partial

Student describes one method of preventing AIDS transmission.

Unsatisfactory/Incorrect

Student describes no method of preventing AIDS transmission.

Question 31 refers to Additional Information [2]

31. Based on your knowledge of genetics and the information in the preceding passage, answer the following questions.

What is a gene? What is it made of? What is the major function of a gene?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response demonstrates an understanding of what a gene is, what it is made of, and its major function. The definition of a gene can be stated in terms of its function.

Credited Responses Include.

Gene:

A unit of hereditary material.

A code for a particular trait of characteristic.

Structure:

Made of Deoxyribonucleic acids (DNA).

Double Helix of nitrogenous bases.

Gene/Function:

Codes for a particular protein (or polypeptide).

Blueprint for protein.

Essential

These responses address what a gene is in general terms (e.g., a unit of hereditary material) and what it is made of (DNA). They indicate no understanding of its role in protein or polypeptide production.

Partial

These responses address either what a gene is in general terms or what it is made of.

Unsatisfactory/Incorrect

These responses demonstrate no understanding of a gene or its function.

Question 32 refers to Additional Information [2]

32. The article’s introduction states that "Broken genes cause a variety of illnesses." Describe what is meant by a "broken gene." In other words, explain what makes a gene unable to work in the correct way, and describe what can cause a gene to become "broken."

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response states that the structure of a gene may contain a change or mutation such as a base pair substitution, insertion, deletion, translocation, or inversion that causes the gene to provide an "abnormal" set of instructions. They also state that mutations can be caused by such things as radiation and chemicals.

Partial

Student response

1. explains that a broken gene provides incorrect information to a cell, or

2. gives a general description of what it means for a gene to be "broken" (e.g., "sometimes a mutation happens", or "a gene mutates") and a cause such as UV light, or

3. states that a broken gene results from a mutation , or

4. states what can cause a mutation.

Unsatisfactory/Incorrect

Student response provides no information demonstrating an understanding of "broken genes."

Question 33 refers to Additional Information [2]

33. In Richard Mulligan’s experiment, a hemoglobin gene was carried in a virus. After the virus infected some kidney cells, the hemoglobin gene "told" the cells to make hemoglobin molecules. Briefly explain how the information that a gene provides to a cell results in the production of a molecule such as hemoglobin.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response provides a description that states or implis an understanding of the transcription of DNA to mRNA and the translation of RNA to protein (minor errors may be present).

Partial

Student response provides part of the process of protein synthesis, for example, mRNA is transcribed from DNA (minor errors may be present).

Unsatisfactory/Incorrect

Student response provides no information demonstrating an understanding of the processes by which proteins are synthesized.

Question 34 refers to Additional Information [2]

34. Biologists know that nearly all cells in a person’s body contain the same genes. For example, kidney cells contain the same genes as the cells that normally make hemoglobin. Given these facts, explain why kidney cells do not make hemoglobin even though they contain the hemoglobin gene.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response states that even though all cells in a person’s body contain the same genetic information, different cells "use" different parts of this information at different times, i.e., the gene for hemoglobin may be "turned off" in kidney cells, but "turned on" in hemoglobin-manufacturing cells.

Unsatisfactory/Incorrect

Student response demonstrates no understanding of what causes different cells to perform different functions.

Question 35 refers to Additional Information [2]

35. Recombinant DNA technology as described in the article is believed to have great promise in treating certain diseases. Give an example of an inherited disease that people might be able to treat by use of this technology, and explain how you think the technology might be used to treat this disease.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response identifies a disease that has a possible or established genetic link for which applications of recombinant DNA technology could be used to develop a treatment. The response must also provide a brief general description of how this might be accomplished (e.g., PKU, replace the defective gene with a normal one)

Partial

Student response

1. identifies a disease that has a possible or established genetic link, with little or no explanation,

2. provides some description of how applications of recombinant DNA technology might be used to treat a disease, but does not mention a disease that may be effectively treated this way.

Unsatisfactory/Incorrect

These responses fail to identify a disease or identify a disease that does not have an established genetic link and provide no explanation of how recombinant DNA technology might be used to treat the disease.

Question 36 refers to Additional Information [2]

36. Give an example of a disease that could probably not be treated by use of recombinant DNA technology, and explain why you think that this technology could not be used to treat this disease.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response identifies a correct example of a disease that most likely could not be treated using recombinant DNA technology and gives a correct justification such as the disease is not genetic.

Partial

Student response

1. identifies a correct example of a disease, or

2. provides a correct justification but no disease is chosen, or

3. provides an inappropriate disease but understand that a non-hereditary condition most likely cannot be treated with recombinant DNA technology.

Unsatisfactory/Incorrect

Student response provides no information demonstrating an understanding that certain diseases are not genetic and most likely cannot be treated using recombinant DNA technology.

Question 37 refers to Additional Information [2]

37. Describe two beneficial ways, other than treating diseases, in which recombinant DNA technology might be used.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response provides two possible examples of potential uses of recombinant DNA technology.

Credited responses include:

Improvement of agricultural crop production.

Mass production of bio-chemicals/medications by bacteria.

Improvement of milk/beef production.

�� Development of frost-resistant crops.

Augmenting characteristic such as stature and appearance.

Partial

Student response provides one possible example of a potential use of recombinant DNA technology.

Unsatisfactory/Incorrect

Student response provides no information regarding the potential use of recombinant DNA technology.

Question 38 refers to Additional Information [2]

38. Some people believe that recombinant DNA technology has serious disadvantages. Describe one disadvantage that might result from the use of recombinant DNA technology. Then describe a plan or a policy for dealing with the disadvantage that could be followed by research scientists, doctors, public officials, or other people who are involved with recombinant DNA technology and its uses.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response describes a reasonable disadvantage of recombinant DNA technology and provide a clear description of a plan for dealing with the disadvantage.

Credited disadvantages include:

Regulation of new strains

Production of dangerous organisms

Genetic Similarity – loss of diversity

Regulation of applications/patents

Credited acceptable plans include:

Informed consent

�� Regulation

Thorough testing

Oversight committee

Essential

Student response describes a reasonable disadvantage and attempts a brief description of a plan for dealing with this disadvantage (e.g., test or observe, research further).

Student response provides only a description of a plan.

Partial

Student response describes a reasonable disadvantage of genetic technology but do not develop a plan for dealing with the disadvantage.

Unsatisfactory/Incorrect

Student response states that there are no disadvantages, or states a disadvantage that is inaccurate or unreasonable.

Sample Test Questions Science-2 Grade 8

admin — Mon, 16 May 2011 03:03:50 +0000

1. Kelly slides a flat rock across the smooth ice of a frozen pond. The rock slows down after several seconds. What causes the rock to slow down?

A. The thickness of the ice

B. The temperature of the air above the ice

C. The force of friction between the ice and the rock

D. The gravitational force between the ice and the rock

Key

2. Which layer of Earth is divided into plates?

A. Mantle

B. Crust

C. Inner core

D. Outer core

Key

3. Why do mountain climbers at high elevations use oxygen tanks to help them breathe?

A. At high elevations the ozone layer draws oxygen out of the atmosphere.

B. The atmosphere is less dense at higher elevations so there is less oxygen available.

C. Oxygen is heavier than the other gases in the atmosphere and sinks to lower elevations.

D. Radiation from the Sun splits oxygen molecules into atoms making the oxygen unbreathable.

Key

4. Point X in the diagram above shows the highest point above the horizon that the Sun reaches in the spring at noon.

When is the Sun’s position most likely to be at pointY?

A. In the afternoon on a winter day

B. In the afternoon on a summer day

C. At noon on a winter day

D. At noon on a summer day

Key

The following question refer to the diagram below, showing a food web. The arrows show the direction of energy flow. Each arrow points from the organism that is consumed to the organism that consumes it. Use the information in the food web to answer the

5. Which statement best explains why decomposers are an important part of this food web?

A. They use sunlight to make their own food.

B. They give off oxygen for animals to breathe.

C. They provide camouflage for small animals.

D. They make nutrients available to plants.

Key

6. Give one example of an organism from this food web that makes its own food using energy from sunlight.

Organism: _______________________________________

Give one example of an organism from this food web that eats only plants.

Organism: _______________________________________

Give one example of an organism from this food web that eats only animals.

Organism: _______________________________________

Scoring Guide

Score & Description:

This item was scored in 3 parts.

Part A: Organism makes its own food.

Part B: Organism eats only plants.

Part C: Organism eats only animals.

Part A:

Complete

Student response indicates oak or pine tree and no other organism.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Part B:

Complete

Student response indicates pine borer or squirrel and no other organism.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Part C:

Complete

Student response indicates hawk, fox, kinglet, or salamander, and no other organism.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Composite Score:

Student response received one of three possible composite scores (Complete, Partial, Unsatisfactory/Incorrect) based on the student’s combined performance on Parts A, B, and C of the item. For example, a student response Complete for Part A, Complete for Part B, and Unsatisfactory/Incorrect for Part C received a composite score of Partial.

Composite Score	Part A	Part B	Part C
Complete	Complete	Complete	Complete
Partial	Complete	Complete	Unsatisfactory/ Incorrect
Complete	Unsatisfactory/ Incorrect	Complete
Unsatisfactory/ Incorrect	Complete	Complete
Complete	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Complete	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Complete
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect

7. One year, a parasite infects squirrels and significantly reduces the squirrel population.

What effect is a decrease in the population of squirrels most likely to have on the fox population? Fill in only one oval.

Ⓐ Population will increase.

Ⓑ Population will decrease.

Use the food web to explain your answer.

__________________________________________________________________

What effect is a decrease in the population of squirrels most likely to have on the salamander population? Fill in only one oval.

Ⓐ Population will increase.

Ⓑ Population will decrease.

Use the food web to explain your answer.

__________________________________________________________________

Scoring Guide

Score & Description:

This item was scored in 2 parts.

Part A: Effect on fox population

Part B: Effect on salamander population

Part A:

Complete

Student response selects (B), Population will decrease, and provides a plausible explanation based on the direct feeding relationship between the fox and squirrel in the food web.

Partial

Student response selects (A), Population will increase, and provides a plausible explanation based on the food web.

Student response selects (C), Population will remain the same, and provides a plausible explanation based on the food web.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Part B:

Complete

Student response selects (B), Population will decrease, and provides a plausible explanation based on the salamander being an alternate food source for the fox or hawk in the food web.

Partial

Student response selects (A), Population will increase, and provides a plausible explanation based on the food web.

Student response selects (C), Population will remain the same, and provides a plausible explanation based on the food web.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Composite Score:

Composite Score	Part A	Part B
Complete	Complete	Complete
Essential	Complete	Partial
Partial	Complete
Partial	Partial
Complete	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Complete
Partial	Partial	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Partial
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect

8. The surface of the Moon is covered with craters, as shown above. How were most of these craters formed?

A. By eruptions of active volcanoes

B. By impacts of many meteoroids

C. By shifting rock on the Moon’s surface (moonquakes)

D. By tidal forces caused by Earth and the Sun

Key

9. A class observes two demonstrations: water changing into steam and a piece of wood burning and producing smoke. A student concludes that both demonstrations must be examples of a chemical change because a gas is produced in each.

Is the student’s conclusion accurate? Explain your answer, referring to both demonstrations.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates that the student’s conclusion is not accurate and correctly explains why water changing into steam is not a chemical change and why wood burning and producing smoke is a chemical change. Response demonstrates understanding that water changing to steam is a physical change, is a reversible process, or does not produce a new substance. Response demonstrates understanding that wood burning produces new substances or is not a reversible process.

Partial

Student response indicates that the student’s conclusion is not accurate and correctly addresses why water changing to steam is not a chemical change or why wood burning and producing smoke is a chemical change.

Student response indicates that the student’s conclusion is accurate or fails to address the accuracy of the conclusion, and correctly addresses why water changing to steam is not a chemical change or why wood burning and producing smoke is a chemical change, supporting that the student’s conclusion is not accurate.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

10. Two farmers notice that some bean plants are much taller than others, even though they are growing in the same field. One farmer thinks the difference in height is due to inheritance. The other farmer thinks it is because some plants in the field get more water than others.

Describe an experiment that will provide evidence for which farmer is right. You can use seeds from both tall and short plants.

Describe the steps you will follow.

__________________________________________________________________

Describe how you will collect your data.

__________________________________________________________________

How will you conclude if tallness is inherited or caused by getting more water?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response describes the essential components of an experiment that will provide evidence to determine whether plant height is inherited or caused by getting more water.

Method 1: The same types of seeds are used in each group and the amount of water is varied. Response consists of five components as follows: 1) Plant seeds from tall plants, short plants, or both types of plant; 2) Treat plants with different amounts of water; 3) Control for at least one environmental condition such as amount of sunlight, available nutrients, soil type; 4) Measure the heights of the plants in each group; and 5) Explain that if plants are taller in the group that got lots of water, then tallness is controlled by the amount of water.

Method 2: The same amount of water is given to each group and the types of seeds are varied. Response consists of five components as follows: 1) Plant seeds from both types of plant; 2) Treat plants with the same amount of water; 3) Control for at least one environmental condition such as amount of sunlight, available nutrients, soil type; 4) Measure the heights of the plants in each group; and 5) Explain that if the resulting plants are different heights under the same watering conditions, then tallness is inherited.

Satisfactory

Student response describes an experiment that will provide evidence to determine whether plant height is inherited or caused by getting more water, but is missing one of the essential components.

Essential

Student response describes an experiment that will provide evidence to determine whether plant height is inherited or caused by getting more water, but is missing two or three essential components.

Partial

Student response describes one essential component of an experiment that will provide evidence to determine whether plant height is inherited or caused by getting more water.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

The following question refer to the following information.

Meg designs an experiment to see which of three types of sneakers provides the most friction.

She uses the equipment listed below.

1. Sneaker 1

2. Sneaker 2

3. Sneaker 3

4. Spring scale

She uses the setup illustrated below and pulls the spring scale to the left

11. In what direction does the force of friction act?

A. To the left

B. To the right

C. Upward

D. Downward

Key

The following question refer to the following information.

Meg designs an experiment to see which of three types of sneakers provides the most friction.

She uses the equipment listed below.

1. Sneaker 1

2. Sneaker 2

3. Sneaker 3

4. Spring scale

She uses the setup illustrated below and pulls the spring scale to the left.

12. Meg tests one type of sneaker on a gym floor, a second type of sneaker on a grass field, and a third type of sneaker on a cement sidewalk. Her teacher is not satisfied with the way Meg designed her experiment. Describe one error in Meg’s experiment.

__________________________________________________________________

Describe how Meg could improve the experiment to find out which of the three types of sneakers provides the most friction.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates that the experiment did not control all variables except for the variable being tested and indicates a valid way to redesign the experiment.

Partial

Student response indicates that the experiment did not properly control all variables except for the variable being tested.

Student response indicates a valid way to redesign the experiment.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

The following question refer to the following diagram, which represents a portion of Earth’s water cycle.

13. Which process is represented by 2?

A. Liquid water evaporating

B. Cool air warming as it rises

C. Clouds blocking the Sun’s energy

D. Water vapor condensing

Key

The following question refer to the following diagram, which represents a portion of Earth’s water cycle.

14. Using your knowledge of the water cycle, explain why rainwater is not salty, even though ocean water is.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response explains that when the Sun heats ocean water, only water molecules evaporate into the air. The dissolved salt remains behind in the ocean, so the rain that falls from clouds formed when the water in the air condenses is salt-free. Student response includes an explanation of two steps of the process by which ocean water cycles to rainwater: evaporation and condensation.

Essential

Student response explains that when the Sun heats ocean water, only water molecules evaporate into the air. The dissolved salt remains behind in the ocean. Response does not address condensation.

Partial

Student response explains one or two steps of the water cycle correctly (evaporation, condensation) but does not state that the salt remains in the ocean.

Student response explains that salt does not evaporate but does not explain evaporation or condensation of water in the water cycle.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

15. Three funnels were filled with equal volumes of pebbles, fine sand, and coarse sand, as shown in the diagram below. The same amount of water was poured into each funnel.

Which correctly lists the order in which the water passed through the funnels, from fastest to slowest?

A. Pebbles, fine sand, coarse sand

B. Pebbles, coarse sand, fine sand

C. Fine sand, coarse sand, pebbles

D. Coarse sand, pebbles, fine sand

Key

16. Some homes were built near the shoreline of the ocean. Sand dunes lie between the homes and the water. Each year a portion of the sand dunes is eroded by the ocean. To prevent erosion, some citizens suggest planting grasses on the sand dunes, and others suggest building a seawall, a solid barrier along the shoreline.

Explain how each plan would prevent erosion of the dunes.

__________________________________________________________________

Give an environmental advantage and disadvantage of each plan.

Environmental advantage of planting grasses:

__________________________________________________________________

Environmental disadvantage of planting grasses:

__________________________________________________________________

Environmental advantage of building a seawall:

__________________________________________________________________

Environmental disadvantage of building a seawall:

__________________________________________________________________

Scoring Guide

Score & Description:

This item was scored in 3 parts.

Part A: Explain each plan.

Part B: Advantage and disadvantage of grasses

Part C: Advantage and disadvantage of seawall

Part A:

Complete

Student response correctly explains how planting grasses and building a seawall would prevent erosion.

Partial

Student response correctly explains either how planting grasses or building a seawall would prevent erosion.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Part B:

Complete

Student response correctly provides a plausible advantage and disadvantage of planting grasses.

Partial

Student response correctly provides a plausible advantage or a plausible disadvantage of planting grasses.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Part C:

Complete

Student response correctly provides a plausible advantage and disadvantage of building a seawall.

Partial

Student response correctly provides a plausible advantage or a plausible disadvantage of building a seawall.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

Composite Score:

Composite Score	Part A	Part B	Part C
Complete	Complete	Complete	Complete
Satisfactory	Complete	Complete	Partial
Complete	Partial	Complete
Partial	Complete	Complete
Essential	Complete	Partial	Partial
Partial	Complete	Partial
Partial	Partial	Complete
Complete	Complete	Unsatisfactory/ Incorrect
Complete	Unsatisfactory/ Incorrect	Complete
Unsatisfactory/ Incorrect	Complete	Complete
Partial	Partial	Partial
Complete	Partial	Unsatisfactory/ Incorrect
Partial	Complete	Unsatisfactory/ Incorrect
Complete	Unsatisfactory/ Incorrect	Partial
Partial	Unsatisfactory/ Incorrect	Complete
Unsatisfactory/ Incorrect	Complete	Partial
Unsatisfactory/ Incorrect	Partial	Complete
Partial	Partial	Partial	Unsatisfactory/ Incorrect
Partial	Unsatisfactory/ Incorrect	Partial
Unsatisfactory/ Incorrect	Partial	Partial
Complete	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Complete	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Complete
Partial	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Partial	Unsatisfactory/ Incorrect
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Partial
Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect	Unsatisfactory/ Incorrect

17. The flashlight shown below has no batteries. It is operated by squeezing and letting go of the handle. Inside the body of the flashlight are gears, which are shown below

Which sequence best identifies the energy transfers that take place within the flashlight to produce light?

Key

Sample Test Questions Science Grade 8

admin — Mon, 16 May 2011 03:00:00 +0000

1. Household appliances convert electricity into one or more different forms of energy. An electric fan can best be described as converting electricity into

A. heat energy only

B. heat energy and sound energy only

C. heat energy, sound energy, and mechanical energy only

D. heat energy, sound energy, mechanical energy, and chemical energy

Key

2. Each figure below shows a force measured in newtons pushing on a block. If there are no other forces pushing on the block, in which case is the acceleration of the block greatest?

Key

3. The picture above shows the positions of two runners at one-second intervals as they move from left to right. For each runner, indicate whether the runner’s speed seems to be constant, increasing, or decreasing.

Explain how you can tell this from the pictures.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Essential

Student correctly indicates the speed of Runner 1 (constant or moves at a steady pace) and Runner 2 (increasing), and gives a correct explanation for one of the runners.

Partial

Student correctly indicates the speed of Runner 1 (constant or moves at a steady pace), and Runner 2 (increasing) but gives no explanation.

Student response correctly indicates speed of one runner with explanation.

Unsatisfactory/Incorrect

Student indicates no or only one correct speed.

4. Tom’s younger brother is learning how to read a thermometer and asks, "Why does the red stuff in the thermometer go up when it gets hot outside?" What is a correct explanation that Tom can give to his brother?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student explains that heat from the air causes the liquid in the thermometer to heat up and expand (or get less dense), which in turn causes the liquid to move up the thermometer.

Partial

Unsatisfactory/Incorrect

5. A person produces two sound waves with a flute, one immediately after the other. Both sound waves have the same pitch, but the second one is louder. Which of the following properties is greater for the second sound wave?

A. Frequency

B. Amplitude

C. Wavelength

D. Speed in air

Key

6. Explain how you can find out the volume of a solid object, such as a small rock, using only water and either a measuring cup or a graduated cylinder.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student correctly describes how to determine the volume of a solid object using water and a measuring cup or graduated cylinder. Comparison or change in volume of water should be explicit.

Method A:

Pour some water into the graduated cylinder

Record the water level

Then put the rock in the graduated cylinder

Record the water level again

The difference between the first and second volume measurements is the volume of the rock

Method B:

Spillage Responses = Fill cup (to the top), add rock, catch the water that overflows in separate container, and measure the overflow. Overflow = volume of the rock.

Partial

Method A:

Procedure (steps a-d above) or volume calculation (step e)

Method B:

Procedure, including measuring the overflow or stating the overflow equals the volume of the rock

Unsatisfactory/Incorrect

Student demonstrates no understanding of how to use water and a graduated cylinder to measure volume.

7. Look at the two pictures below. They show what happened when two solid blocks were each put in a jar containing a liquid. Based just on what you can see in the pictures, what can you say about the blocks and the jars?

A. The liquid in the jars must be water.

B. The block in jar 1 weighs more than the block in jar 2.

C. The block in jar 1 is floating lower in its liquid than is the block in jar 2.

D. The block in jar 1 must be made of metal and the block in jar 2 must be made of wood.

Key

8. Is a hamburger an example of stored energy? Explain why or why not.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates "yes" and states that a hamburger contains fat (grease), protein, carbohydrate, nutrients and gives some indication of energy transfer.

Student response indicates "yes" and traces the energy through the food chain.

Partial

Student response indicates "yes" and states that a hamburger contains fat (grease), protein, carbohydrates, nutrients.

Student response indicates "yes" and states that transfer of energy takes place.

Student response indicates "yes" and states that food is energy/meat is energy/ meat contains energy.

Unsatisfactory/Incorrect

Student demonstrates no understanding of the concept of stored energy by answering "no", or answers "yes" and gives no or an incorrect or irrelevant response.

9. If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?

A. Water droplets that formed from cooled water vapor in your breath

B. Carbon dioxide that you are breathing out from your lungs

C. Oxygen that you are breathing out from your lungs

D. Cooled nitrogen in the air around you

Key

10. Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up along the side of your car. This truck seems to stand still for a moment, and then it seems to be moving backward.Tell how the truck can look as if it is standing still when it is really moving forward.

__________________________________________________________________

Tell how the truck can look as if it is moving backward when it is really moving forward.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student responds to both parts of the question correctly: the truck was travelling at 55 mph, (the same speed as the car) so it looked like it was standing still. The truck then slows down or the car speeds up which makes it appear that the truck is moving backward.

Partial

Student responds to part 1 of the question correctly: the truck was moving at the same speed (55 mph) as the car so it looked like it was not moving.

Student responds to part 2 of the question correctly: if the truck slows down (under 55 mph) or the car speeds up, it will appear that the truck is moving backward.

Unsatisfactory/Incorrect

Student response does not describe how fast the truck is moving in relation to the car.

11. Right before Anna was about to run in a long race, she drank a large glass of orange juice to get energy. Tell how the energy that was in the orange juice actually came from the Sun.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student correctly explains energy transference from the Sun to orange juice.

Partial

Student traces part of the path of energy from the Sun to the orange juice.

Unsatisfactory/Incorrect

Student does not trace any part of the path of energy from the Sun to the orange juice.

12. Which is an example of water condensing?

A. A puddle disappearing on a hot summer afternoon

B. Sweat forming on your forehead after you do a lot of exercise

C. Ice cubes melting when you put them out in the sun

D. Dew forming on plants during a cold night

Key

13. Lightning and thunder happen at the same time, but you see the lightning before you hear the thunder. Explain why this is so.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student responds that although the thunder and lightning occur at the same time, light travels faster than sound so the light gets to your eye before the sound reaches your ear.

Partial

Student response addresses speed and uses terminology such as thunder for sound and lightning for light, or makes a general statement about speed but does not tell which is faster.

Unsatisfactory/Incorrect

Student response does not relate the speeds at which light and sound travel.

14. A wire is cut into four pieces of different lengths. Each piece is stretched between two supports to the same tightness. Which of the pieces, shown below, would give the highest pitch if it were plucked in the middle?

Key

15.

Two identical cars travel at 45 miles per hour toward the center of the intersection (point A, as shown above) with equal force. The cars collide at the intersection. If after they collide the cars stick to each other and move together, they will come to rest closest to

A. point A

B. point B

C. point C

D. point D

Key

16. Maria has one glass of pure water and one glass of salt water, which look exactly alike. Explain what Maria could do, without tasting the water, to find out which glass contains the salt water.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates an understanding of how to distinguish fresh water from salt water by describing both a method of determining the difference and a result.

Partial

Student response indicates some understanding of the difference between fresh water and salt water but no practical method for doing so is clearly discussed or gives a correct method, or tells what to do, but not the result.

Unsatisfactory/Incorrect

Student response shows no understanding of how to distinguish between fresh water and salt water.

The following question refer to the way electricity is conducted.

17. Look at each item in the list below. Decide if it conducts electricity or does not conduct electricity. Put an X in the box to show what you decided.

Scoring Guide

Score & Description

Complete

Student places all 7 items in the correct classification:

Essential

Student places 4 – 6 items in the correct classification.

Partial

Student places 1 – 3 items in the correct classification.

Unsatisfactory/Incorrect

Student places no items in the correct classification.

The following question refer to the way electricity is conducted.

18. Suppose that you have one of the items from the list in Question 7 that you believe conducts electricity, and that you also have a battery, several wires, and a light bulb.

Explain how you could use these things to do a test to find out if the item you chose from the list in Question 7 does conduct electricity. Draw a picture to help explain your answer.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student draws and/or describes how a battery, wires, and a light bulb could be used to test for electrical conductivity.

Partial

Student describes some elements of a complete circuit, but does not clearly describe how the circuit could be modified to test for electrical conductivity (e.g., "hook up the wires to the battery and light bulb"), or student draws a partially correct picture or diagram, or draws an incorrect diagram but specifies that the lighting of the bulb would indicate conductivity.

Unsatisfactory/Incorrect

Student is unable to describe an electrical circuit or to explain accurately how to test an item for electrical conductivity.

19. Why does the leaf of a plant look green?

A. Because it absorbs green light

B. Because it reflects green light

C. Because it absorbs only yellow and blue light

D. Because it reflects a mixture of yellow and blue light

Key

20. For each of the sources of electrical energy listed below, describe an advantage and a disadvantage of relying on that energy source for a large part of our country’s electrical energy.

Solar

Advantage:

__________________________________________________________________

Disadvantage:

__________________________________________________________________

Nuclear

Advantage:

__________________________________________________________________

Disadvantage:

__________________________________________________________________

Hydroelectric

Advantage:

__________________________________________________________________

Disadvantage:

__________________________________________________________________

Fossil Fuels (coal and oil)

Advantage:

__________________________________________________________________

Disadvantage:

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student provides one reasonable advantage and disadvantage for each of the energy sources listed (8 parts).

Essential

Student provides correct answers to 6-7 of the parts.

Adequate

Student provides correct answers to 3-5 of the parts.

Partial

Student provides correct answers to 1-2 of the parts.

Unsatisfactory/Incorrect

Student provides no correct responses to any of the parts.

21. Which zones in the map above are most likely to have a temperate climate (warm summers and cold winters) ?

A. 1 and 6

B. 2 and 5

C. 3 and 4

D. 1, 2, and 3

Key

22. An unusual type of fossil clam is found in rock layers high in the Swiss Alps. The same type of fossil clam is also found in the Rocky Mountains of North America. From this, scientists conclude that

A. glaciers carried the fossils up the mountains

B. the Rocky Mountains and the Swiss Alps are both volcanic in origin

C. clams once lived in mountains, but have since evolved into sea-dwelling creatures

D. the layers of rocks in which the fossils were found are from the same geologic age

Key

23. Recent studies indicate that ozone in the upper layers of Earth’s atmosphere is being depleted. What effect does the depletion of ozone have, and how is this effect harmful to humans?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Partial

Student explains that decreased ozone leads to increased UV radiation or that decreased ozone leads to increased skin cancer.

Unsatisfactory/Incorrect

Student demonstrates little or no understanding of the relationship between ozone depletion, UV radiation, and skin cancer.

24. The diagram above shows a food web in a large park. Each circle represents a different species in the food web. Which of the organisms in the food web could be referred to as primary consumers?

A. 7 only

B. 5 and 6 only

C. 2, 3, and 4 only

D. 2, 5, and 7 only

Key

25. What two gases make up most of the Earth’s atmosphere?

A. Hydrogen and oxygen

B. Hydrogen and nitrogen

C. Oxygen and carbon dioxide

D. Oxygen and nitrogen

Key

26. Each diagram below shows the same front view of a human heart. Which diagram has arrows that correctly show the path of blood flow through the heart and the blood vessels leading to and from the heart?

Key

27. When you exercise strenuously, your body produces excess heat. Describe what your body does to help prevent your temperature from rising excessively, and explain why the body’s response is effective.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student indicates that the body keeps its temperature from rising through sweating or by blood vessels dilating and states how these are effective.

Partial

Student indicates that the body keeps its temperature from rising through sweating or by blood vessels dilating but does not explain fully how the mechanism works.

Unsatisfactory/Incorrect

Student provides little or no evidence of knowledge of any mechanism for losing heat during exercise.

28. A human CANNOT survive the loss of which of the following?

A. The appendix

B. The liver

C. A lung

D. A kidney

Key

29. Which of the following is an example of genetic engineering?

A. Growing a whole plant from a single cell.

B. Finding the sequences of bases in plant DNA.

C. Inserting a gene into plants that makes them resistant to insects.

D. Attaching the root of one type of plant to the stem of another type of plant.

Key

30. In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?

A. Lungs and kidneys

B. Heart and lungs

C. Brain and kidneys

D. Heart and liver

Key

31. There are many different kinds of human-made satellites orbiting the Earth. List three things that these satellites are used for.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student lists three ways that satellites are used.

Partial

Student lists one or two ways that satellites are used.

Unsatisfactory/Incorrect

Student does not list any correct ways satellites are used.

Some scientists think that the Earth’s climate is getting warmer.

32. If these scientists are correct and the Earth keeps getting warmer for the next 50 years, what will happen to the oceans? Explain why this would happen.

__________________________________________________________________

If these scientists are correct, what things about the Earth’s weather will change? Explain why this would happen.

__________________________________________________________________

If these scientists are correct, what will happen to plants? Explain why this would happen.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student predicts the effects on oceans, weather, and plants and explains why each predicted event might occur. Response consists of six correct parts: a prediction and an explanation for each of oceans, weather, and plants.

Essential

Student response consists of three to five correct parts.

Partial

Student response consists of one or two correct parts.

Unsatisfactory/Incorrect

Student response does not include any predictions of the effects of global warming.

33. The Earth’s climate may be getting warmer because of some things that people do. List two human activities that may contribute to warming of the Earth’s climate.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student lists two human activities that are thought to contribute to global warming.

Partial

Student lists one activity that may contribute to global warming.

Unsatisfactory/Incorrect

Student response does not indicate an understanding of the relationship of humans to global warming.

34. In the picture of a cell below, which label indicates the part of the cell that contains most of the cell’s genetic material?

A. 1

B. 2

C. 3

D. 4

Key

35. Viet and Andrea were using a microscope to look at a slide of some cells. They looked at some interesting cells that Viet thought were plant cells. Andrea thought they looked more like animal cells. If you looked at these same cells, how could you tell whether they were plant cells or animal cells?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student correctly provides one or more distinguishing characteristics that can be used to tell the difference between plant and animal cells.

Partial

Student does not fully describe a distinguishing characteristic (e.g., "plant cells would be green from chlorophyll") or response contains inaccuracies.

Unsatisfactory/Incorrect

Student describes ways that plant and animal cells can be distinguished from each other, but these are incorrect or gives only a general statement (e.g., "they will look different").

36. Julio wanted to know how his pulse rate changed when he ran very fast. He measured his pulse rate before he started running, while he was running, and two minutes after he stopped running. Which graph best shows how Julio’s pulse rate changed?

Key

37. How do most fish get the oxygen they need to survive?

A. They take in water and break it down into hydrogen and oxygen.

B. Using their gills, they take in oxygen that is dissolved in water.

C. They get their oxygen from the food they eat.

D. They come to the surface every few minutes to breathe air into their lungs.

Key

38. Pat has two kinds of plant food,"Quickgrow" and "Supergrow." What would be the best way for Pat to find out which plant food helps a particular type of houseplant grow the most?

A. Put some Quickgrow on a plant in the living room, put some Supergrow on a plant of the same type in the bedroom, and see which one grows the most.

B. Find out how much each kind of plant food costs, because the more expensive kind is probably better for growing plants.

C. Put some Quickgrow on a few plants, put the same amount of Supergrow on a few other plants of the same type, put all the plants in the same place, and see which group of plants grows the most.

D. Look at the advertisements for Quickgrow, look at the advertisements for Supergrow, and see which one says it helps plants grow the most.

Key

39. The picture below can be used to show how sandstone can form along the edge of a large lake. Draw and write on the picture to show the two main processes of sandstone formation.

Scoring Guide

Score & Description

Complete

Student response includes both parts of the sedimentary process.

Part 1:

Rivers erode mountain material

Mountain material is carried by river

Erosion

Part 2:

Hardens

Solidifies

Compacts

Builds up in layers

Partial

Student response includes part 1 or part 2 of the sedimentary process.

Unsatisfactory/Incorrect

Student does not demonstrate an understanding of the sedimentary process.

40. On steep slopes along the sides of new roads, highway department workers often grow plants to prevent the soil from being eroded. Describe two ways that these plants keep the soil from eroding.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response includes two ways plants prevent erosion.

Partial

Student response includes one way that plants prevent erosion.

Unsatisfactory/Incorrect

Student response does not demonstrate an understanding of how plants prevent erosion.

41. All of the following are examples of erosion EXCEPT:

A. The wind in the desert blows sand against a rock.

B. A glacier picks up boulders as it moves.

C. A flood washes over a riverbank, and the water carries small soil particles downstream.

D. An icy winter causes the pavement in a road to crack.

Key

The following question

Sarah looked at some pond water with a microscope. She used the low-power objective lens to look at some green algae. The picture below shows what Sarah saw through the microscope.

42. What is the role of the pond organisms that Sarah saw in her field of view?

A. Producer

B. Primary consumer

C. Secondary consumer

D. Decomposer

Key

The following question

Sarah looked at some pond water with a microscope. She used the low-power objective lens to look at some green algae. The picture below shows what Sarah saw through the microscope.

43. If Sarah switched the lens from low power to high power, what would she see in the field of view?

A. A lot more cells than with the low-power view, but in lesser detail.

B. The same number of cells as with the low-power view, but in lesser detail.

C. The same number of cells as with the low-power view, but in greater detail.

D. Fewer cells than with the low-power view, but in greater detail.

Key

44. Seedlings of the same species of plant can grow at different rates. For example, some seedlings grow tall very fast, but other seedlings grow tall much more slowly. Explain why it might be advantageous for a plant seedling to grow tall very fast.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates understanding of plant requirements by giving a full explanation of why it might be advantageous for seedlings to grow tall very fast.

Unsatisfactory/Incorrect

Student fails to state any advantage of growing tall very fast, or provides an incorrect advantage (e.g., better able to survive in harsh conditions; it doesn’t get uprooted or ruined when small).

45. Sometimes the Moon looks like a full circle, sometimes it looks like a half circle, and sometimes it looks like a crescent. Explain why the Moon appears to be different shapes at different times.You may use labeled drawings in your explanation.

Scoring Guide

Score & Description

Complete

Student explanation includes all the points given below. Student can provide a drawing correctly illustrating the phases of the moon.

The Moon is visible because it reflects (or is illuminated by) sunlight.

The Moon revolves around the Earth.

The portion of the illuminated half of the Moon that is visible from Earth changes, thus making the Moon appear to change shape.

Partial

Student explains 1 or 2 aspects of the causes of the phases of the Moon without major misconceptions.

Unsatisfactory/Incorrect

Student does not correctly explain any aspect of the phases of the Moon, or explains aspects but includes major misconceptions.

Sample test Life Science – Grade 8

admin — Mon, 16 May 2011 02:54:10 +0000

Additional Information [1]

Questions 1-13 The picture below shows a pond ecosystem. Use this picture and what you know about the things in it to answer the questions in this section.

Question 1 refers to Additional Information [1]

1. Which of the following living things in the pond system uses the energy from sunlight to make its own food?

A. Insect

B. Frog

C. Water lily

D. Small fish

Key

Question 2 refers to Additional Information [1]

2. Each of the animals in the pond needs food. What are two things that the animals get from their food that keep them alive?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding that living things require energy and raw materials to sustain them by naming two things animals need from their food. Response consists of one of the following:

1. Response states that animals get both energy and nutrients.

2. Response states that animals get energy and names one specific nutrient.

3. Response names two specific nutrients.

Examples of specific nutrients include proteins, carbohydrates, lipids, vitamins, and minerals.

Partial

Student response names one thing animals need from their food. Response consists of one of the following:

1. Response states that animals get energy.

2. Response states that animals get nutrients and names one specific nutrient.

3. Response names one specific nutrient.

Unsatisfactory/Incorrect

Student response provides no reasonable answer about what animals get from their food. Response may state that animals get nutrients from their food without naming a specific nutrient, or may give examples of different types of food the animals eat.

Question 3 refers to Additional Information [1]

3. In the pond, small fish eat algae. What two predators might eat the small fish in the pond system?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of the role of "predator" in a food web by correctly identifying animals that eat the small fish: the heron and the large fish.

Partial

Student response states the heron OR the large fish, possibly naming one additional incorrect animal.

Unsatisfactory/Incorrect

Student provides no reasonable response, names an organism that is not a predator, or gives 3 answers or more.

Question 4 refers to Additional Information [1]

4. You will now finish a diagram of a food web in the pond. The food web shows what eats what in the pond system. Draw arrows in the diagram below from each living thing to the things that eat it. (The first arrow is drawn for you.)

Scoring Guide

Score & Description

Complete

Student demonstrates a thorough understanding of the relationships in the food web by drawing in 4 correct arrows and no incorrect arrows.

Credited responses include:

Frog eats insect – arrow from insect to frog

Frog eats algae – arrow from algae to frog (a juvenile frog eats algae)

Insect eats algae – arrow from algae to insect

Small fish eats insect – arrow from insect to small fish

Partial

Student demonstrates some understanding of the relationships in the food web by drawing in 1, 2 or 3 correct arrows and no incorrect arrows.

Unsatisfactory/Incorrect

Student demonstrates little or no understanding of the relationships in the food web by drawing all incorrect arrows, or both correct and incorrect arrows.

Question 5 refers to Additional Information [1]

5. Which living things in the pond system break down dead plants and animals?

A. Green algae

B. Bacteria

C. Rushes

D. Frogs

Key

Question 6 refers to Additional Information [1]

6. Tell why it is important for dead animals and plants in the pond system to be broken down.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response demonstrates an understanding of the importance of decomposition in the pond ecosystem.

Credited responses include:

1. Release of nutrients for other organisms.

2. The soil is fertilized.

3. Food is provided to plants.

Partial

Student response demonstrates some understanding of the importance of decomposition.

Credited responses include:

1. Decomposition is part of the food chain.

2. Keep pond from filling up with dead stuff.

3. Food is provided to animals.

Unsatisfactory/Incorrect

Student response demonstrates a lack of understanding of the importance of decomposition.

Question 7 refers to Additional Information [1]

7. Which animal is the top carnivore in the pond system? Explain why you chose this answer.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response demonstrates understanding of which animal is the top carnivore by choosing the heron and explaining that the heron is at the top of the food chain.

Partial

Student response chooses the top carnivore, the heron, but provides no explanation, or an incorrect or incomplete explanation for choosing the heron. Alternatively, student responses may define what a top carnivore is, but name an incorrect organism or state a reasonable top carnivore such as a fish.

Unsatisfactory/Incorrect

Student response may name an organism that is not a top carnivore (e.g., plant, frog), and demonstrates no understanding of the concept of top carnivore.

Question 8 refers to Additional Information [1]

8. If all of the small fish in the pond system died one year from a disease that killed only the small fish, what would happen to the algae in the pond?

Explain why you think so.

__________________________________________________________________

What would happen to the large fish? Explain why you think so.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student provides a response that demonstrates a grasp of the interrelationships of the system by stating both predictions, and explanations. Credited explanation for the algae is that it is not eaten because the small fish died out; credited explanation for the large fish is that they starve because their food source (small fish) is gone.

Essential

Student responds that the amount of algae would increase and the number of big fish would decrease and gives one reasonable explanation.

Student responds that the amount of algae would increase and gives a reasonable explanation or student responds that the number of big fish would decrease and gives a reasonable explanation.

Student responds that the amount of algae would increase and the amount of big fish would decrease and gives no explanation or an incorrect explanation.

Partial

Student responds that the amount of algae would increase but gives no explanation or an incorrect explanation, and answers the second part about the large fish incorrectly if at all.

Student responds that the number of big fish would decrease but gives no explanation or an incorrect explanation, and answers the first part about the algae incorrectly if at all.

Unsatisfactory/Incomplete

Student provides no reasonable answer to either question.

Question 9 refers to Additional Information [1]

9. Suppose that one spring a new type of large fish was put into the pond. So many were put in that there were twice as many fish as before. By the end of the summer, what would happen to the large fish that were already in the pond?

Explain why you think these new large fish would have this effect.

__________________________________________________________________

Scoring Guide

Score & Description

Correct

Student provides a response showing clear understanding of competition and its effect on population.

Partial

Student provides a response that shows an understanding of competition, but not of the consequences.

Student provides a response that shows a reasonable consequence and gives a plausible reason not based on competition.

Incorrect

Student provides a response that shows no understanding of the concept of interspecific competition, answering that there will be more of the large fish already in the pond, or that the two kinds of fish would be friends, etc.

Student responds that one type of fish would die and gives no reason or an implausible reason.

Question 10 refers to Additional Information [1]

10. If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to the algae in the pond system after one month? Why do you think the fertilizer would affect the algae this way?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response correctly states that the amount of algae would increase, and explains that the fertilizer nourishes the algae.

Partial

Student correctly responds that the amount of algae would increase or grow more, but provides an inadequate, incorrect, or no explanation.

Unsatisfactory/Incorrect

Response shows no understanding of the effects of fertilizer on algae growth.

Question 11 refers to Additional Information [1]

11. What effect would the fertilizer have on the bacteria in the mud at the bottom of the pond after one month? Why do you think the fertilizer would affect the bacteria this way?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response demonstrates an understanding of indirect effects in a system by correctly predicting an increase in bacteria, and explaining that since there will be more algae, there will be more bacteria decomposing the algae when the algae die and sink to the bottom of the pond.

Partial

Student response correctly predicts an increase in the number of bacteria, but fails to explain why, or provides an incorrect explanation.

Unsatisfactory/Incorrect

Student response predicts an incorrect effect, and provides no reasonable explanation of the processes at the bottom of the pond.

Question 12 refers to Additional Information [1]

12. If air pollution causes the rain that falls on this pond to become much more acidic, after two years how will this acidity affect the living things in this pond?

A. There will be more plants and animals because the acid is a source of food.

B. There will be fewer plants and animals because the acid will dissolve many of them.

C. There will be fewer plants and animals because many of them cannot survive in water with high acidity.

D. There will be more plants and animals because the acid will kill most of the disease-causing microorganisms.

Key

Question 13 refers to Additional Information [1]

13. Suppose that a farmer near the pond sprayed crops with a pesticide to kill insects and that some of the spray washed into the pond. (This pesticide breaks down very slowly.) If several months later a biologist tested all the organisms in the pond system for the pesticide, which organism would most likely have the greatest concentration of the pesticide? Explain your answer.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response names the highest animal on the food chain, the heron, as having the greatest concentration of the pesticide. In addition, the response must demonstrate an understanding of biological magnification by explaining that the heron accumulates the greatest concentration of the pesticide from the fish it eats because the fish have accumulated the pesticides from the organisms they have eaten.

Partial

Student response names the highest animal on the food chain, the heron, as having the greatest concentration of the pesticide, but provides either no explanation, or an explanation that does not demonstrate an understanding of biological magnification.

Student response names the second highest animal on the food chain, the large fish, as having the greatest concentration of the pesticide, and provides an explanation demonstrating an understanding of biological magnification.

Unsatisfactory/Incorrect

Student response states that all the organisms would have the pesticide, or provides an incorrect choice (e.g., plants, insects) with an explanation that shows no understanding of the concept of organisms higher on the food chain having a greater concentration of the pesticide.

14. A potted plant can survive in a sealed glass container for a long time, but you would not put a mouse in such a sealed container for even a short period of time because it would quickly die. Explain why the plant can survive and the mouse cannot.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response explains that plants can often live in a closed container because they produce their own oxygen during photosynthesis, and that mice, needing a continuous supply of oxygen, would quickly run out of oxygen in a closed container.

Partial

Student response explains that plants can often live in a closed container because they produce their own oxygen during photosynthesis.

Student response explains that mice, needing a continuous supply of oxygen, would quickly run out of oxygen in a closed container.

Unsatisfactory/Incorrect

Student response does not explain why the small plant can survive in a closed container or why the mouse cannot, or discusses other causes of death such as dehydration or starvation.

15. In the human body the digestion of proteins takes place primarily in which two organs?

A. Mouth and stomach

B. Stomach and small intestine

C. Liver and gall bladder

D. Pancreas and large intestine

Key

16. Which group of organisms would all be found living in a tropical rain forest?

A. Lizards, insects, cacti, kangaroos

B. Vines, palm trees, tree frogs, monkeys

C. Evergreens, moose, weasels, mink

D. Lichens, mosses, caribou, polar bears

Key

17. A significant percentage of the United States population is overweight. List two factors in our American lifestyle that put people in the United States at greater risk for becoming overweight than people who live in other countries.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response demonstrates an understanding of the factors in lifestyle that affect a person’s weight by recognizing two factors that contribute to being overweight. Each of the following is an acceptable factor:

1. Eating fatty foods

2. Eat too much

3. Eating junk food/candy

4. Not enough exercise

Partial

Student response recognizes one factor that contributes to being overweight.

Unsatisfactory/Incorrect

Student response shows no understanding of what factors may contribute to being overweight.

18. Classify each of the eight living things listed below into one of two groups according to an important physical characteristic.

	Gorilla
	Parrot
	Snake
	Earthworm
	Jellyfish
	Sponge
	Fish
	Fly
Group 1		Group 2

What physical characteristic did you use in your classification?

__________________________________________________________________

Name a different physical characteristic that you could have used.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an ability to classify different animals into groups based on a physical characteristic of the animals. Response correctly groups organisms (with no more than one error) according to a physical characteristic, cites the characteristic used in grouping, and gives a valid second way to classify them.

Essential

Student response correctly groups organisms (with no more than one error) according to a physical characteristic and cites the characteristic, without giving a valid second way to classify them.

Student response correctly groups organisms (with two errors) according to a physical characteristic and cites the characteristic. A second valid characteristic may or may not be given.

Partial

Student response correctly groups organisms (with more than two errors) according to a physical characteristic and cites the characteristic. A second valid characteristic may or may not be given.

Student cites an incorrect physical characteristic, in which case the groupings cannot be evaluated, but gives a valid second way to classify the organisms.

Student response correctly groups the organisms (with zero errors) according to a physical characteristic, but does not cite the characteristic. A second valid characteristic may or may not be given.

Unsatisfactory/Incorrect

Groupings, if provided, are based on something other than a physical characteristic. A second valid way to classify the organism is not given.

TABLE 1

Credited responses for grouping and explanation of physical characteristic include:

Group 1	Group 2	Physical Characteristic
gorilla, parrot, snake, fish	earthworm, jellyfish, sponge, fly	Group 1 with backbone/bones/skeletons (vertebrates) Group 2 without (invertebrates)
gorilla, parrot, fly	snake, worm, jellyfish, sponge, fish	Group 1 with legs/appendages/limbs/feet (place fish in group 1 if limb is used as characteristic) (arms, extremities invalid) Group 2 without
parrot, fly	gorilla, snake, worm, jellyfish, sponge, fish	Group 1 with wings Group 2 without
gorilla, parrot, snake, fish, fly, earthworm	jellyfish, sponge (has none)	Group 1 contains complex organisms with 3 germ layers (developmental – endoderm, ectoderm, mesoderm) Group 2 contains simple organisms with less than 3 germ layers
gorilla (parrot)	parrot, snake, fish, fly, earthworm, jellyfish, sponge	Group 1 with fur and/or hair (and feather if parrot) Group 2 with no fur (hair, feather)
gorilla, parrot, snake, earthworm, fly	jellyfish, sponge, fish	Group 1 Has structures/features that enable organisms to live on land such as lungs and moist skin. Group 2 Are able to extract oxygen from water using structures such as gills. (Cannot say that one group has lungs and the other has gills, because not all the animals on the list have lungs or gills. Not necessary to name a specific organ.)
fish, jellyfish, earthworm, sponge	gorilla, parrot, snake, fly	Group 1 are slimy (have moist skin) Group 2 are not slimy (do not have moist skin)

19. Which of the following is most consistent with the modern theory of evolution?

A. Parents pass their physical traits to their offspring; those offspring with traits that help them survive in the environment are able to reproduce.

B. Parents change their physical traits in order to survive in the environment, then those parental traits are passed to their offspring.

C. Life on this planet came from another planet far out in space.

D. Living organisms have not changed for hundreds of millions of years.

Key

20. A woman uses alcohol and other drugs in excess during pregnancy. Explain how the alcohol and other drugs could affect her baby.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of the effects of drug use on a fetus by explaining how alcohol or drugs reach the fetus and their effect on the baby.

Credited transport methods include:

1. the alcohol and drugs could cross the placenta to the fetus.

2. passing through mother’s bloodstream

Credited effects on baby include:

1. addiction

2. birth defects

3. premature birth/miscarriage

Partial

Student response explains how the drugs reach the fetus, or states an effect of drug use on the baby, but not both.

Unsatisfactory/Incorrect

Student response demonstrates no understanding of how a baby is affected by drugs or alcohol.

21. Using a microscope, Linh observes some paramecia in a drop of pond water on a slide. She notices that the paramecia move faster in the area where the light is brightest than they do in an area where the light is less bright. Linh hypothesizes that the paramecia are trying to get away from the light. Describe what she could do to test her hypothesis.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates ability to design a simple test of a given hypothesis. The response correctly identifies the following three elements of the experiment: a suitable environment in which to test the hypothesis, an effective light source (a contrast of shaded and light areas must at least be implied), and observation of the directional movement of the paramecia.

Credited environments that allow for free movement include:

1. container

2. bowl

3. reservoir

Partial

Student response does not correctly identify a suitable environment to test the hypothesis. The other two elements are correctly identified.

Unsatisfactory/Incorrect

Student response does not correctly identify a suitable environment to test the hypothesis, and does not correctly identify at least one of the other two elements.

22. Bacteria and laboratory animals are sometimes used by scientists as model organisms when researching cures for human diseases such as cancer.

Describe one possible advantage and one possible disadvantage of using bacteria as models to help find cures for human diseases.

Advantage:

__________________________________________________________________

Disadvantage:

__________________________________________________________________

Describe one possible advantage and one possible disadvantage of using laboratory animals such as mice, guinea pigs, and monkeys as models to help find cures for human diseases.

Advantage:

__________________________________________________________________

Disadvantage:

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an understanding of the importance of research and the practical limitations of using various model organisms. Response provides two acceptable advantages and two acceptable disadvantages for using organisms as models to investigate human diseases such as cancer (4 answers).

Bacteria: Possible Advantages include:

1. Don’t have to experiment on humans

2. Safer than testing on animals

3. Easy to grow

4. Inexpensive

Bacteria: Possible Disadvantages include:

1. Results may not apply to humans

2. Infected bacteria may escape and cause disease

Lab Animals: Possible Advantages include:

1. Results may apply to humans because of similarities in physiology

2. Don’t have to experiment on humans

3. Safer than testing on humans

Lab Animals: Possible Disadvantages include:

1. Results may not apply to humans if physiology not identical

2. May be inhumane/unethical

3. Cost a lot

Essential

Student response provides three reasonable answers.

Partial

Student response provides one or two reasonable answers.

Unsatisfactory/Incorrect

Student response provides no reasonable information about the advantages or disadvantages of using organisms as models to investigate human diseases such as cancer.

Sample Test Earth and Space Science – Grade 8

admin — Mon, 16 May 2011 02:50:54 +0000

The following question refers to the topographic map below, which shows Willow Hill (elevation

312 feet) and Hobbes Creek. On the map, each contour line represents 20 feet of elevation.

1. What is the elevation at point X ?

A. 240 feet

B. 250 feet

C. 280 feet

D. 300 feet

Key

The following question refers to the topographic map below, which shows Willow Hill (elevation

312 feet) and Hobbes Creek. On the map, each contour line represents 20 feet of elevation.

2. In which general direction does Hobbes Creek flow?

A. To the north

B. To the east

C. To the south

D. To the west

Key

The following question refers to the topographic map below, which shows Willow Hill (elevation

312 feet) and Hobbes Creek. On the map, each contour line represents 20 feet of elevation.

3. Which side of Willow Hill has the most gradual slope?

A. North side

B. East side

C. South side

D. West side

Key

4. Which of the following best explains why the pressure inside a high-flying airplane must be controlled?

A. At high altitudes there is greater atmospheric pressure than on the surface of the Earth.

B. At high altitudes there is lower atmospheric pressure than on the surface of the Earth.

C. If the cabin is not pressurized, ozone and other upper atmospheric gases will enter the airplane.

D. If the cabin is not pressurized, carbon dioxide will escape from the airplane.

Key

The following question refers to shadows created by sunlight.

5. If you go outside on a sunny day, you will make a shadow. At some times of day your shadow is longer than you are. At other times of day it is shorter than you are. How can this difference in the length of your shadow be explained? (You can use a drawing to help explain your answer.)

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response demonstrates understanding of how the length of shadows changes over the course of the day as the position of the Sun in the sky changes. For example:

1. The more directly overhead the Sun is, the shorter the shadow will be.

2. The shadow’s length changes as the angle of the Sun changes.

3. A response containing a clear diagram that shows an object with shadows at different times of day with the Sun in appropriate positions, with no explanation.

Partial

Student response demonstrates understanding of the length of the shadow being related to the position of the Sun in the sky, but does not explain this relationship. For example: the length of a shadow depends on where the Sun is.

Unsatisfactory/Incorrect

Student response provides an incorrect explanation such as shadow variation being due to the brightness of the Sun, or the distance between the Earth and the Sun.

The following question refers to shadows created by sunlight.

6. Suppose that for a science project you wanted to find exactly how much the length of a shadow changes during the day. Describe both the materials and the procedures you would use to make these observations.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student describes an appropriate procedure for determining how much a shadow changes throughout the day. An appropriate procedure consists of three parts:

1. an object or person whose shadow is cast,

2. a measuring method or statement that the length of the shadow is measured,

3. at least three observations throughout the day that must specify or imply both morning and afternoon observations.

Essential

Student describes a procedure but omits one of the three parts outlined above.

Partial

Student describes a procedure but omits two of the three parts outlined above. Response may be vague but seemingly logical.

Unsatisfactory/Incorrect

Student does not describe what would be needed to make the measurements or the procedures that would be used to make the measurements, or lists equipment only. Response does not illustrate logical methodology.

The following question refers to shadows created by sunlight.

7. If you measured your shadow at noon during the summer and at noon during the winter, would the measurements be the same or would they be different?

__________________________________________________________________

Explain your answer.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response states that the length of the shadow will be different in the winter because during winter the Sun is lower in the sky, or because the Sun’s rays hit the Earth at a different angle.

Partial

Student response states that the length of the shadow will be different in the winter, but continues with an explanation that is correct, but incomplete.

Unsatisfactory/Incorrect

Student states that the length of the shadow will be different or the same in the winter, with an explanation that shows a lack of understanding of how shadows change on a seasonal basis.

8. The Earth’s Moon is

A. always much closer to the Sun than it is to the Earth

B. always much closer to the Earth than it is to the Sun

C. about the same distance from the Sun as it is from the Earth

D. sometimes closer to the Sun than it is to the Earth and sometimes closer to the Earth than it is to the Sun

Key

9. Cleopatra’s Needle is a large stone monument that stood in an Egyptian desert for thousands of years. Then it was moved to New York City’s Central Park. After only a few years, its surface began crumbling.

What probably caused this crumbling?

__________________________________________________________________

New York City wants to keep Cleopatra’s Needle in the same location in Central Park. How can the city prevent further damage to the stone?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates an ability to relate the crumbling of a stone edifice with weathering and with atmospheric pollution, and demonstrates understanding of how further damage can be prevented. Student response mentions a specific cause of crumbling and an acceptable way of preventing further damage.

Specific causes include:

1. pollution

2. humidity

3. noise vibrations.

Acceptable methods of prevention include:

1. putting a roof over it

2. paint with sealant

3. reduce pollution by carpooling

4. reduce vibrations

Partial

Student response mentions a specific cause of crumbling, or an acceptable way of preventing further damage, but not both.

Student response mentions a general cause of crumbling. In addition, response may or may not mention an acceptable prevention method.

General causes include:

1. change in climate/environment

2. weather.

Unsatisfactory/Incorrect

Student response demonstrates no understanding of why Cleopatra’s Needle is crumbling and what can be done about it. Response may cite unrelated factors (e.g. because of the move or because of age), or mention methods that do not prevent further crumbling in its present location (e.g. fill in cracks or move it indoors).

10. Which of the following would be the best model to show the interactions between water and the Sun’s heat energy in cycles of precipitation?

A. A light shines on an aquarium covered with glass, and water droplets form on the inside of the glass.

B. A light shines on a closed cardboard box containing a plant.

C. A light shines on a man’s face. Droplets of sweat form on his face as he exercises.

D. A light shines on a glass of iced tea. Water droplets form on the outside of the glass.

Key

Sample Test- Physical Science-1- Grade 8

admin — Mon, 16 May 2011 02:49:13 +0000

1. In the figure above, which of the following is the pathway of light that allows the child to see the ball?

A. Light bulb → child’s eyes → ball

B. Child’s eyes → light bulb → ball

C. Ball → light bulb → child’s eyes

D. Light bulb → ball → child’s eyes

Key

2. All of the following would be helpful in separating a mixture of sand and salt EXCEPT

A. a magnet

B. a glass cup

C. a filter paper and funnel

D. water

Key

3. Why would a person be cooler on a hot sunny day in a light-colored T-shirt and shorts than in a dark-colored T-shirt and shorts made of the same material?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response compares the reflective and/or absorptive properties of light-colored and dark-colored clothes when such clothes are exposed to the heat from sunlight. Response explains either that light-colored clothes reflect more sunlight than dark-colored clothes, or that dark-colored clothes absorb more sunlight than light-colored clothes.

Partial

Student response provides a partial explanation that lacks a comparison between light and dark clothing, or provides an explanation that contains some technically incorrect terminology.

Unsatisfactory/Incorrect

Student provides no evidence of understanding why light-colored clothes are cooler on a hot sunny day than dark clothes.

Some people have proposed that ethyl alcohol (ethanol), which can be produced from corn, should be used in automobiles as a substitute for gasoline.

4. Discuss two environmental impacts that could result from substituting ethyl alcohol for gasoline.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response must discuss two ways that substituting ethyl alcohol for gasoline could impact the environment in either negative and/or positive ways. For example, less air pollutants may result leading to improved air quality; forests may have to be cleared for crop growth resulting in habitat destruction and increased carbon dioxide concentrations in the atmosphere; and stocks of fresh water may be depleted due to increased crop irrigation.

Partial

Student response discusses one positive or one negative environmental impact that could result from substituting ethyl alcohol for gasoline.

Unsatisfactory/Incorrect

Student response does not discuss any environmental impacts that could result from substituting ethyl alcohol for gasoline.

Some people have proposed that ethyl alcohol (ethanol), which can be produced from corn, should be used in automobiles as a substitute for gasoline.

5. Assuming that gasoline and ethyl alcohol cost the same per gallon, outline a plan for comparing the cost of using gasoline to the cost of using ethyl alcohol.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response provides an appropriate plan to compare the cost of using the two fuels by comparing the miles per gallon obtained. The plan must include appropriate controls such as using the same car and driving it the same distance.

Partial

Student response provides a partially appropriate plan to compare the costs of using the two fuels. Appropriate controls are not discussed.

Unsatisfactory/Incorrect

Student provides no appropriate plan to compare the cost of using the two fuels.

Some people have proposed that ethyl alcohol (ethanol), which can be produced from corn, should be used in automobiles as a substitute for gasoline.

6. Discuss two factors other than environmental concerns and fuel costs that should be considered before making a decision to use ethyl alcohol as an automobile fuel.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student discusses or explains two factors that should be considered before making a decision to use ethyl alcohol as an automobile fuel. Factors include performance of car, need to convert cars, possible car damage, miles per gallon, effect on jobs, marketing/acceptability, health/safety of people, abundance of supply, reduction of dependence on foreign oil supply.

Partial

Student discusses or explains one factor that should be considered before making a decision to use ethyl alcohol as an automobile fuel.

Unsatisfactory/Incorrect

Student provides little or no information of the factors that should be considered prior to deciding whether to use ethyl alcohol as a fuel.

7. What property of water is most important for living organisms?

A. It is odorless.

B. It does not conduct electricity.

C. It is tasteless.

D. It is liquid at most temperatures on Earth.

Key

8. To keep a heavy box sliding across a carpeted floor at constant speed, a person must continually exert a force on the box. This force is used primarily to overcome which of the following forces?

A. Air resistance

B. The weight of the box

C. The frictional force exerted by the floor on the box

D. The gravitational force exerted by the Earth on the box

Key

9. Gerald, standing at one end of a classroom, rings a bell. Lena, standing at the other end of the same room, hears essentially the same sound as Gerald.

(a) What causes the sound made by bell?

__________________________________________________________________

(b) How does the sound travel across the room to Lena’s ears?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response demonstrates understanding of both how sound is produced and how sound travels.

Part a. credited responses include:

1. the vibration of the bell

2. the clapper hits the bell causing it to vibrate

Part b. credited responses include:

1. sound waves

2. air vibrates and makes the air next to it vibrate

Partial

Student response demonstrates understanding of how sound is produced or how sound travels, but not both.

Unsatisfactory/Incorrect

Student response demonstrates no understanding of how sound is produced or how sound travels.

10. Which of the following is designed to convert energy into mechanical work?

A. Electric fan

B. Kerosene heater

C. Flashlight

D. Baking oven

Key

11. Two boys wearing in-line skates are standing on a smooth surface with the palms of their hands touching and their arms bent, as shown above. If Boy X pushes by straightening his arms out while Boy Y holds his arms in the original position, what is the motion of the two boys?

A. Boy X does not move and Boy Y moves backward.

B. Boy Y does not move and Boy X moves backward.

C. Boy X and Boy Y both move backward.

D. The motion depends on how hard Boy X pushes.

Key

12. While practicing for a play, a student standing on the stage of a large, empty auditorium shouts loudly and hears her voice echo throughout the room. Later, the same student is on the stage of the same auditorium, which is now full of quiet people. The student shouts again, just as loudly. This time, however, she does not hear an echo. Explain why she hears an echo the first time and why she does not hear an echo the second time.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student demonstrates understanding of the transmission, reflection, and absorption of sound. The response mentions that the sound is reflected or bounced off the walls and/or empty seats the first time the student shouts and that the audience absorbs the sound the second time.

Partial

Student response mentions only the reflection or bouncing of sound off the walls and/or empty seats the first time the student shouts.

Student response mentions only the absorption of the sound by the audience the second time the student shouts.

Unsatisfactory/Incorrect

Student response demonstrates no understanding of the reflection of sound off the walls and seats of the auditorium the first time the student shouts, and no understanding of the absorption of the sound by the audience the second time.

13. A city government wants to build a trash incinerator that will generate heat to be used for heating homes. Some citizens are in favor of this plan, while other citizens oppose it.

Besides the fact that homes will be heated, what is one advantage of building the incinerator?

__________________________________________________________________

What is one disadvantage of building the incinerator?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response describes an advantage and a disadvantage of building a trash incinerator that will generate heat for homes. Advantages include reducing volume of solid waste and conservation of fossil fuels. Disadvantages include increasing air pollution and cost to taxpayers.

Partial

Student response describes an advantage or a disadvantage of building a trash incinerator that will generate heat for homes.

Unsatisfactory/Incorrect

Student response fails to describe an acceptable advantage or disadvantage of building a trash incinerator that will generate heat for homes.

Sample Science Test -2- Grade 4

admin — Mon, 16 May 2011 02:46:28 +0000

1. Which animal lives in water when very young and then lives on land as an adult?

Key

2. Which tool is used to measure how much rain falls during a storm?

Key

The following question refer to a bird called a warbler shown below.

Scientists study warblers by placing small metal bands on the birds’ legs. A number is stamped on the band. This number lets scientists know when and where the birds are banded.

3. A scientist studying warblers captures six of them in a net. Two of the birds have bands on their legs.

What could the scientist learn from the information on the bands?

A. How much food the birds eat

B. Where the birds travel

C. Which birds are related

D. What kinds of nests the birds build

Key

The following question refer to a bird called a warbler shown below.

Scientists study warblers by placing small metal bands on the birds’ legs. A number is stamped on the band. This number lets scientists know when and where the birds are banded.

4. There are many kinds of warblers throughout the world. One kind of warbler with black-and-white feathers is often seen on tree trunks. Another kind with golden-colored feathers is often seen in fields.

Which statement best explains how the color of these warblers helps them survive?

A. The color of the feathers helps the birds locate nests.

B. The color of the feathers helps to control the amount of body heat the birds lose.

C. The color of the feathers blends into the birds’ surroundings and helps the birds avoid predators.

D. The color of the feathers attracts the kinds of insects the birds like to eat.

Key

5. Grace’s class measured the temperature outside four times a day for four days in a row. Their results are shown below.

Based on these data, choose two days that were most likely cloudy.

1. Day 1

2. Day 2

3. Day 3

4. Day 4

Explain why you chose these two days and why you did not choose the other days. Use the data in the graphs and your science knowledge about weather in your answer.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response selects (B) Day 2 and (C) Day 3 and no other days and indicates understanding the relationship between the temperature data and the weather for all four days. On Days 2 and 3, the temperatures were cool and did not change much during the day, or the clouds blocked the Sun’s heat; and on Days 1 and 4, the temperatures were warm and increased during the day, or there were no clouds to block the Sun’s heat.

Partial

Student response selects (B) Day 2 and (C) Day 3 and no other days and indicates understanding the relationship between the temperature data and the weather for at least one of the four days.

Student response selects (B) Day 2 and (C) Day 3 and no other days and provides no explanation.

Student response selects (B) Day 2 or (C) Day 3 and no other days and indicates understanding the relationship between the temperature data and the weather for at least one of the four days.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

6. A thermometer shows that the outside air temperature is colder than the temperature at which water turns to ice. However, ice on the sidewalk melts.

What probably caused this?

A. The air heating the sidewalk

B. The sidewalk reflecting sunlight into the air

C. The wind causing the ice on the sidewalk to melt

D. The sunlight making the sidewalk warmer than the air

Key

7. Two students investigated the growth of pea plants.

Each student had three pots. All of the pots contained the same type and amount of soil. They planted pea seeds in each pot.

The students set up their investigations as shown in the table below.

Which student had the best setup to find out how the amount of sunlight affects the growth of pea plants?

1. Michael

2. Carmen

Explain why you chose this student’s setup.

__________________________________________________________________

What do you think you could learn about plant growth from the setup that you did not choose?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response selects (B) and indicates that Carmen varied the amount of sunlight and kept the amount of water added and the temperature of the environment the same. Response also indicates that Michael could learn how temperature affects plant growth.

Essential

Student response selects (B) and indicates that Carmen varied the amount of sunlight and kept the amount of water added and the temperature of the environment the same.

Student response selects (B) and indicates that Carmen varied the amount of sunlight. Response also indicates that Michael could learn how temperature affects plant growth.

Student response selects (B) and indicates that Carmen kept the amount of water added and the temperature of the environment the same. Response also indicates that Michael could learn how temperature affects plant growth.

Student response selects (B) and indicates that Michael could learn how temperature affects plant growth.

Partial

Student response selects (B) and indicates that Carmen varied the amount of sunlight.

Student response selects (B) and indicates that Carmen kept the amount of water added and the temperature of the environment the same.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

8. Burning coal, oil, and gasoline for energy releases gases into the atmosphere that can be harmful to the environment. What are two ways that people can reduce the amount of these gases released into the atmosphere?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates two plausible ways people can reduce the amount of harmful gases released from burning fossil fuels. Responses may state ways to reduce the amount of fossil fuels used or to use cleaner alternative fuels or technologies. Individual actions and societal actions are acceptable.

Partial

Student response indicates one plausible way people can reduce the amount of harmful gases released from burning fossil fuels.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

9. Jane sees the Moon in the sky one clear night. It looks like the following picture.

What will the Moon look like three nights later if there are no clouds in the sky?

Key

10. A student poured the same amount of water into two identical cups. He put one cup in a refrigerator and left one cup out in a warm room. Neither cup was touched.

The diagram below shows how much water was left in the cups two days later.

Which cup was in the refrigerator? Fill in only one oval.

Ⓐ Cup A

Ⓑ Cup B

Explain your answer.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response selects (A) Cup A and either indicates that the water in Cup A evaporated less because the temperature in the room is warmer than in the refrigerator, or indicates that the water in Cup A expands as it freezes.

Student response selects (B) Cup B and indicates that the water in Cup B evaporated more because the air in the refrigerator is drier than in the room.

Partial

Student response is partially correct.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

11. Janet has four identical containers. In each container there are 200 grams of a different colored sand, as shown below. All the sand is at the same temperature and has the same grain size.

Janet leaves the containers out in the full sun for three hours. Then she measures the temperature of the sand in each container. Her results are shown below.

Explain why the temperature of the sand in each container is different.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates either that sand with lighter color reflects more sunlight than sand with darker color, or that sand with lighter color absorbs less sunlight than sand with darker color.

Partial

Student response recognizes that the color of the sand influences the sand’s temperature, but does not relate the temperature difference to absorption or reflection of sunlight.

Student response recognizes that different colors absorb or reflect different amounts of sunlight, but does not specify which colors absorb or reflect more sunlight.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

12. A student wants to know whether two cups hold the same volume of water. The two cups have different weights (masses).

The student completely fills Cup 1 with water. The student wants to measure if Cup 2 holds the same volume of water.

What should the student do next to complete the measurements?

A. Completely fill Cup 2 with water and then look at the cups side by side

B. Pour half of the water from Cup 1 into Cup 2, weigh each cup and then compare their weights

C. Pour all of the water from Cup 1 into Cup 2 to see if the water completely fills Cup 2 without spilling over

D. Completely fill Cup 2 with water, weigh each filled cup, and then compare the weights

Key

13. Anita puts the same amount of water in two pots of the same size and type. She places one pot of water on the counter and one pot of water on a hot stove.

After ten minutes, Anita observes that there is less water in the pot on the hot stove than in the pot on the counter, as shown below.

Why is there less water in the pot on the hot stove?

__________________________________________________________________

Where did the water go?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates that the water evaporated or boiled. Response also indicates that the water went into the atmosphere.

Partial

Student response indicates that the water evaporated or boiled.

Student response indicates that the water went into the atmosphere.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

14. Which animal develops inside its mother before it is born alive?

A. Butterfly

B. Cat

C. Duck

D. Frog

Key

15. The diagram below shows four places on Earth. Places 1, 2, 3, and 4 are all at sea level.

Which place has the coldest winters?

A. 1

B. 2

C. 3

D. 4

Key

16. Jane sees the Moon in the sky one night.

Look at the four diagrams below.

Jane stands in the same spot to observe the Moon two hours later. Which diagram shows what she will most likely see?

A. A

B. B

C. C

D. D

Key

17. Which material is the best conductor of electricity?

A. Wood

B. Metal

C. Stone

D. Plastic

Key

18. Roger poured water over a pile of sand. Some of the sand washed away. This process is similar to which of the following?

A. The eruption of a volcano

B. The erosion of the walls of a canyon

C. The uplifting of mountain ranges

D. The forming of dunes or mounds in a desert

Key

19. Look at the banana plant shown below.

What part of this plant helps it get the most light?

A. Green fruit

B. A peeling, thick stem

C. Wide, long leaves

D. Brightly colored flowers

Key

20. When people buy groceries, they may have their groceries packed in plastic bags, paper bags, or cloth bags they bring with them.

Which type of grocery bag is best to use to help protect the environment?

1. Plastic

2. Paper

3. Cloth

Explain why your choice helps protect the environment.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates one type of grocery bag and correctly explains why using this type of bag helps protect the environment. Response indicates reusing, recycling, or biodegradation of the bags, as appropriate.

Student response indicates one type of grocery bag and correctly explains why not using bags made of one of the other materials helps protect the environment.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

21. Which statement explains why light from the Sun can warm up water in a glass?

A. Light travels very fast.

B. Light travels in straight lines.

C. Water reflects light energy.

D. Water absorbs light energy.

Key

The following question refers to the diagram below.

The diagram below shows the top of a toy car as it travels on a curved track. Four students, Matt, Samantha, Josh, and Ashley stand in the positions shown and watch the toy car move.

22. When the toy car is in the position shown in the diagram, which student sees the car as moving away from him or her?

A. Ashley

B. Josh

C. Matt

D. Samantha

Key

The following question refers to the diagram below.

The diagram below shows the top of a toy car as it travels on a curved track. Four students, Matt, Samantha, Josh, and Ashley stand in the positions shown and watch the toy car move.

23. When the toy car is in the position shown in the diagram, what can all four students correctly conclude about the direction in which the car is moving?

A. The car is moving left to right.

B. The car is moving right to left.

C. The car is moving east to west.

D. The car is moving west to east.

Key

24. A bird-watcher wants to see many birds in a one-hour period. She decides to investigate which type of food will attract more birds in her backyard.

She has a choice of two types of bird food.

1. Sunflower seeds

2. Thistle seeds

Describe a fair test the bird-watcher could conduct to help her decide which food will attract more birds.

__________________________________________________________________

What information should the bird-watcher collect from her test to help decide which type of food attracts more birds?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response describes a complete investigation whose objective is to count the number of birds that go to each type of food in a particular time period. Investigation consists of five components: 1) using two containers that are the same type, 2) testing both types of food, keeping them separate from each other, 3) placing the containers in the same location, 4) counting the number of birds seen eating the seeds, and 5) observing for the same amount of time.

Satisfactory

Student response describes four components of an investigation whose objective is to count the number of birds that go to each type of food in a particular time period.

Student response describes a valid investigation or five components of an investigation whose objective is to compare the amount of each type of bird food that remains after a certain time period. This investigation does not get full credit because some birds may eat more than other birds. Investigation consists of six components: 1) using two containers that are the same type, 2) testing both types of food, keeping them separate from each other, 3) placing containers in the same location, 4) using the same amount of each type of seed, 5) measuring the amount of each type of food remaining, and 6) observing for the same amount of time.

Essential

Student response describes two or three components of an investigation whose objective is to count the number of birds that go to each type of food in a particular time period.

Student response describes three or four components of an investigation whose objective is to compare the amount of each type of bird food that remains after a certain time period.

Partial

Student response describes one component of an investigation whose objective is to count the number of birds that go to each type of food in a particular time period.

Student response describes one or two components of an investigation whose objective is to compare the amount of each type of bird food that remains after a certain time period.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

25. Jaime and Manuel visit the zoo. They see two male tigers who are brothers. Jaime points out that the fur of one of the tigers has stripes that are a darker brown than the other tiger’s stripes.

Manuel says the tigers cannot be brothers.

How can Jaime explain to Manuel that tigers with different-colored stripes can be brothers? In your answer, use a specific example of what you have observed about similarities and differences between people who are related.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response correctly indicates that people or animals that are related can look different and provides a comparison of a specific characteristic of individuals.

Partial

Student response correctly indicates that people or animals that are related can look different, but does not provide a comparison of a specific characteristic of individuals.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

The following question refers to the following information.

Rafael lives near a road at the bottom of a hill. His parents are concerned that soil will wash off the hill and rocks will fall onto the road.

Rafael conducts an investigation to find out if grass growing on a hillside will help stop soil erosion.

He collects two samples of the same size and type of soil. One sample of soil has grass growing on it and the other does not. He places each sample of soil in a small tray.

26. For his investigation, Rafael pours the same amount of water onto both samples of soil. He uses a large tray to collect water that may flow through the soil.

Which practice shows the best way for Rafael to set up this investigation?

Key

The following question refers to the following information.

Rafael lives near a road at the bottom of a hill. His parents are concerned that soil will wash off the hill and rocks will fall onto the road.

Rafael conducts an investigation to find out if grass growing on a hillside will help stop soil erosion.

He collects two samples of the same size and type of soil. One sample of soil has grass growing on it and the other does not. He places each sample of soil in a small tray.

27. Rafael predicts that the water he pours on the soil without grass will carry away more soil than the water he pours on the soil with grass.

Do you agree with Rafael’s prediction?

1. Yes

2. No

Explain why you agree or disagree.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response selects (A) Yes and indicates a correct characteristic of grass that helps keep water from carrying away soil, and explains how this characteristic keeps water from carrying away soil.

Partial

Student response selects (A) Yes and indicates a correct characteristic of grass that helps keep water from carrying away soil or explains how this characteristic keeps water from carrying away soil.

Student response selects (B) No and addresses both parts of a correct explanation.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

The following question refers to the following information.

Rafael lives near a road at the bottom of a hill. His parents are concerned that soil will wash off the hill and rocks will fall onto the road.

Rafael conducts an investigation to find out if grass growing on a hillside will help stop soil erosion.

He collects two samples of the same size and type of soil. One sample of soil has grass growing on it and the other does not. He places each sample of soil in a small tray.

28. After pouring the water onto both pieces of soil, Rafael makes an observation. The water collected in the tray under the soil with grass looks clearer than the water collected in the tray under the soil without grass.

What conclusion can Rafael make from his observation?

A. The grass helped to hold the soil in place.

B. The grass helped to move the water through the soil.

C. The soil without grass was sticky, so more water stayed in the soil.

D. The soil without grass was loose, so more water stayed in the soil.

Key

29. A student tried to connect an electrical circuit as shown above.

The lightbulb did not light up. What can the student do to make the lightbulb light up?

A. Connect a second battery to the first battery.

B. Replace the wires with thicker wires.

C. Replace the steel nails with aluminum nails.

D. Connect the steel nails with a short piece of wire.

Key

30. Rafael and Sammy were playing with soccer balls on a flat tile floor. Each boy rolled a soccer ball at the same time, and the balls hit, as shown below.

Which boy rolled his ball faster?

__________________________________________________________________

How do you know?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates Rafael and compares the number of rows of tiles over which each boy’s ball rolled. Student response may or may not include quantitative information in the comparison.

Partial

Student response indicates Rafael and indicates that Rafael’s ball traveled farther, but does not compare the number of rows of tiles over which each boy’s ball rolled.

Unsatisfactory/Incorrect

Student response is inadequate or incorrect.

31. Jennifer drew what the Moon looked like just after sunset every third or fourth night. Her drawings for the nights she observed the Moon are shown below.

On Night 11 the clouds were so thick that Jennifer could not see the Moon.

Based on the drawings for the other nights, what would Jennifer have seen on Night 11 if the sky were clear?

Key

32. Which is an example of melting?

A. Flowing water making a rock smooth

B. A carrot becoming soft when cooked

C. Sugar mixed into tea making the tea sweet

D. Butter changing into liquid in a warm pan

Key

Sample Science Test -3 Grade 4

admin — Mon, 16 May 2011 02:34:32 +0000

Sample Science Test -3 Grade 4

1. The surface of the Moon is covered with craters. Most of these craters were

formed by

A. eruptions of active volcanoes

B. the impacts of many meteoroids

C. shifting rock on the Moon’s surface ("moonquakes")

D. tidal forces caused by the Earth and Sun

Key

2. Which part of the human skeleton is most like the bones in a bird’s wing?

A. A

B. B

C. C

D. D

Key

Which two numbers in the picture above of a flower show the male and female parts?

A. 1 and 2

B. 2 and 3

C. 2 and 4

D. 3 and 4

Key

Pat set up four different jars with a burning candle in each jar. He put the lids on jars 1, 2, and 3, as shown in the picture below.

4. The candle in jar 1 burned for 2 minutes after the lid was put on. The candle in jar 2 burned for 8 minutes. About how long did the candle in jar 3 burn after the lid was put on?

A. 1 minute

B. 4 minutes

C. 8 minutes

D. 10 minutes

Key

Pat set up four different jars with a burning candle in each jar. He put the lids on jars 1, 2, and 3, as shown in the picture below.

5. Pat did not put a lid on jar 4. The candle in jar 4 burned for a very long time. Tell why this candle kept burning so much longer than the other candles.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response includes an explanation that describes the need for a continued supply of air (oxygen) for burning to continue.

Partial

Student response indicates that the candle burned longer because of "something" that happens when the lid is not on the jar (e.g., "things burn longer when they are not covered," "the lids on the other jars made them go out sooner").

Unsatisfactory/Incorrect

Student response does not indicate that the length of time the fourth candle burned was related to the absence of a lid on the jar.

As shown in the picture below, Christina has two identical cups that are filled to the same level with water. She also has two solid steel balls.

6. Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the most?

__________________________________________________________________

Tell why you think so.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response states that the water level goes up more in Cup 1 and gives a correct explanation.

Partial

Student response states that the water level goes up more in Cup 1, but no explanation or an incomplete explanation is provided.

Unsatisfactory/Incorrect

Student response states that the water level goes up more in Cup 2, or that Ball 2 pushes the water level higher in Cup 2.

As shown in the picture below, Christina has two identical cups that are filled to the same level with water. She also has two solid steel balls.

7. Christina has another ball that is the same size as ball 2, but this ball is made of wood and is hollow. If she put this hollow ball in one of the cups, do you think the water level would rise more or less than it would if ball 2 were put in the cup?

__________________________________________________________________

Tell why you think so.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response states that the water level may go up less than when Ball 2 was put in the cup and gives a correct explanation or student response states that the water level may go up the same amount because the hollow ball may sink below the surface and displace the same amount of water.

Partial

Student response states less and gives a partial explanation (floating is not mentioned).

Unsatisfactory/Incorrect

Student response states that the water level goes up more than it did when Ball 2 was put in the cup, or states "less" but gives an incorrect reason, or states "no" and gives an incorrect reason.

8. Where does water in a lake get most of its energy to evaporate?

A. The sun heating the lake

B. Green plants living in the lake

C. Streams entering the lake

D. Cold springs under the lake

Key

The table below shows information about the weather in four cities on the same day.

9. In which city did snow most likely fall at some time during the day?

A. City 1

B. City 2

C. City 3

D. City 4

Key

The table below shows information about the weather in four cities on the same day.

10. In which city could children wear just T-shirts and shorts and be most comfortable playing outside all day?

A. City 1

B. City 2

C. City 3

D. City 4

Key

11. After a volcano erupts, new types of rock can form. Explain how this happens.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student explains that the lava from the volcano becomes rock when it cools and hardens. A student may also explain that hot lava erupts and cools and that the lava hardens into different shapes.

Partial

Student explains that volcanoes produce molten lava or molten rock or melted rock, but does not explain that this lava forms new types of rocks, or student demonstrates an understanding that lava is involved but does not explain the process of rock formation adequately, or student states that volcanoes erupt and melt rocks which form different shapes, or student states that some kind of fluid (substance) is released which makes new rocks.

Unsatisfactory/Incorrect

Student does not explain that volcanoes bring up molten (or melted) rock or that the lava cools to become rock.

12. List four ways that the Earth is different from the Moon.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student lists four correct differences between the Moon and Earth.

Essential

Student lists three correct differences between the Moon and Earth.

Partial

Student lists one or two correct differences between the Moon and Earth.

Unsatisfactory/Incorrect

Student lists incorrect differences between the Moon and Earth.

13. A green tree frog lives in a forest. How does the frog’s green color help it to survive?

A. By helping the frog find other frogs

B. By keeping the frog cool

C. By making the frog hard to see when sitting on leaves

D. By allowing the frog to make its own food

Key

14. A student put some sand, clay, and water into a bottle and shook the bottle. Then he put the bottle down.

After two hours, the bottle looked like the drawing above. What can the student conclude based on what he sees in the bottle?

A. The water is heavier than the grains of clay and the grains of sand.

B. The grains of clay are heavier than the grains of sand and the water.

C. The grains of sand are heavier than the water and the grains of clay.

D. The water, grains of clay, and grains of sand are all of equal weight.

Key

15. Diagram 1 shows a frog’s life cycle with two missing stages. Diagram 2 shows the two stages that are missing from the frog’s life cycle in diagram 1. They are labeled A and B.

Complete the frog’s life cycle in Diagram 1 by writing A in the empty circle where stage A belongs and B in the empty circle where stage B belongs.

Explain why you placed the letters A and B where you did.

______________________________________________________________

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student places A and B correctly, and provides a valid explanation for the placement of both diagrams.

Partial

Student provides an acceptable explanation for stage AorB, OR a partially acceptable explanation for one stage or both stages. (Stages A and B may be placed correctly or incorrectly or left blank.)

Unsatisfactory/Incorrect

Student does not provide a valid explanation for either placement. (Stages A and B may be placed correctly or incorrectly or left blank.)

16. Look at the two pictures below. They show what happened when two solid blocks were each put in a jar containing a liquid. Based just on what you can see in the pictures, what can you say about the blocks and the jars?

A. The liquid in the jars must be water.

B. The block in jar 1 weighs more than the block in jar 2.

C. The block in jar 1 is floating lower in its liquid than is the block in jar 2.

D. The block in jar 1 must be made of metal and the block in jar 2 must be made of wood.

Key

17. In your body, what two organs work together to make sure that oxygen gets to all the other organs of your body?

A. Lungs and kidneys

B. Heart and lungs

C. Brain and kidneys

D. Heart and liver

Key

18. Is a hamburger an example of stored energy? Explain why or why not.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates "yes" and states that a hamburger contains fat (grease), protein, carbohydrate, nutrients and gives some indication of energy transfer.

Student response indicates "yes" and traces the energy through the food chain.

Partial

Student response indicates "yes" and states that a hamburger contains fat (grease), protein, carbohydrates, nutrients.

Student response indicates "yes" and states that transfer of energy takes place.

Student response indicates "yes" and states that food is energy/meat is energy/meat contains energy.

Unsatisfactory/Incorrect

Student demonstrates no understanding of the concept of stored energy by answering "no", or answers "yes" and gives an incorrect or irrelevant or no response.

19. If you breathe on a mirror, part of the mirror clouds up. What are you actually seeing when you see the mirror cloud up?

A. Water droplets that formed from cooled water vapor in your breath

B. Carbon dioxide that you are breathing out from your lungs

C. Oxygen that you are breathing out from your lungs

D. Cooled nitrogen in the air around you

Key

20. Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up along the side of your car. This truck seems to stand still for a moment, and then it seems to be moving backward.Tell how the truck can look as if it is standing still when it is really moving forward.

__________________________________________________________________

Tell how the truck can look as if it is moving backward when it is really moving forward.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Partial

Student responds to part 1 of the question correctly: the truck was moving at the same speed (55 mph) as the car so it looked like it was not moving.

Student responds to part 2 of the question correctly: if the truck slows down (under 55 mph) or the car speeds up, it will appear that the truck is moving backward.

Unsatisfactory/Incorrect

Student response does not describe how fast the truck is moving in relation to the car.

21. Right before Anna was about to run in a long race, she drank a large glass of orange juice to get energy. Tell how the energy that was in the orange juice actually came from the Sun.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student correctly explains energy transference from the Sun to orange juice.

Partial

Student traces part of the path of energy from the Sun to the orange juice.

Unsatisfactory/Incorrect

Student does not trace any part of the path of energy from the Sun to the orange juice.

22. The picture below shows how a type of rock forms at the bottom of the ocean. What type of rock is this?

A. Lava

B. Igneous

C. Sedimentary

D. Metamorphic

Key

23. There are many different kinds of human-made satellites orbiting the Earth. List three things that these satellites are used for.

__________________________________________________________________

Scoring Guide

Sample Correct Responses:

Student demonstrates an understanding of how satellites are used for gathering and transmitting information.

Score & Description

Complete

Student lists three ways that satellites are used.

Partial

Student lists one or two ways that satellites are used.

Unsatisfactory/Incorrect

Student does not list any correct ways satellites are used.

24. Which is an example of water condensing?

A. A puddle disappearing on a hot summer afternoon

B. Sweat forming on your forehead after you do a lot of exercise

C. Ice cubes melting when you put them out in the sun

D. Dew forming on plants during a cold night

Key

25. Lightning and thunder happen at the same time, but you see the lightning before you hear the thunder. Explain why this is so.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student responds that although the thunder and lightning occur at the same time, light travels faster than sound so the light gets to your eye before the sound reaches your ear.

Partial

Student response addresses speed and uses terminology such as thunder for sound and lightning for light, or makes a general statement about speed but does not tell which is faster.

Unsatisfactory/Incorrect

Student response does not relate the speeds at which light and sound travel.

26. Which type of cloud is most likely to produce heavy rain, lightning, and thunder?

A. Tall and dark

B. Low and gray

C. High and broken

D. High and wispy

Key

27. It is a cloudless, sunny day. A student measures the temperature of the air outside every hour. She collects the following data.

Time

Air Temperature

8:00 A.M.

18°C

9:00 A.M.

19°C

10:00 A.M.

21°C

11:00 A.M.

23°C

What will the air temperature outside most likely be at 12:00 noon?

A. 18°C

B. 21°C

C. 25°C

D. 32°C

Key

28. Which of the following best explains why the Sun appears to move across the sky every day?

A. The Sun rotates on its axis.

B. Earth rotates on its axis.

C. The Sun orbits around Earth.

D. Earth orbits around the Sun.

Key

29. A farmer thinks that the vegetables on her farm are not getting enough water. Her son suggests that they use water from the nearby ocean to water the vegetables. Is this a good idea?

A. Yes, because there is plenty of ocean water.

B. Yes, because ocean water has many natural fertilizers.

C. No, because ocean water is too salty for plants grown on land.

D. No, because ocean water is much more polluted than rainwater.

Key

30. Julio wanted to know how his pulse rate changed when he ran very fast. He measured his pulse rate before he started running, while he was running, and two minutes after he stopped running. Which graph best shows how Julio’s pulse rate changed?

Key

31. How do most fish get the oxygen they need to survive?

A. They take in water and break it down into hydrogen and oxygen.

B. Using their gills, they take in oxygen that is dissolved in water.

C. They get their oxygen from the food they eat.

D. They come to the surface every few minutes to breathe air into their lungs.

Key

32. Pat has two kinds of plant food,"Quickgrow" and "Supergrow." What would be the best way for Pat to find out which plant food helps a particular type of houseplant grow the most?

A. Put some Quickgrow on a plant in the living room, put some Supergrow on a plant of the same type in the bedroom, and see which one grows the most.

B. Find out how much each kind of plant food costs, because the more expensive kind is probably better for growing plants.

C. Put some Quickgrow on a few plants, put the same amount of Supergrow on a few other plants of the same type, put all the plants in the same place, and see which group of plants grows the most.

D. Look at the advertisements for Quickgrow, look at the advertisements for Supergrow, and see which one says it helps plants grow the most.

Key

33. Maria has one glass of pure water and one glass of salt water, which look exactly alike. Explain what Maria could do, without tasting the water, to find out which glass contains the salt water.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates an understanding of how to distinguish fresh water from salt water by describing both a method of determining the difference and a result.

Partial

Unsatisfactory/Incorrect

Student response shows no understanding of how to distinguish between fresh water and salt water.

34. The picture below can be used to show how sandstone can form along the edge of a large lake. Draw and write on the picture to show the two main processes of sandstone formation.

Scoring Guide

Score & Description

Complete

Student response includes both parts of the sedimentary process.

Part 1:

Rivers erode mountain material

Mountain material is carried by river

Erosion

Part 2:

Hardens

Solidifies

Compacts

Builds up in layers

Partial

Student response includes part 1 or part 2 of the sedimentary process.

Unsatisfactory/Incorrect

Student does not demonstrate an understanding of the sedimentary process.

35. On steep slopes along the sides of new roads, highway department workers often grow plants to prevent the soil from being eroded. Describe two ways that these plants keep the soil from eroding.

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response includes two ways plants prevent erosion.

Partial

Student response includes one way that plants prevent erosion.

Unsatisfactory/Incorrect

Student response does not demonstrate an understanding of how plants prevent erosion.

/U> refer to the way electricity is conducted.

36. Look at each item in the list below. Decide if it conducts electricity or does not conduct electricity. Put an X in the box to show what you decided.

Scoring Guide

Score & Description

Complete

Student places all 7 items in the correct classification:

Essential

Student places 4 – 6 items in the correct classification.

Partial

Student places 1 – 3 items in the correct classification.

Unsatisfactory/Incorrect

Student places no items in the correct classification.

The following question refer to the way electicity is conducted.

37. The picture shows a way you could hook up a battery, three wires, and a light bulb.

Explain how you could use these things to test an item to see if it is a conductor of electricity.

How could you tell?

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response indicates that each item should be placed in the gap in the circuit/tester and attached to both clips. The bulb lights up if the item does conduct electricity. If the bulb does not light up, the item does not conduct electricity.

Partial

Student response indicates that the item should be attached to each clip or says the light bulb lights up if the item conducts electricity.

Unsatisfactory/Incorrect

Student response places item on circuit in a place other than between the clips, or description is too general, or student gives unrelated answer.

38. Julie had four bottles. She wanted to know which bottle could hold the most water.

Julie found the mass of each bottle when it was empty. Then she found the mass of each bottle when it was full of water. She recorded the following results.

Bottle

Mass of Empty Bottle

(grams)

Mass of Full Bottle

(grams)

100

800

100

600

500

900

700

900

Which bottle held the most water?

A. 1

B. 2

C. 3

D. 4

Key

39. Rocks and Earth and on the Moon are made of similar materials. What does this observation most likely suggest?

A. Both the Moon and Earth split off from the Sun.

B. Life must have existed on the Moon at one time.

C. The Moon was probably formed from material from Earth.

D. The whole solar system is made up of the same kinds of rocks.

Key

40. The table above shows whether or not each mineral can scratch the other minerals. Based on the table, which mineral is the hardest? Fill in only one oval.

Explain your answer.

_________________________________________________________

__________________________________________________________________

Scoring Guide

Score & Description

Complete

Student response chooses mineral B, and explains either that B scratches both minerals A and C, or that B is not scratched by the other two minerals.

Partial

Student response chooses mineral B with incomplete or no explanation.

Unsatisfactory/Incorrect

Student response chooses mineral A or C with incorrect or no explanation, or chooses B, but then states that another mineral scratches B.

41. What does the can shown in the diagram weigh?

Key

42. Look at the animals pictured above. (Note: pictures not drawn to scale.)

Which three of the animals pictured above reproduce by laying eggs?

A. Bird, gorilla, grasshopper

B. Gorilla, grasshopper, frog

C. Fox, frog, dolphin

D. Bird, grasshopper, frog

Key