Beruflich Dokumente
Kultur Dokumente
ID: A
a.
b.
c.
d.
4. Which question could Julie answer most easily by conducting a scientific investigation?
a.
b.
c.
d.
Name: ________________________
ID: A
5. A scientist examined the numbers of two different species of insects on four different kinds of trees in the same
forest. The results of her examination are shown on the data table. What inference can the scientist make about the
insects?
a.
b.
c.
d.
Species B insects are the main food source for species A insects
Species A and species B insects are very closely related
There are more of species B insects than species A insects in the entire forest
Species A insects prefer different kinds of trees from species B insects
6. Ten Mealworms were put into a "choice chamber" and then counted after ten minutes. What is a valid conclusion
from the results shown above ?
a.
b.
c.
d.
7. Organisms have the most in common with other organisms in their ______.
a. domain
b. genus
c. species
d. family
8. Taxonomy is the science of classifying living things. Which of the following places the classification groups in the
correct order?
a. kingdom, class, phylum, order, genus, family, species
b. kingdom, phylum, class, order, family, genus, species
c. kingdom, family, class, phylum, order, genus, species
d. kingdom, phylum, family, class, order, genus, species
Name: ________________________
ID: A
9. Trish constructed a dichotomous key to help identify the reptiles and amphibians living in a certain area. Which
phrase describes a lizard?
a.
b.
c.
d.
10.
Plants that produce seeds formed by cones or conelike structures are classified as...
a. gymnosperms
b. angiosperms
c. bryophytes
d. none of the above
11. What kinds of plants have structures that move water and other substances through them?
a. protists
b. nonvascular
c. bacteria
d. vascular
12. Which of the following best describes the plant labeled B?
a.
b.
c.
d.
gymnosperm
monocot
dicot
nonvascular
Name: ________________________
ID: A
Name: ________________________
ID: A
21. As water vapor rises in the atmosphere , it cools and chnages back to liquid. Tiny drops form clouds in this process
called___________.
a. evaporation
b. precipitation
c. condensation
d. convection
22. Which deflects wind?
a.
b.
c.
d.
convection
jet stream
Coriolis Effect
radiation
23. The weather in the U.S. is impacted by which set of global winds?
a. westerlies
b. easterlies
c. doldrums
d. trade winds
24. The flow of air caused by __________ and the Coriolis effect creates distinct wind patterns on Earth's surface.
a. differences in heating
b. the ozone layer
c. magnetic fields
d. the jet streams
25. Which of the following examples is NOT an example of kinetic energy?
a. a baseball flying through the air
b. Flow of electrical charge from a battery
c. A roller coaster perched at the top of a hill
d. revolution of the planets around the sun
Name: ________________________
ID: A
26. When playing with a YO-YO ---when does the YO YO have the MOST potential energy?
a.
b.
c.
d.
27. The definition that describes how "energy is neither created NOR destroyed--it can only be transformed from one
form to another" is called ______________.
a. The Law of Superposition
b. The Law of Gravity
c. The Law of the Conservation of Energy
d. The Law of the Conservation of Mass
28. What kind of material transfers heat easily?
a. plastic
b. insulator
c. glass
d. conductor
29. How is energy transferred to Earth?
a. conduction
b. convection
c. radiation
d. insulation
30. When Earth receives energy from the Sun, ____.
a. some energy is reflected back into space
b. some is absorbed by the atmosphere
c. some is absorbed by land and water on Earth's surface
d. all of the above
ID: A
ID: A
9. ANS: B
PTS: 1
STA: 6Sb: The student will demonstrate an understanding of structures, processes, and responses of plants that
allow them to survive and reproduce. (Life Science)
LOC: 6Sb.2: Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the
seven major levels or categories of living things-namely, kingdom, phylum, class, order, family, genus, and
species).
10. ANS: A
PTS: 1
STA: 6Sb: The student will demonstrate an understanding of structures, processes, and responses of plants that
allow them to survive and reproduce. (Life Science)
LOC: 6Sb.3: Compare the characteristic structures of various groups of plants (including vascular or nonvascular,
seed or spore-producing, flowering or cone-bearing, and monocot or dicot).
11. ANS: D
PTS: 1
STA: 6Sb: The student will demonstrate an understanding of structures, processes, and responses of plants that
allow them to survive and reproduce. (Life Science)
LOC: 6Sb.3: Compare the characteristic structures of various groups of plants (including vascular or nonvascular,
seed or spore-producing, flowering or cone-bearing, and monocot or dicot).
12. ANS: C
PTS: 1
STA: 6Sb: The student will demonstrate an understanding of structures, processes, and responses of plants that
allow them to survive and reproduce. (Life Science)
LOC: 6Sb.3: Compare the characteristic structures of various groups of plants (including vascular or nonvascular,
seed or spore-producing, flowering or cone-bearing, and monocot or dicot).
13. ANS: A
PTS: 1
STA: 6Sc: The student will demonstrate an understanding of structures, processes, and responses of animals that
allow them to survive and reproduce. (Life Science)
LOC: 6Sc.5: Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to
environmental stimuli.
14. ANS: C
PTS: 1
STA: 6Sc: The student will demonstrate an understanding of structures, processes, and responses of animals that
allow them to survive and reproduce. (Life Science)
LOC: 6Sc.5: Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to
environmental stimuli.
15. ANS: B
PTS: 1
DIF: B
STA: 6Sc: The student will demonstrate an understanding of structures, processes, and responses of animals that
allow them to survive and reproduce. (Life Science)
LOC: 6Sc.5: Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to
environmental stimuli.
16. ANS: D
PTS: 1
DIF: B
STA: 6Sc: The student will demonstrate an understanding of structures, processes, and responses of animals that
allow them to survive and reproduce. (Life Science)
LOC: 6Sc.7: Compare learned to inherited behaviors in animals.
17. ANS: B
PTS: 1
DIF: B
STA: 6Sc: The student will demonstrate an understanding of structures, processes, and responses of animals that
allow them to survive and reproduce. (Life Science)
LOC: 6Sc.7: Compare learned to inherited behaviors in animals.
18. ANS: B
PTS: 1
DIF: B
STA: 6Sc: The student will demonstrate an understanding of structures, processes, and responses of animals that
allow them to survive and reproduce. (Life Science)
LOC: 6Sc.7: Compare learned to inherited behaviors in animals.
ID: A
19. ANS: C
PTS: 1
STA: 6Sd: The student will demonstrate an understanding of the relationship between Earth's atmospheric
properties and processes and its weather and climate. (Earth Science)
LOC: 6Sd.2: Summarize the interrelationships among the dynamic processes of the water cycle (including
precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow).
20. ANS: A
PTS: 1
DIF: B
STA: 6Sd: The student will demonstrate an understanding of the relationship between Earth's atmospheric
properties and processes and its weather and climate. (Earth Science)
LOC: 6Sd.2: Summarize the interrelationships among the dynamic processes of the water cycle (including
precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow).
21. ANS: C
PTS: 1
DIF: B
STA: 6Sd: The student will demonstrate an understanding of the relationship between Earth's atmospheric
properties and processes and its weather and climate. (Earth Science)
LOC: 6Sd.2: Summarize the interrelationships among the dynamic processes of the water cycle (including
precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow).
22. ANS: C
PTS: 1
STA: 6Sd: The student will demonstrate an understanding of the relationship between Earth's atmospheric
properties and processes and its weather and climate. (Earth Science)
LOC: 6Sd.9: Explain the influence of global winds and the jet stream on weather and climatic conditions.
23. ANS: A
PTS: 1
DIF: B
STA: 6Sd: The student will demonstrate an understanding of the relationship between Earth's atmospheric
properties and processes and its weather and climate. (Earth Science)
LOC: 6Sd.9: Explain the influence of global winds and the jet stream on weather and climatic conditions.
24. ANS: A
PTS: 1
DIF: B
STA: 6Sd: The student will demonstrate an understanding of the relationship between Earth's atmospheric
properties and processes and its weather and climate. (Earth Science)
LOC: 6Sd.9: Explain the influence of global winds and the jet stream on weather and climatic conditions.
25. ANS: C
PTS: 1
DIF: B
STA: 6Se: The student will demonstrate an understanding of the law of conservation of energy and the properties
of energy and work. (Physical Science)
LOC: 6Se.2: Explain how energy can be transformed from one form to another (including the two types of
mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of
conservation of energy.
26. ANS: A
PTS: 1
DIF: B
STA: 6Se: The student will demonstrate an understanding of the law of conservation of energy and the properties
of energy and work. (Physical Science)
LOC: 6Se.2: Explain how energy can be transformed from one form to another (including the two types of
mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of
conservation of energy.
27. ANS: C
PTS: 1
DIF: B
STA: 6Se: The student will demonstrate an understanding of the law of conservation of energy and the properties
of energy and work. (Physical Science)
LOC: 6Se.2: Explain how energy can be transformed from one form to another (including the two types of
mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of
conservation of energy.
28. ANS: D
PTS: 1
STA: 6Se: The student will demonstrate an understanding of the law of conservation of energy and the properties
of energy and work. (Physical Science)
LOC: 6Se.5: Illustrate the directional transfer of heat energy through convection, radiation, and conduction.
3
ID: A
29. ANS: C
PTS: 1
STA: 6Se: The student will demonstrate an understanding of the law of conservation of energy and the properties
of energy and work. (Physical Science)
LOC: 6Se.5: Illustrate the directional transfer of heat energy through convection, radiation, and conduction.
30. ANS: D
PTS: 1
DIF: B
STA: 6Se: The student will demonstrate an understanding of the law of conservation of energy and the properties
of energy and work. (Physical Science)
LOC: 6Se.5: Illustrate the directional transfer of heat energy through convection, radiation, and conduction.