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STUDENT NAME

STUDENT NAME Texas Assessment of Knowledge and Skills EXIT LEVEL SCIENCE Administered April 2009 Copyright ©

Texas Assessment of Knowledge and Skills

EXIT LEVEL SCIENCE

Administered April 2009

Copyright © 2009, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

SCIENCE

FORMULA CHART

mass

m

Density =

volume

D =

v

(

heat gained

or lost

) = (

mass

)(

change in

temperature

)(

specific

heat

)

Q = (m)( ΔT)(Cp)

Speed =

distance traveled

time

v =

d

t

Acceleration =

a =

v f v i

final velocity initial velocity change in time

Δ t

Momentum = mass × velocity

p = mv

Force = mass × acceleration

F = ma

Work = force × distance

W = Fd

Power =

work

time

P =

W

t

% efficiency =

work input

W I

work output

× 100

% =

W O

× 100

Kinetic energy =

1 2 (mass × velocity 2 )

KE =

mv 2

2

Gravitational potential energy = mass × acceleration due to gravity × height

PE = mgh

Energy = mass × (speed of light) 2

E

= mc 2

Velocity of a wave = frequency × wavelength

v

= fλ

Current =

voltage

I

=

V

resistance

R

Electrical power = voltage × current

P

= VI

Electrical energy = power × time

E

= Pt

Constants/Conversions

g = acceleration due to gravity = 9.8 m/s 2

c = speed of light = 3 × 10 8 m/s

speed of sound = 343 m/s at sea level and 20°C

1 cm 3 = 1 mL

1 wave cycle/second = 1 hertz (Hz)

1 calorie (cal) = 4.18 joules

1000 calories (cal) = 1 Calorie (Cal) = 1 kilocalorie (kcal)

newton (N) = kgm/s 2

joule (J) = Nm

watt (W) = J/s = Nm/s

volt (V)

ampere (A)

ohm (Ω)

Revised November 30, 2006

 

18

VIIIA

He

2

4.0026

Helium

10

18

Ar

36

Kr

54

Xe

86

Rn

 

71

Lu

174.967

Lutetium

103

Lr

(262)

Lawrencium

 

17

VIIA

9

NeB

F

18.998

Fluorine

17

Cl

35.453

Chlorine

35

Br

Bromine

53

I

126.904

Iodine

85

At

(210)

Astatine

70

Yb

173.04

Ytterbium

102

No

(259)

Nobelium

16

VIA

8

O

15.999

Oxygen

16

S

32.066

Sulfur

34

Se

Selenium

78.96

52

Te

Tellurium

127.60

84

Po

(209)

Polonium

69

Tm

168.934

Thulium

101

Md

(258)

Mendelevium

15

VA

7

N

14.007

Nitrogen

15

P

Phosphorus

30.974

33

As

Arsenic

74.922

51

Sb

Antimony

83

Bi

208.980

Bismuth

68

Er

167.26

Erbium

100

Fm

(257)

Fermium

 

Name

 

14

IVA

6

C

12.011

Carbon

14

Si

28.086

Silicon

32

Ge

Germanium

50

Sn

118.71

Tin

82

Pb

207.2

Lead

 

Mass numbers in parentheses are those of the most stable or most common isotope.

 

67

Ho

164.930

Holmium

99

Es

(252)

Einsteinium

     
         

10.81

Boron

 

26.982

Aluminum

 

Gallium

69.72

 

114.82

Indium

 

204.383

Thallium

 

Dysprosium

 

Californium

14

Si

 

Silicon

 

13

IIIA

5

13

Al

31

Ga

49

In

81

Tl

66

Dy

162.50

98

Cf

(251)

       

20.1796.941

NeonLithium

 

12

11

ArgonSodium

IIB

IB

VIII

VIIB

VIB

VB

IVB

IIIB

 

Zn

65.39

 

Cd

 

Hg

 

Tb

158.925

Terbium

 

Bk

(247)

Berkelium

           

30

48

80

65

97

Atomic number

Symbol

28.086Atomic

mass

29

Cu

72.6158.69

ZincCopperNickel

63.546

47

Ag

121.763106.4295.94

CadmiumSilverPalladium

112.41107.868

79

Au

200.59196.967

MercuryGoldPlatinum

64

Gd

157.25

Gadolinium

96

Cm

(247)

Curium

             

195.08

   

Europium

 

Americium

   

10

9

28

Ni

46

Pd

78

Pt

110

63

Eu

151.97

95

Am

(243)

27

Co

58.933

Cobalt

45

Rh

Rhodium

102.906

77

Ir

192.22

Iridium

109

Mt

(266)

62

Sm

150.36

Samarium

94

Pu

(244)

Plutonium

                 

Periodic Table of the Elements

 

8

26

Fe

55.847

Iron

44

Ru

Ruthenium

101.07

76

Os

190.23

Osmium

108

Hs

(269)(262)

(265)

Hassium

61

Pm

(145)

Promethium

93

Np

237.048

Neptunium

             
 

39.94822.990

7

6

5

4

3

25

Mn

Manganese

54.938

43

Tc

(98)

75

Re

186.207

Rhenium

107

Bh

(262)

60

Nd

144.24

Neodymium

92

U

238.029

Uranium

24

Cr

Chromium

51.996

42

Mo

Molybdenum Technetium

74

W

183.84

Tungsten

106

Sg

(263)

BohriumSeaborgium

59

Pr

140.908

Praseodymium

91

Pa

231.036

Protactinium

23

V

Vanadium

50.942

41

Nb

Niobium

92.906

73

Ta

180.948

Tantalum

105

Db

Dubnium

58

Ce

140.12

Cerium

90

Th

232.038

Thorium

22

Ti

KryptonPotassium

83.8044.956

79.90439.098

Titanium

47.88

40

Zr

131.2985.468

XenonRubidium

Zirconium

91.224

72

Hf

(222)132.905

178.49

RadonCesium

Hafnium

104

Rf

(261)227.028

MeitneriumFrancium

Rutherfordium

21

Sc

Scandium

39

Y

88.906

Yttrium

57

La

138.906

Lanthanum

89

Ac

Actinium

Lanthanide Series

 

Actinide Series

 
 

2

IIA

4

Be

9.012

Beryllium

12

Mg

24.305

Magnesium

20

Ca

Calcium

40.08

38

Sr

Strontium

87.62

56

Ba

137.33

Barium

88

Ra

226.025

Radium

 

Group

IA 1

H

1

1.008

Hydrogen

3

Li

11

Na

19

K

37

Rb

55

Cs

87

Fr

(223)

 

1
2

 

3
4

 

5

6
7

 

DIRECTIONS

Read each question and choose the best answer. Then fill in the correct answer on your answer document.

SAMPLE A

When a 10% hydrochloric acid solution is heated in an open test tube, the test tube should always be pointed —

A so bubbles are visible

B at a 180° angle from the flame

C toward a ventilated area

D away from nearby people

Page 8

GO ON
GO ON

SAMPLE B

SAMPLE B Mass = 40 g Volume = 20 mL The picture shows a cube that

Mass = 40 g

Volume = 20 mL

The picture shows a cube that contains 20 mL of a solution. The solution has a mass of 40 grams. What is the density in g/mL of this solution? Record and bubble in your answer on the answer document.

Page 9

of 40 grams. What is the density in g/mL of this solution? Record and bubble in

1 Which system in a fish allows maximum oxygen intake through contact between the fish and its environment?

A Respiratory system

B Endocrine system

C Reproductive system

D Excretory system

2 Which of the following describes a disadvantage of using solar cells as an energy source?

F

Solar cells generate large quantities of waste.

G

Solar cells can be used to charge batteries.

H

Solar cells release gaseous by-products.

J

Solar cells are dependent on available sunlight.

Page 10

S ol ub ility vs. Temperat u re

140 KNO 3 120 100 8 0 KCl 60 40 N a 2 S O
140
KNO 3
120
100
8
0
KCl
60
40
N
a 2 S O 4
20
0
20
40
60
8 0
100
Sol ub ility
(g/100 mL wa ter)

Tempera t u re of S olu tion (°C)

3 Which of the following describes a trend in the data shown in the graph above?

A The solubility of all the salts increases as temperature increases.

B As temperature increases from 30°C to 60°C, the solubility of KNO 3 increases more than that of KCl.

C An increase in atmospheric pressure causes an increase in the solubility of KCl.

D Increasing the temperature of a KNO 3 solution from 30°C to 60°C decreases the solubility of KNO 3 by half.

GO ON
GO ON

Light

ray

Air
Air

Glass

Air

4 The diagram shows light being refracted. Which tool should be used to measure the angle at which the light is bending?

F

Ruler

G

Compass

H

Protractor

J

Thermometer

Page 11

5 Some plants have a hard waxy coating on their leaves that helps prevent water loss. In which environment do these plants most likely grow?

A Desert

B

C Grassland

D Rain forest

Marine

GOGO ONON
GOGO ONON

Third Base

First Base

mRNA Codons and Corresponding Amino Acids

Codon

Amino

acid

 

UUU

   

UCU

Serine  UUU     UCU UAU Tyrosine UGU Cysteine U

UAU

Tyrosine  UUU     UCU Serine UAU UGU Cysteine U

UGU

  UUU     UCU Serine UAU Tyrosine UGU Cysteine U

Cysteine

U

U

UUC

PhenylalanineU UUC UCC UAC UGC C

UCC

UAC

UGC

C

UUA

LeucineUUA UCA UAA STOP UGA STOP A

UCA

UAA

STOPUUA Leucine UCA UAA UGA STOP A

UGA

STOP

A

UUG

UCG

UAG

UGG

Tryptophan

G

 

CUU

Leucine  CUU CCU Proline CAU Histidine CGU   U

CCU

Proline  CUU Leucine CCU CAU Histidine CGU   U

CAU

Histidine  CUU Leucine CCU Proline CAU CGU   U

CGU

  CUU Leucine CCU Proline CAU Histidine CGU   U
 

U

CUC

CCC

CAC

CGC

C

C

CUA

CCA

CAA

GlutamineC CUA CCA CAA CGA Arginine A

CGA

Arginine

A

CUG

CCG

CAG

CGG

G

 

AUU

MethionineIsoleucine

Isoleucine

ACU

Threonine  AUU Methionine Isoleucine ACU AAU Asparagine AGU   U

AAU

Asparagine  AUU Methionine Isoleucine ACU Threonine AAU AGU   U

AGU

  AUU Methionine Isoleucine ACU Threonine AAU Asparagine AGU   U
 

U

A

AUC

ACC

AAC

AGC

Serine

C

AUA

ACA

AAA

LysineAUA ACA AAA AGA Arginine A

AGA

AUA ACA AAA Lysine AGA Arginine A

Arginine

A

AUG

ACG

AAG

AGG

G

 

GUU

Valine  GUU   GCU Alanine GAU Aspartic acid GGU   U

 

GCU

Alanine  GUU Valine   GCU GAU Aspartic acid GGU   U

GAU

Aspartic acid  GUU Valine   GCU Alanine GAU GGU   U

GGU

  GUU Valine   GCU Alanine GAU Aspartic acid GGU   U
 

U

GUC

GCC

GAC

GGC

C

G

GUA

GCA

GAA

Glutamic acidG GUA GCA GAA GGA Glycine A

GGA

Glycine

A

GUG

GCG

GAG

GGG

G

   

U

 

CAG

   

Second Base

6 A mutation has occurred in an mRNA fragment that was originally CUU. Which of the following mutated mRNA fragments would result in an amino acid sequence different from that produced by the CUU fragment?

F

CUC

G

CUA

H

CUG

J

CAU

Page 12

GO ON
GO ON

Plant Group

Characteristics

Bryophytes

Contain no xylem and phloem; reproduce by spores and gametes

Psilophytes

Contain xylem and phloem; no difference between root and stem

Gymnosperms

Have naked seeds located on the cones

Angiosperms

Have enclosed seeds located in a fruit

7 In which plant group does this plant belong?

A Bryophytes

B Psilophytes

C Gymnosperms

D Angiosperms

A Bryophytes B Psilophytes C Gymnosperms D Angiosperms 8 An athlete sitting in a wheelchair at

8 An athlete sitting in a wheelchair at rest throws a basketball forward. Since the athlete and the wheelchair have greater mass than the basketball has, the athlete and the wheelchair will —

F

move backward at a lower speed than the basketball moves forward

G

travel the same distance as the basketball but in the opposite direction

H

move backward at a higher speed than the basketball moves forward

J

have the same forward momentum as the basketball

Page 13

GO ON
GO ON

9

A group of researchers discovered the fossilized remains of a flying mammal that appears to have lived

130

million to 165 million years ago. Since the earliest flying birds are believed to have appeared about

150

million years ago, researchers concluded that birds and mammals began to fly at about the same

time. This conclusion would be most weakened by evidence of which of the following?

A A 100-million-year-old fossil of a flying bird

B A 120-million-year-old fossil of a flying bird

C A 160-million-year-old fossil of a flying mammal

D A 200-million-year-old fossil of a flying mammal

10

A sample liquid is cooled from 150°C to 30°C, causing the liquid to change into a solid. Which of the following has occurred?

11

A student uses a hot plate, a thermometer, and a stopwatch to investigate the rate at which a metal object conducts heat. To ensure the most reliable results, which of the following should the student do?

F

Chemical composition has changed.

G

A physical change has occurred.

A Perform a second investigation using different tools

H

A new compound has formed.

J

Evaporation of a solvent has occurred.

B Use several thermometers to measure temperature

 

C Develop a hypothesis before starting the investigation

D Repeat the entire investigation several times

Page 14

GO ON
GO ON

Symptoms of Four Patients

Patient

Symptom

1

Decrease in urine output

2

Decrease in metabolic rate

3

Decrease in muscle strength

4

Decrease in blood pressure

12 The table above shows symptoms experienced by four patients. Which of these patients most likely has a problem with the excretory system?

F

Patient 1

G

Patient 2

H

Patient 3

J

Patient 4

Page 15

13 A solution having an equal number of H + ions and OH ions will have a pH of —

A 3

B 7

C 9

D 11

GO ON
GO ON

Tree of S ome Evol u tion ary Rel a tion s hips

Time
Time

14 Which information would best help scientists verify the relationships among the organisms shown above?

F

The organisms’ nutritional requirements

G

The organisms’ DNA sequences

H

The organisms’ migratory patterns

J

The organisms’ population sizes

Page 16

GO ON
GO ON

15 A circle graph would best help a student communicate a conclusion about an investigation involving —

A the proportions by mass of three metals in an alloy

B the amounts of heat released by three chemical reactions

C the amounts of force required to accelerate three different masses

D the electrical conductivity of three salt solutions

Page 17

Parthenogenesis: a type of asexual reproduction in which an organism is produced from an unfertilized egg

16 A female spring peeper frog produces 200 eggs through parthenogenesis. If all the eggs hatch, they will produce —

F

50 females and 150 males

G

100 females and 100 males

H

150 females and 50 males

J

200 females and 0 males

GO ON
GO ON

Use the information below and your knowledge of science to answer questions 17–20.

Fireworks

Fireworks displays are often associated with celebrations. Some fireworks are rockets that can be fired into the air, producing colorful patterns of bright light. One rocket design involves a cardboard tube, a propellant, and a fuse. A cap on the tube contains metal salts and explosive powder with a second fuse. The propellant consists of a mixture of carbon (C), sulfur (S), and potassium nitrate (KNO 3 ). Potassium nitrate is a potassium ion (K + ) bonded to a nitrate ion (NO 3 ).

A long cardboard tube is filled with the propellant. When a lit fuse ignites the propellant, the propellant releases oxygen, produces flames, and forces gas out the bottom of the rocket. These actions cause the rocket to rise high into the air.

As the rocket reaches its maximum height, a second fuse ignites an explosion that heats and burns the metal salts. This heating and burning of metal salts produces large colorful flashes. Many people enjoy watching these colorful displays against the night sky.

The use of fireworks can be dangerous. Professionals who use fireworks take many safety precautions while setting up and igniting the displays.

Page 18

Firework Rocket De s ign

Motion of

firework

Page 18 Firework Rocket De s ign Motion of firework Met a l sa lt s
Met a l sa lt s a nd explosive powder S econd f us e
Met a l sa lt s a nd
explosive powder
S
econd f us e
C a rdb oa
tub e
rd
Propell a nt
(C, S, KNO 3 )
Fir s t f us e
He a t-re s i s t a nt
cl
ay
B
u rning
g
ase s
GO ON
GO ON

17 Which of the following information would allow the most direct calculation of the average speed of the rocket on its upward flight?

A Thrust force and wind speed

B Maximum height and the time it takes the rocket to reach it

C Rocket mass and the time it takes the rocket to reach the highest point

D Thrust force and the time it takes the rocket to fall to the ground

18 As a rocket rises, its kinetic energy changes. At the time the rocket reaches its highest point, most of the kinetic energy of the rocket has been —

F

permanently destroyed

G

transformed into potential energy

H

converted to friction

J

stored in bonds between its atoms

Page 19

19 When the fuse ignites the contents of a firework, oxygen is consumed as a result of which type of change?

A Mass

B Phase

C Nuclear

D Chemical

20 A scientist hypothesizes that the use of a propellant other than the traditional mixture of C, S, and KNO 3 will cause a rocket to rise higher into the air. The researcher builds a rocket that uses an alternate propellant. A proper control for the experiment would be an identical rocket that uses —

F

the traditional propellant

G

the alternate propellant

H

no propellants

J

a mixture of both propellants

GO ON
GO ON

21 Which of the following properties causes attraction between molecules of liquid water?

A Acidity

B Polarity

C Density

D Viscosity

Page 20

A Acidity B Polarity C Density D Viscosity Page 20 0.20 kg ball 22 The ball
0.20 kg ball
0.20 kg
ball

22 The ball in the diagram is moving at a speed of 12 m/s. What is the momentum of the ball in kg · m/s? Record and bubble in your answer to the tenths place on the answer document.

GO ON
GO ON

23 For safety reasons, which of these labels is the most important to have on a reagent bottle?

labels is the most important to have on a reagent bottle? A Liquid at Room Temperature

A Liquid at Room Temperature

to have on a reagent bottle? A Liquid at Room Temperature B 500 mL C NaOH

B 500 mL

on a reagent bottle? A Liquid at Room Temperature B 500 mL C NaOH pH =

C NaOH pH = 11.0

April 12

D Prepared on

24 Which of the following is a characteristic of most bacterial infections but not of a viral infection?

F

It can cause multiple symptoms.

G

It can affect different people differently.

H

It can be spread by inhalation.

J

It can be treated with an antibiotic.

Page 21

6.5 m 2.5 m
6.5 m
2.5 m

6.0 m

25 A person uses a force of 600 N to lift a box from the ground to the top of the ramp shown. Another worker uses a force of 300 N to push the same box up the complete length of the ramp. What is the approximate percent efficiency of the ramp?

A 17%

B 23%

C 77%

D 83%

GO ON
GO ON
Earth’s Earth’s core crust
Earth’s
Earth’s
core
crust

Earth’s

mantle

26 Molten rock rises in Earth’s mantle and then sinks back toward the core in a circular pattern, as shown in the diagram. This method of heat transfer is known as —

F

conduction

G

vibration

H

radiation

J

convection

Page 22

Substance

Melting

Density

Point (°C)

(g/mL)

Q 460

 

0.72

R 650

 

1.74

S 81

 

1.00

T 142

 

0.94

  1.74 S 81   1.00 T 142   0.94 27 The table shows some properties

27 The table shows some properties of four different substances. The picture shows a solid sphere of one of the four substances in a water-ethanol solution (D = 0.9199 g/mL). The sphere is most likely composed of which substance?

A Substance Q

B Substance R

C Substance S

D Substance T

GO ON
GO ON

28 A motor produces less mechanical energy than the energy it uses because the motor —

F

gains some energy through motion

G

stores some energy as electrons

H

converts some energy into heat and sound

J

uses some energy to increase in mass

Page 23

29 Cell membranes perform all the following functions except —

A making nutrients for cells

B holding cytoplasm within cells

C regulating substances exiting cells

D recognizing other cells

GO ON
GO ON

C a (OH) 2 (aq) +

CO 2 (g)

C a (OH) 2 ( aq ) + CO 2 ( g ) C a CO

C a CO 3 (s) +

H 2 O(l )

30 What is the balanced coefficient ratio for the reaction shown above?

F

3:3:3:2

G

2:1:2:2

H

2:3:2:2

J

1:1:1:1

 

Top

Top
 
   
   
   
Bottom O u ter su rf a ce Center O u t e r su

Bottom O u ter

su rfa ce

Center

O uter su rfa ce

31

The diagram shows a longitudinal section of part of a plant root tip. Which of the following statements best describes a trend that can be observed in this root tip?

A The cells are generally longer at the top than at the bottom.

B The number of nuclei per cell increases toward the bottom of the root.

C The cells are shorter the closer they are to the outer surface of the root.

D The number of cells per area of the root is generally constant.

Page 24

GO ON
GO ON

32

Which of the following best describes a difference between a mutualistic relationship and a parasitic relationship?

F

Parasitism harms both organisms, while mutualism harms only one organism.

G

Parasitism benefits only one organism, while mutualism benefits both organisms.

H

Parasitism involves only two organisms, while mutualism involves many organisms.

J

Parasitism continues for many generations, while mutualism is limited to one generation.

Di

a gra m 1:

Origin a l Wave

2 cm
2 cm

Dia gra m 2:

Compo s ite Wave

2 cm
2 cm
2 cm
2 cm
2 cm

33 Diagram 1 represents a wave. Diagram 2 represents the composite wave formed when a second wave interferes with the original wave. Which of the following best represents the second wave?

A

B

2 cm
2 cm
2 cm
2 cm

Page 25

C

D

2 cm
2 cm
2 cm
2 cm
GO ON
GO ON

34 Water molecules generally have which effect on a soluble ionic compound mixed into water?

F

They remove electrons from the compound.

G

They break the bonds between the ions.

H

They change the ionic bonds to covalent bonds.

J

They add protons to the ionic nuclei.

Page 26

35 A student compares the viscosities of two solutions at room temperature. The student uses a metal block and equal volumes of the two solutions in identical containers. Which procedure would provide the best comparison of the viscosities of the solutions?

A Determining whether the block raises or lowers the density of either solution

B Determining whether the block raises or lowers the temperature of either solution

C Measuring the volume of liquid the block displaces in each solution

D Measuring the time it takes the block to sink in each solution

GO ON
GO ON

DNA

A G T T A C G T C C A A T G C
A
G
T
T
A
C
G
T
C
C
A
A
T
G
C
C
U
A
A
C
G
G
G
T
T
U
G
C
A
A
G
T
A
C
A
T
G
C
A
G
U
A
W
A
G

36 The illustration shows the transcription process. What is the main purpose of the structure labeled W?

F

Carrying instructions for protein synthesis

G

Transforming into a protein

H

Replacing damaged DNA

J

Passing traits to offspring

Page 27

GO ON
GO ON

Coyotes

Spiders Rats Rabbits Snakes Frogs Hawks Grasses, shrubs Insects Seed-eating birds
Spiders
Rats
Rabbits
Snakes
Frogs
Hawks
Grasses,
shrubs
Insects
Seed-eating
birds

Deer

37 A food web is shown above. If the rabbit population increases, which of the following is most likely to happen soon afterward?

A The deer population will increase.

B The plant population will decrease.

C Different birds will move into the area.

D The insect population will be eliminated.

A 100-gram tube of adhesive shoe-patching compound has 40% (by mass) adhesive dissolved in a solvent. When the compound is applied, the solvent evaporates, leaving only the adhesive.

38 Half of the tube of compound is applied to a pair of tennis shoes and allowed to dry completely. How much mass will the shoes gain?

F

20 g

G

40 g

H

50 g

J

100 g

Page 28

39 Some students investigate the rusting rate of four metals in saltwater. To best find the rusting rates, the students should measure the masses of the metals before the investigation and at —

A the same time and day during each week of the investigation

B different times and days during each week of the investigation

C any time during the first week of the investigation

D one randomly selected time during the investigation

40 Many viruses released into the air survive for only short periods of time. Which of the following is the most likely reason for this?

F

Viruses attract antibodies in the atmosphere.

G

Viruses require a low atmospheric pressure.

H

Viruses are hosts for bacteria that eventually destroy them.

J

Viruses are dependent on host cells of living organisms.

GO ON
GO ON
Skin Vertebra Muscle Spinal cord
Skin
Vertebra
Muscle
Spinal cord

Reflex arc: the neural pathway from a point of stimulation to the responding organ

41 The diagram above represents a reflex arc in a human. This pathway responds when someone touches something that causes pain, such as a hot stove. Which of the following shows the correct order of the body systems involved in this response?

A Integumentary, respiratory, digestive

B Circulatory, respiratory, nervous

C Integumentary, nervous, muscular

D Circulatory, digestive, nervous

42 An advertisement for a new medication claims that patients can lower body cholesterol by 25%–45%. If the claim is accurate, patients who will benefit most from this medication are those who —

F

have high cholesterol levels

G

consume small amounts of cholesterol

H

want to eliminate cholesterol

J

are aware of cholesterol’s effects

Page 29

43 The long-term survival of any species of organism is possible only if the organisms can —

A migrate when temperatures change

B reproduce successfully

C find protection from predators

D locate a constant food source

Hypothesis: A 5-gram quantity of salt will dissolve faster in 30°C water than it will in 10°C water.

44 In addition to a hot plate and beakers, which of these items are needed to test the hypothesis above?

F

Test tube, barometer, thermometer

G

Balance, thermometer, hand lens

H

Stopwatch, microscope, test tube

J

Thermometer, stopwatch, balance

GO ON
GO ON

Accelera tion = 0.50 m/s 2

Acceler a tion = 0.50 m/ s 2 6.0 kg 8 .0 m 45 An electric
6.0 kg
6.0 kg
Acceler a tion = 0.50 m/ s 2 6.0 kg 8 .0 m 45 An electric

8.0 m

45 An electric toy cart has a mass of 6.0 kilograms and a constant acceleration of 0.50 m/s 2 . How much work does the net force do on the toy cart as the cart travels 8.0 meters?

A 24 Nm

B 30 Nm

C 40 Nm

D 48 Nm

Page 30

GO ON
GO ON

46 White-tailed deer meet their energy needs through which of these activities?

F

Drinking water

G

Absorbing sunlight

H

Eating plants

J

Exhaling carbon dioxide

47 The elements in which of these sets have chemical properties that are the most similar?

A K, Ca, Sc

B O, S, Se

C Na, Ca, Y

D P, S, Cl

Page 31

Dir Direction of Direction of ection of movement movementmovement
Dir
Direction of
Direction of
ection of
movement movementmovement

Su rfa ce of tra mpoline

48 A child jumps on a trampoline, as shown above. Which of the following causes the child to rise in the air?

F

Inertia

G

Mass

H

A reaction force

J

A gravitational force

GO ON
GO ON

Some Facts About Robert Koch

Fact 1:

Koch directed a scientific research institute.

Fact 2:

Koch developed procedures for disease control through sanitation.

Fact 3:

Koch developed postulates that included four steps.

Fact 4:

Koch used his four steps to identify the causes of tuberculosis and anthrax.

49 Robert Koch is known for developing Koch’s postulates, a series of steps used to identify the agents responsible for some diseases. The validity of the postulates is best supported by which fact shown above?

A Fact 1

B Fact 2

C Fact 3

D Fact 4

50 Members of the kingdom Animalia are best described as —

51

An advertisement for a brand of tea claims the tea “improves the immune system.” This claim implies that the tea —

F

unicellular, prokaryotic, heterotrophic

 

G

unicellular, eukaryotic, autotrophic

 

A helps the body produce antibodies

H

multicellular, eukaryotic, heterotrophic

B accelerates the process of digestion

J

multicellular, eukaryotic, autotrophic

C prevents bacteria from entering cells

 

D keeps the body from being exposed to viruses

Page 32

GO ON
GO ON

52 A 2.25 kg fish swims in a pond at a constant rate of 56 meters in 96 seconds. What is the fish’s approximate speed?

F

0.020 m/s

G

0.40 m/s

H

0.58 m/s

J

1.7 m/s

53 A student investigates the effects of five brands of fertilizer on plant growth and concludes that Brand X works best. Which of the following would best communicate this conclusion?

A A list of the ingredients in each brand of fertilizer used

B A graph showing the growth rate of plants grown with the different fertilizers

C A description of the role of different nutrients in plant growth

D A diagram showing the conditions in which each plant grew

Page 33

Chemica l s : 2HI + F 2

M asse s :

w

x

Page 33 Chemic a l s : 2HI + F 2 M ass e s :

2HF + I 2

y

z

54 In a single-displacement reaction, the chemical change shown above occurs. Which equation supports the law of conservation of mass?

F

w = y

G

x = z

H

w + x = y + z

J

w + x = 2(y + z)

GO ON
GO ON

55 Scientists recently found a fossil representing a newly discovered animal species that they named Tiktaalik roseae. The fossil indicates that Tiktaalik roseae had a fish-like jaw and scale-covered fins. The front fins had bones similar to those of a shoulder, an upper arm, an elbow, a forearm, and a wrist. This information suggests that populations of Tiktaalik roseae most likely lived in which two environments?

A In saltwater and in freshwater

B In water and on land

C On land and in treetops

D In glaciers and in caves

Page 34

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS ON THE ANSWER DOCUMENT.

and in treetops D In glaciers and in caves Page 34 BE SURE YOU HAVE RECORDED

TTAAKKSS EEXXIITT LLEEVVEELL SSCCIIEENNCCEE AAPPRRIILL 22000099

Texas Assessment of Knowledge and Skills - Answer Key Grade: Exit Level Subject: Science Administration:

Texas Assessment of Knowledge and Skills - Answer KeyGrade: Exit Level Subject: Science Administration: April 2009 The letter indicates that the student expectation

Grade: Exit Level Subject: Science Administration: April 2009

The letter indicates that the student expectation listed is from the Biology I TEKS.

The letter indicates that the student expectation listed is from the Integrated Physics and Chemistry TEKS.

Item

Correct

Objective

Student

Number

Answer

Measured

Expectations

Student Number Answer Measured Expectations Copyright © 2009, Texas Education Agency. All rights

Copyright © 2009, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

Exit Level Science

For a more complete description of the objectives measured, please refer to the Revised TAKS Information Booklet for Exit Level Science at http://www.tea.state.tx.us/student.assessment/taks/booklets/index.html.

Objective 1:

The student will demonstrate an understanding of the nature of science.

Biology (1) and Integrated Physics and Chemistry (1) Scientific Processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to

(A) demonstrate safe practices during field and laboratory investigations.

Biology (2) and Integrated Physics and Chemistry (2) Scientific Processes. The student uses scientific methods during field and laboratory investigations. The student is expected to

(A)

plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B)

collect data and make measurements with precision;

(C)

organize, analyze, evaluate, make inferences, and predict trends from data; and

(D)

communicate valid conclusions.

Integrated Physics and Chemistry (3) Scientific Processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to

(A)

analyze, review, [and critique] scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; and

(B)

draw inferences based on data related to [promotional materials for] products and services.

Objective 2:

The student will demonstrate an understanding of the organization of living systems.

Biology (4) Science Concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to

(B) investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules.

Biology (6) Science Concepts. The student knows the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to

(A)

describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA;

(B)

explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA); and

Exit Level Science (continued)

(C) identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes.

Biology (8) Science Concepts. The student knows applications of taxonomy and can identify its limitations. The student is expected to

(C) identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals. **

**The TAKS will use the most current classification system.

Biology (10) Science Concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to

(A)

interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune; and

(B)

compare the interrelationships of organ systems to each other and to the body as a whole.

Objective 3:

The student will demonstrate an understanding of the interdependence of organisms and the environment.

Biology (4) Science Concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to

(C)

compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and

(D)

identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.

Biology (7) Science Concepts. The student knows the theory of biological evolution. The student is expected to

(A)

identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology; and

(B)

illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

Biology (9) Science Concepts. The student knows metabolic processes and energy transfers that occur in living organisms. The student is expected to

(D) analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.

Exit Level Science (continued)

Biology (12) Science Concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to

(B)

interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism; and

(E)

investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

Biology (13) Science Concepts. The student knows the significance of plants in the environment. The student is expected to

(A) evaluate the significance of structural and physiological adaptations of plants to their environments.

Objective 4:

The student will demonstrate an understanding of the structures and properties of matter.

Integrated Physics and Chemistry (7) Science Concepts. The student knows relationships exist between properties of matter and its components. The student is expected to

(A)

investigate and identify properties of fluids including density, viscosity, and buoyancy; and

(D)

relate the chemical behavior of an element including bonding, to its placement on the periodic table.

Integrated Physics and Chemistry (8) Science Concepts. The student knows that changes in matter affect everyday life. The student is expected to

(A)

distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle; and

(C)

investigate and identify the law of conservation of mass.

Integrated Physics and Chemistry (9) Science Concepts. The student knows how solution chemistry is a part of everyday life. The student is expected to

(A)

relate the structure of water to its function [as the universal solvent];

(B)

relate the concentration of ions in a solution to physical and chemical properties such as pH, electrolytic behavior, and reactivity; and

(D)

demonstrate how various factors influence solubility including temperature, pressure, and nature of the solute and solvent.

Objective 5:

The student will demonstrate an understanding of motion, forces, and energy.

Integrated Physics and Chemistry (4) Science Concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to

(A) calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines;

Exit Level Science (continued)

(B)

investigate and describe applications of Newton's laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits; and

(D)

investigate and demonstrate [mechanical advantage and] efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps.

Integrated Physics and Chemistry (5) Science Concepts. The student knows the effects of waves on everyday life. The student is expected to

(B) demonstrate wave interactions including interference, polarization, reflection, refraction, and resonance within various materials.

Integrated Physics and Chemistry (6) Science Concepts. The student knows the impact of energy transformations in everyday life. The student is expected to

(A)

describe the law of conservation of energy;

(B)

investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation; and

(D)

investigate and compare economic and environmental impacts of using various energy sources such as rechargeable or disposable batteries and solar cells.