Science 8 Testlet 001 - Life Science

Last updated about 5 hours ago

6 questions

Required

6-8.LS1.C-7

MS-LS1-6

Required

MS-LS2-4

Required

6-8.LS1.C-7

MS-LS1-6

Required

6-8.LS1.C-7

MS-LS1-6

Science 8 Testlet 001 - Life Science

Last updated about 5 hours ago

6 questions

Budding Bakers
Sometimes there is a piece of bread provided with school lunch. The bread in a school lunch is a combination of yeast, wheat flour, and other ingredients. Did you know that there was once a living organism in that roll? Yeast is a type of fungus that makes dough rise or increase in size to become soft.

The drawing below shows dry yeast from a container.

Yeast cells have organelles like those found in humans. The table below shows how yeast appears under a microscope and describes how it appears at two magnifications.

Yeast uses cellular respiration for energy. Yeast cells are able to get the materials they need through their semi-permeable membranes. Depending on the size of the molecule, some molecules may pass through freely while others may not.

Required

6-8.LS1.A-1

MS-LS1-1

Required

6-8.LS1.A-1

MS-LS1-1

Required

Yeast uses cellular respiration to fulfill its energy needs. Write a label or draw an arrow in each box to create a model showing how two substances move across a yeast cell membrane, allowing cellular respiration to occur.

The drawing below shows a classroom investigation using yeast.

Explain how the result of the investigation indicates that yeast cells use sugar for survival.

MS-LS2-4

Required

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

Carbon Dioxide
Oxygen

Cellular Respiration (Input Gas)
Photosynthesis (Input Gas)

6-8.LS1.C-7

MS-LS1-6

Required

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

Sugar
Sunlight

Cellular Respiration (Energy Source)
Photosynthesis (Energy Source)

6-8.LS1.C-7

MS-LS1-6

Science 8 Testlet 001 - Life Science

Science 8 Testlet 001 - Life Science

The drawing below shows a classroom investigation using yeast.

Explain how the result of the investigation indicates that yeast cells use sugar for survival.

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

A group of students decided to investigate further whether the yeast was alive or not. They observed yeast under a microscope and made the following claims. Which student’s claim is best supported?

The drawing below shows a classroom investigation using yeast.

Explain how the result of the investigation indicates that yeast cells use sugar for survival.

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

A group of students decided to investigate further whether the yeast was alive or not. They observed yeast under a microscope and made the following claims. Which student’s claim is best supported?

Based on the passage, which three characteristics can best be used to identify yeast cells as living organisms?

Science 8 Testlet 001 - Life Science

Science 8 Testlet 001 - Life Science

The drawing below shows a classroom investigation using yeast. Explain how the result of the investigation indicates that yeast cells use sugar for survival.

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

A group of students decided to investigate further whether the yeast was alive or not. They observed yeast under a microscope and made the following claims. Which student’s claim is best supported?

The drawing below shows a classroom investigation using yeast. Explain how the result of the investigation indicates that yeast cells use sugar for survival.

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

After learning about how yeast obtains energy, a group of students made a chart to compare how yeast and trees obtain energy.

A group of students decided to investigate further whether the yeast was alive or not. They observed yeast under a microscope and made the following claims. Which student’s claim is best supported?

Based on the passage, which three characteristics can best be used to identify yeast cells as living organisms?

The drawing below shows a classroom investigation using yeast.

Explain how the result of the investigation indicates that yeast cells use sugar for survival.

The drawing below shows a classroom investigation using yeast.

Explain how the result of the investigation indicates that yeast cells use sugar for survival.