A student creates a ball-and-stick model to represent the atomic scale of a substance. Which of these best describes the model?
The drawings show two waves. Which statement best compares these two waves?
Select the word in each set of options to best describe relationships between interacting parts of the human body.
The human body is composed of systems with interacting parts. Organ systems are made of , which are composed of specialized cells that work together to form . Each cell of the human body contains with a specific function.
During an experiment, a teacher uses a flashlight and shines the light toward a pane of clear
glass with a black iron backing. A diagram of the experiment is shown.
Part A: Describe the path of the light as it travels from the flashlight to the air.
Part B: Describe the path of the light as it travels from the air to the pane of clear glass.
Part CExplain why the students would not see the light travel through the black iron backing.
A scientist hiking in a desert observes a cliff. The scientist makes a drawing of the layers of
rock in the cliff and the types of fossils observed in the layers. Based on observations, the
scientist determines layers 3 and 5 were formed from cooled lava. The scientist’s drawing is
shown.
Part A: Identify the oldest layer in the rock cliff and explain your reasoning for the layer chosen.
Part B: Explain how the environment has changed over time at this location. Include evidence in your explanation.
PART C: A scientist claims that volcanic eruptions caused dinosaurs to become extinct at this location. Decide whether you agree or disagree with the scientist’s claim and then explain your decision.
A student makes a model of the solar system on a poster board. The student uses foam balls
to represent objects in the solar system. The student’s model is shown.
Part A: Explain one error concerning the size of the foam balls in the model.
Part B: Explain one error concerning the distances between foam balls in the model.
The graphs show the average global air temperatures and global fossil fuel consumption from about 1860 to 2000.
Part A: Describe the overall pattern of change in average global temperatures from 1860 to 2000.
Part B: A student claims the change in average global air temperatures is a result of burning fossil fuels. Explain whether the student’s claim is plausible based on the data.
PART C: Describe two possible changes to the environment most likely caused by the pattern shown in the average global air temperatures.
A student is comparing characteristics of three toy cars.
Select the word or phrase from each set of options to complete the following sentence based on the data provided in the table.
As the increases, the kinetic energy of the car .
Students are given two solid substances and two liquid substances to mix together in different combinations. The data table shows the initial observations and final observations for each combination of substances.
Complete the chart to identify whether a chemical reaction or a physical change occurred when the substances were combined.
The chart shows some distances between objects in the universe.
Identify where each measurement should be placed in the model to compare distances in the universe.
Match the descriptions below
Part A: Identify two organelles that are present in plant cells that are absent from animals cells
Part B: Explain why one of the organelles identified in Part A is not necessary for animal cells to survive.
A student draws a diagram to model the potential energy of objects. The diagram includes
three rubber spheres of equal mass, one ramp, and one shelf.
Identify the two spheres that have the same potential energy. Explain how this can be determined from the diagram.
Identify two spheres that have unequal potential energy. Identify the sphere which has more potential energy.
The map shows how North America looked approximately 100 million years ago. There are five main areas labeled on the map.
Part A: Identify the main areas of North America on the map where people would expect to find 100-million-year-old sedimentary rocks that contain fossils of microscopic ocean organisms.
Part B: Oil and gas are formed from the remains of microscopic ocean organisms. A student claims that the oil and gas deposits in Missouri are about 100 million years old.
Based on the map, decide whether you agree or disagree with the student’s claim and then explain your decision.
The diagram shows the forces applied to a stone sphere on a smooth surface.
Describe the motion of the stone sphere based on the forces shown in the diagram.
Describe how the motion of the sphere will most likely change when the stone sphere is placed on the rougher surface.
One of the volcanoes on the island of Hawaii is experiencing volcanic activity. A team of
researchers at a volcanic monitoring site recorded two types of earthquakes for three months.
Describe a recommendation the researchers should make to people in the area about the risk for eruption events in April after the most recent activity in March.
Energy in Motion
Students want to design an investigation to learn about energy and motion. They start their
investigation by making two setups.
For Setup 1 they attach three shelves at the following heights: 1 meter, 2 meters, and 3 meters. The students place a 1-kilogram ball at each shelf height. The students observe the ball stays at rest when set on each of the shelves.
For Setup 2 they build a ramp using wood and a table.
One student is drawing a model to represent the investigation for Setup 1. Complete the student’s model using the following steps.
Draw a ball on one of the three shelves where it will have the most potential energy.
Write the number of the type of force that causes the ball to have the most potential energy in the box.
Draw the arrow to show the dir
Based on the data collected for Setup 2, a student made the following claim about the energy of the ball:
Which statement best evaluates the student’s claim?
A student adds a material to the ramp that causes less friction between the ramp and the 1-kilogram ball. The student plans on rolling the ball from the top of the modified ramp.
Select the word or phrase from each set of options to complete the statements that best predict the results from using the modified ramp.
Less friction acting on the ball will create ( balanced / unbalanced ) forces resulting in the
speed of the ball to ( increase / decrease / stay the same ) as it travels down the ramp.
The ball traveling down the modified ramp with less friction will have ( a slower speed than /
a faster speed than / the same speed as ) the ball traveling down the first ramp.
PART A:
A student shapes a piece of clay into a small cube. The student places the clay cube at the bottom of the ramp in Setup 2. The student rolls the 1-kilogram ball down the ramp and observes the collision between the ball and the clay cube.
Select one variable the student could change to Setup 2 to reduce the force of the ball during the collision.
PART B:
Which statement provides the best support for the variable you selected in Part A?
The student switches the ball used in Setup 1 with a ball that has a mass of 2 kilograms. Another student states that the potential energy of the 2-kilogram ball would be the same as the potential energy of the 1-kilogram ball since they would be placed at the same heights. Which statement best explains whether the student’s statement is correct or incorrect?
A student rolls a 3-kilogram ball down the same ramp used in Setup 2. The speed of the ball after 2 seconds was 4 meters per second. The student concludes that the kinetic energy of the 3-kilogram ball is identical to the 1-kilogram ball after it has rolled down the ramp for 2 seconds.
Explain whether the student’s conclusion is correct or incorrect. Use evidence from the investigation to support your answer.
The Unexpected Effects of Wolves in Yellowstone National Park
In the 1920s, wolves were officially removed from Yellowstone National Park. Wolves are predators that occasionally prey on domesticated animals, and people were afraid that they might also harm humans. They used hunting and other methods to remove all of the wolves from Yellowstone.
By the 1990s, the Yellowstone ecosystem had significantly changed. One major difference was the reduction of aspen, cottonwood, and willow trees growing along streams. Yellowstone was experiencing a drought, and without any wolves to prey on elk, the elk population was at its highest level. Elk eat young trees and shrubs, especially in winter when the snow covers up shorter plants. During this period, nearly all of the young trees were eaten by elk before they could grow to maturity. This loss affected many animals, including the birds that nest in trees, the bison that compete with elk for the young trees, and the beavers that use the trees as a source of food and shelter.
In 1995 and 1996, a total of 21 wolves were released into Yellowstone. Since then, scientists have been recording observations in the Yellowstone ecosystem. For example, they observed wolves often eating only about half of a prey animal and the rest of the animal was then eaten by scavengers. Scientists also observed more young trees and shrubs growing to maturity. The return of the trees has seemed to slow the water flow in streams and it provides beavers material to build dams and shelters. Beaver dams are barriers across moving water. The dams slow the streams even further and trap sediments in areas where new willow trees can grow.
The overall effect of the wolves seems to be helping to restore a balance in the Yellowstone
ecosystem. Although much work still needs to be done.
This question has two parts.
Part A: Circle an organism from each set of options to complete the model of the food chain that occurs in the Yellowstone ecosystem.
Part B: Select the phrase in the set of options to best describe the model in Part A.
This food chain model shows the in the ecosystem.
The table shows the change in the size of willow tree stems in sample areas of the Yellowstone ecosystem between 1995 and 2010.
Which conclusion about the number of beaver colonies between 2000 and 2010 is best supported by the data?
Grizzly bears, black bears, eagles, and ravens are scavengers in the Yellowstone ecosystem. Based on the information, which statement explains how the reintroduction of wolves has most likely affected the populations of scavengers?
Which statement best explains how the reduction in the elk population might have affected the bison population?
How can beaver activity change conditions in the Yellowstone ecosystem to result in an increase in the beaver population?
Identify where the components should be placed in the model to show the relationships between living and nonliving components of the Yellowstone ecosystem. Write the number of each component in one of the boxes in the model.
Less snow falls during a warmer-than-normal winter in the Yellowstone ecosystem. The thinner snow cover on the ground allows for more plants to be visible than when the snow cover is thick.
Part A: Describe how a winter with less snowfall might affect the populations of willow, aspen, and cottonwood trees.
Part B: Describe how a winter with less snowfall might affect the population of elk.
Part C: Some scientists predict that, over time, the average thickness of the snow cover in the Yellowstone ecosystem will decrease as global air temperatures increase. Predict a long-term effect of the reduced snow cover in the Yellowstone ecosystem on the beaver population. Be sure to support your prediction using evidence.
Scientists in a different area with an ecosystem similar to that of Yellowstone are considering different solutions for protecting trees in hopes of restoring the ecosystem to its previous levels of biodiversity. One scientist recommends placing fences that are two meters in height around areas of existing trees rather than introducing wolves to the ecosystem.
Complete the chart by selecting one likely advantage and one likely disadvantage of using fences to protect the trees.
Using fossil evidence, scientists can learn how organisms have changed over long periods of time. The chart shows information about how traits of ancestors of the modern horse have changed.
People such as farmers and scientists can affect the traits of organisms, including horses, cattle, and corn. Fossil evidence supports the idea that modern corn, also known as maize, is a descendent of teosinte plants. Over time, people chose to plant teosinte seeds from the larger and more productive plants. The size and number of kernels produced in each generation increased and, over thousands of years of breeding, resulted in modern corn plants.
Modern cattle are often bred for traits such as high milk production, muscle growth, and small or no horns. Aurochs are one of the earlier cattle species and are ancestors of many modern cattle species. Aurochs were large cattle with long horns, fed on grasses and other plants, and lived in grassland habitats of Europe and Asia. The large horns helped the aurochs protect themselves and their offspring from predators. Most modern cattle have more traits that are desired by people rather than traits that would help them survive in the wild.
Use the graph to answer the question.
Select two statements that would best explain the change in horses’ body mass over millions of years:
A scientist finds a site that contains fossils of Orohippus, Mesohippus, and Miohippus. Identify the species of horse fossils that would be found in the uppermost layer of rock and in the bottommost layer of rock. Use data from the chart to explain your answer.
Species of fossil found in uppermost layer of rock:
Species of fossil found in bottommost layer of rock:
During the period when aurochs existed on Earth, they were preyed upon by large predators. Some individual aurochs had stronger muscles than others. Using an understanding of natural selection, which statement explains why there would most likely be an increase in the stronger-muscle trait in a population of aurochs?
There have been studies of a population of cattle that had once been raised by people and then released into the wild. Over hundreds of years of the cattle being in the wild, the average length of their horns increased. Currently, an adult male’s horn can be over 165 centimeters in length.
Select the word or phrase in each set of options to complete the explanation of why the length of horns of these cattle most likely increased while they were living in the wild.
The population of cattle likely had genetic variation causing . Long horns are a trait. Cattle with longer horns are able to survive and reproduce.
This question has two parts.
Some birds will eat corn seeds and teosinte seeds. The chart shows the characteristics of
these two types of seeds.
Corn and teosinte plants are grown in the same area. Which type of plant would likely be more successful at producing offspring that would develop into new plants?
Scientists have developed new techniques for producing organisms with desirable traits. Genetic modification allows scientists to insert genetic material from one organism into another organism. For example, one type of genetically modified corn contains genetic material from a species of bacterium. The genetically modified corn plants produce a specific substance that causes pests to die when they feed on these corn plants.
Which statement best describes how genetic modification technology differs from the technique used with teosinte plants thousands of years ago?
Identify whether each of the sentences below describes a constructive or a destructive Earth process. Write the number of each sentence in one of the two categories.
The Hawaiian–Emperor Seamount Chain
The Hawaiian–Emperor Seamount Chain is a mountain range in the Pacific Ocean. All mountains in the Hawaiian–Emperor Seamount Chain were formed from volcanic activity. Most of the mountains are classified as seamounts. The difference between an island and a seamount is that an island rises above sea level and a seamount does not.
Scientists determined the ages of the rocks that form the mountains of the Hawaiian–Emperor Seamount Chain. The map shows for each seamount or island its location, its age in millions of years (my), and its distance from the island of Hawaii.
The island of Hawaii is the only island in the Hawaiian–Emperor Seamount Chain currently
experiencing volcanic activity. Scientists have proposed a theory that states that the mountains of the Hawaiian–Emperor Seamount Chain form at a hotspot where magma rises from Earth’s mantle. As the Pacific Plate moves, new volcanic mountains form over the hotspot. The diagram shows the hotspot theory.
Based on the hotspot theory diagram, select the word or phrase in each set of options to complete the statement.
Energy from causes and the movement of the .
Select three statements that provide evidence to support that the hotspot theory could explain the formation of the Hawaiian–Emperor Seamount Chain.
Write the number of each event in the model to show the correct sequence of events in the development of Koko Seamount.
Using the information from the map, create a graph to compare the approximate distance from Hawaii and the approximate age of the mountains in the Hawaiian–Emperor Seamount Chain. In your graph, be sure to include data from the seven mountains. Graph Title: Distance vs. Age of Mountains in the Hawaiian-Emperor Seamount Chain.
Select the word or phrase in each set of options to make a conclusion based on the data in the graph. As the Pacific Plate moves , the age of each mountain as the distance from the hotspot .
The Pacific Plate has not always moved in the direction that it is moving today. Based on the information from the map, which statement explains when the Pacific Plate most likely changed direction?
Which statement best explains how erosion transforms an island into a seamount?
Based on the data, describe a difference in the warning time given to people preceding volcanic events compared to the warning time preceding a tornado. Explain how the warning time can have a positive effect on mitigating the hazards of a volcanic eruption.