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- Q1
1. Humans lived withdomesticated dogs for over thousands of years which resulted in many breeds ofdogs. Humans bred some dogs to have thick coats to keep the dogs warm in coldclimates while other dogs have thick coats that live in warm climates.
Which evidencesupports the claim that dogs inherit these characteristics?
· A. During mitosis,mutations occurred, and the offspring's DNA stored this information.
· B. As dogs digestedfood, mutations occurred that changed the dog's physical appearance.
· C. Since dogs livedclosely in contact with humans, the dog's genetic information remained thesame.
· D. During meiosis,new combinations of genetic information occurred, and the offspring's genesexpressed this information.
The correct answer is:
D
30s - Q2
The diagram showsthe evolutionary relationships among members of the Plant kingdom.
Which two groupsare most closely related?
· A. ferns and mosses
· B.liverworts and mosses
· C. gymnosperms andferns
· D. mosses andangiosperms
B
30sMS-ESS1-3 - Q3
The pictures show the surfaces of the planet Mercury and the Moon.
D
30s - Q4
A student builtthis device to prevent an egg from breaking when the device hits the ground.
How does theparachute prevent the egg from breaking?
A. It traps air on top of the egg, which absorbs the impact force
B. It causes a lifting force, which keeps the device from hitting theground
C. It increases air friction, which decreases the speed when the devicehits the ground
D. It provides more potential energy, which lowers the kinetic energy ofthe falling device
C
30s - Q5
. Students aredeveloping a model to show how electromagnetic radiations transfers from theSun to Earth.
What are theenergy production and transfer mechanisms that move energy towards Earth? Placeeach term into the diagram of the sun.
Energy is produced in the core by nuclear fusion.
It is transferred by radiation and convection within the Sun.
Then it travels through space as electromagnetic radiation to reach Earth.
30s - Q6
6. Students areobserving Onion root tip cells under a microscope. They look at a moremagnified view and then look at a less magnified view.
Which three statements canthe students use to support the claim that Mitosis helps the Onion to grow?
A. Not all cells undergomitosis at the same rate, allowing for steady, controlled growth
B. A cell divides into twoidentical cells, ensuring no differences in their genetic makeup
C. The cells that are in theprocess of mitosis are small, allowing room for two new cells
D. The cells that are notactively dividing are incapable of carrying out the life processes of theorganism
E. More outer layer cells thaninner layer cells undergo mitosis, allowing for the size of the root tip toincrease
A, B. E
30s - Q7
The picture shows two very simple models of the EarthStructure.
Which is the most accurate Model?
A. Model 2 because it showsmultiple layers of the Earth
B. Model 1 because it showsall 3 layers of the Earth equally thick
C. Model 2 because it showsthat the crust is thinner than the outer layers
D. Model 1 because it showsthe multiple layers of the Earth in the correct order
C
30s - Q8
10. A group ofstudents is using big bang theory to explain how the Universe formed.
According to bigbang theory, how did the Universe form? Move the events into order in thetable.
Table of Events(unordered):
1. Hydrogen atoms form
2. First stars form
3. First galaxies form
4. Universe begins expanding
1,2,3,4
30s - Q9
8. The energy the sun produces varies depending on thestage of development. This also changes the elements found in the sun. Themodel shows part of the life cycle of a low mass-star like the sun.
How does energy production and the elements present inthe star change during the life cycle? Place each piece of data into the modelnext to the correct stage of the life cycle.
Energy Production: Nuclear fusion in the core
Elements Present: Mostly hydrogen and helium
This is the longest stage in a star’s life. Hydrogen is converted into helium in the core.
🔴 Red Giant
Energy Production: Fusion outside the core
Elements Present: Hydrogen, helium, oxygen, and carbon
The star expands as the core runs out of hydrogen, and fusion continues in outer layers.
💨 Planetary Nebula
Energy Production: No significant fusion(Note: The core becomes a white dwarf and fusion stops)
Elements Present: Hydrogen, helium, oxygen, and carbon
The outer layers are expelled, and only the hot core remains, slowly cooling.
30s - Q10
12. Two metalblocks of different temperatures are put in contact with one another in aclosed system. The top block is at Ttop = 0°C, and the bottom block is at T<sub>bottom</sub>= 40°C.
Top metal block: 0°C Bottom metal block: 40°C
What will happento the temperatures of the blocks after a long period of time?
A. T top = Tbottom B. Ttop>bottom C. Ttop = 0°C; Tbottom = 0°C D. Ttop= 40°C; Tbottom = 40°C
A
30s - Q11
Use theinformation to answer the question.
The pronghorn isfast! It is thefastest animal in North America. It can run almost as fast as a car on thehighway.
Today, there aremany pronghorns, but that might change. Long periods without rain make it hardfor pronghorns to survive.
The model showsthe food web for pronghorns:
Question: Why do long periods without rain make ithard for pronghorns to survive?
A. Coyotes eatmore mice. B. There are fewer grasses. ✅ (Correctanswer) C. There are fewer coyotes. D. Rabbits drink more water.
B
30s - Q12
Question: Why do long periods without rain make ithard for pronghorns to survive?
A. Coyotes eat moremice. B. There are fewer grasses. coyotes. C. There are fewer coyotes. D. Rabbits drink more water.
B
30s - Q13
Use theinformation to answer the question. There may be similar information in otherquestions.
A group ofstudents live in a town in Oklahoma. The town did not have frequent earthquakesin the past. However, in the last few years the town has started to havemultiple earthquakes a day. The students wonder how they can use evidence toidentify the cause of the earthquakes and if they can prevent the earthquakesfrom happening.
The studentsthink that injecting wastewater from oil drilling is causing theincrease in earthquakes in their town. They want to find a way to reduce thenumber of earthquakes that meets the needs of the town. The students gatherinformation about the town’s criteria and oil drilling in the area to helpevaluate potential solutions.
Criteria:
· reduces the amount of wastewater injected into sensitive areas
· has minimal negative impact on the environment
· has no significant negative impact on the economy of the town
Oil Drilling inOklahoma:
· Year oil exploration started: 1897
· Number of active oil wells in Oklahoma: over 100,000
· Number of retired oil wells in Oklahoma: over 350,000
· Number of people in Oklahoma with jobs related to the oil industry:around 425,000
One studentsuggests that the town should stop all oil drilling to decrease the number ofearthquakes in the area.
Why is thissuggestion an unreasonable solution to the problem?
A. The economiceffect on the town would likely be too large. B. People in the town would not have enoughoil to meet their needs for the next few years. C. Stopping drilling would reduce the amountof oil that natural processes form around the town. D. Stopping drilling would disrupt how carbonnaturally cycles through the environment around the town.
A
30s - Q14
Following theIndustrial Revolution, there was a dramatic change in the coloring of mothsnear the town of Manchester, England, in the 1850s. There were many factories in Manchester thatreleased dark soot and pollution into the air and forests nearby. In the 1950s,the government put air quality control measures into place. The graph shows thepercent of each color variation of peppered moths over time.
Which statementbest describes why the frequencies of dark and light peppered moths changed?
A. Pollution fromthe factories resulted in the widespread death of both light-colored anddark-colored moths. B. Soot from the factories darkened trees,making dark moths harder to see and less vulnerable to predation. C. Emissions from the factories made the skydark, so the moths changed color to be better hidden during flight. D. Greenhouse gases from the factories madethe surrounding areas warmer, favoring light moths that reflect heat moreeasily.
B
30s - Q15
Students will usea stream table to investigate the ability of water to transport materials, asshown in the diagram.
Students'Question: How does the slope of a stream affect thetransportation of pebbles?
Plan:
1. Place pebbles at the top of a stream table.
2. Pour water into the stream table and observe the pebbles.
3. Repeat 3 times.
4. Change the height of the brick under the table.
5. Repeat this procedure at various heights.
Select the twovariables students must keep constant throughout the entire investigation.
· ☐ A. amount of water
· ☐ B. angle of the stream table
· ☐ C. number of pebbles placed at the top of the stream table
· ☐ D. number of pebbles that flow to the bottom of the stream table
A, c
30s
