Minnesota Comprehensive Assessments-Series III Science Item Sampler Grade HS

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1 Name Minnesota Comprehensive Assessments-Series III Science Item Sampler Grade HS ITEM SAMPLERS ARE NOT SECURE TEST MATERIALS. THIS ITEM SAMPLER TEST BOOK MAY BE COPIED OR DUPLICATED. 18 Point

2 State of Minnesota Copyright Minnesota Department of Education Roseville, MN

3 Science Test General Directions This test contains two segments. You may write in this test book or use scratch paper. All answers must be marked in this test book. This test has four kinds of questions. Answer each multiple-choice question by circling your answer. The sample below shows how to do this. Sample Question Answered in Test Book: What should a farmer do to prevent too much fertilizer from being put on a field? A. Apply fertilizer right before planting B. Apply fertilizer and water at the same time C. Measure the ammount of minerals the soil needs D. Measure the amount of water in the soil 3

4 For some diagram questions, you will need to write the label letters (A, B, C, etc.) in the boxes. The sample below shows how to do this. Sample Question Answered in Test Book: This diagram shows the process of photosynthesis. Identify the parts of the photosynthesis process involved in this ecosystem. Each word is labeled A, B, C, D, E, or F. Write the letter of the correct word in each empty box. Four of the words will be used. 4

5 For some diagram questions, you will need to circle the word you want to select as your answer. The samples below show how to do this. Sample Question Answered in Test Book: Two characteristics of pintial ducks are listed. Identify the characteristics that are the same and different in pintail ducks. On the diagram, circle the word you want to select. You may only circle 1 word for Same and 1 word for Different. Sample Question Answered in Test Book: Choose 2 different adaptations that make this duck more suited to feed on water plants than other kinds of birds. On the diagram, circle the 2 adaptations. You may only circle 2 adaptations. 5

6 For some graphing equations, you will need to write a + above each bar, where the top of the bar should be. The sample below shows how to do this. Sample Question Answered in Test Book: Read the water level in the beakers. Make a graph of this data. Write a + above each bar where the top of the bar should be. When you finish a segment of the test, stop and check your answers. Then use the sticker given to you to seal it. Once you seal a segment, you cannot go back to it. Each segment must be sealed before you move on to the next segment. 6

7 There is no test material on this page. 7

8 On this test, do your own best work to show what you know and can do. Do not accept help finding answers to test questions. Do not give answers to other students. Do not tell others what is on the test. There may be consequences if you do not follow directions or if you behave dishonestly. 8

9 Put sticker here Segment 1 You will be told when to begin this segment. 9

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11 Science Test Segment 1 1 Cyanobacteria 11

12 1 Cyanobacteria are aquatic bacteria with many unique characteristics. Cyanobacteria are single-celled, but sometimes they live in multicellular colonies or chains. The diagram shows cyanobacteria chains. Cyanobacteria 12

1. Genetic material in bacteria is organized differently than

Identify the correct genetic material for each cell.

Write the letter of the correct genetic material in each empty box.

13 1. Genetic material in bacteria is organized differently than genetic material in plant and animal cells. Identify the correct genetic material for each cell. Each genetic material is labeled A or B. Write the letter of the correct genetic material in each empty box. You may use each letter more than once. 1 Bacterial cell A. 1 circular chromosome Plant cell B. Chromosomes inside a nucleus Animal cell 13

14 1 2. Cyanobacteria cell membranes are selectively permeable. Cells use many methods of transport to move materials into and out of the cells. Label each method of material transport in the diagram. Each method of material transport is labeled A, B, or C. Write the letter of the correct method of material transport in each empty box. Cell membrane Material moves against the concentration gradient; requires energy Cell membrane Material moves with the concentration gradient; requires proteins Labels A. B. C. osmosis facilitated transport active transport 14

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16 1 Unlike most kinds of bacteria, cyanobacteria contain chlorophyll and perform photosynthesis. Because they contain chlorophyll, most cyanobacteria are green. Cyanobacteria 16

17 3. Identify 3 objects involved in photosynthesis. Each object is labeled A, B, C, D, E, or F. Write the letter of the correct object in each empty box in the diagram. Three of the objects will be used. 1 Energy Source Stored Energy Waste Product Objects A. B. C. Water (H 2 O) Carbon dioxide (CO 2 ) Oxygen (O 2 ) D. E. F. Glucose (C 6 H 12 O 6 ) Sunlight Heat 17

18 1 Some cyanobacteria change nitrogen gas in the air to a usable form. These cyanobacteria are nitrogen fixers and important components of the nitrogen cycle. The diagram shows part of the nitrogen cycle in an aquatic environment. Nitrogen Cycle Nitrogen gas Cyanobacteria fix nitrogen to make ammonium Dead plants and animals release ammonium Animals eat plants Denitrifying bacteria make and release nitrogen gas Plants use nitrates for growth Other bacteria make nitrite and nitrate 18

19 4. How are cyanobacteria important to aquatic plants in the nitrogen cycle? A. Aquatic plants use cyanobacteria for food. 1 B. C. D. Aquatic plants absorb cyanobacteria for nitrogen. Aquatic plants depend on cyanobacteria to fix nitrogen gas. Aquatic plants use the form of nitrogen made by cyanobacteria. 19

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21 1 Fruit Fly Genetics 21

Genetics studies involving wing length and eye color are common. 5.

22 1 Biology students can use fruit flies in experiments. Fruit flies have short life cycles and easily observable traits. Genetics studies involving wing length and eye color are common. 5. Students observe fruit flies with different eye colors and wing lengths. Which type of molecule carries the instructions for characteristics in fruit flies? A. B. C. D. ATP Glucose Fatty acids Nucleic acids 22

Each somatic cell, or body cell, in a fruit fly has chromosomes that contain the genetic information needed for life. 1 6.

23 Each somatic cell, or body cell, in a fruit fly has chromosomes that contain the genetic information needed for life Which statement best describes the composition of genetic material in fruit flies and other animals? A. B. C. D. Genes and chromosomes are composed of DNA. Genes and chromosomes are composed of RNA. Genes are composed of DNA; chromosomes are composed of RNA. Genes are composed of RNA; chromosomes are composed of DNA. 23

Results of a Fruit Fly Cross Cross X Long winged Long winged fly fly Offspring 75% long wings 25% short wings 7.

24 1 Biology students examine wing length inheritance in fruit flies by doing a cross and observing the offspring. In biology, a cross is defined as 2 organisms bred to produce offspring. Results of a Fruit Fly Cross Cross X Long winged Long winged fly fly Offspring 75% long wings 25% short wings 7. The students count the offspring from the cross and show the results in a circle graph. Which graph best represents the results of the cross? A. B. Offspring Offspring Long wings Short wings Long wings Short wings C. D. Offspring Offspring Long wings Short wings Long wings Short wings 24

25 8. The students perform 3 trials of the cross. In the first trial, the students count 8 offspring. In the second trial, the students count 16 offspring. In the third trial, the students count 24 offspring. Calculate the number of long-winged fruit flies counted in each of the 3 trials. Make a graph of this data. 1 You can use the calculator to help you answer this question. Write a + above each bar where the top of the bar should be. Fruit Fly Offspring Data Number of Long-Winged Fruit Flies First trial Second trial Third trial Trials 25

26 Put sticker here This is the end of Segment 1. 26

27 Segment 2 You will be told when to begin this segment. Put sticker here 27

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29 Science Test Segment 2 Altitude Training 2 29

30 When athletes train and compete, their cells require large amounts of energy. For cells to get the energy they need, many organ systems must work together. 2 30

31 9. Write the letter of each activity in the diagram to show how organ systems work together to help the cells transform energy. The activities are labeled A, B, C, or D. You may use each letter 1 time. Cells produce usable energy A. Activities B. C. D. 2 Cells get raw materials Circulatory system transports Digestive system breaks down food Respiratory system gets oxygen 31

32 Some athletes train in locations that have high altitudes. Training in these locations may result in the body being able to get more oxygen to the muscles during exercise. More oxygen available to the muscles can help athletes perform better during competition. 2 32

33 10. What is 1 way more oxygen helps athletes muscle cells when they exercise? Athletes muscle cells A. B. C. D. require less food. produce less waste. use more carbon dioxide. convert more glucose to energy. 2 33

34 To determine if athletes are benefiting from training in high altitudes, scientists measure the volume of oxygen that athletes use during exercise. This measurement is called VO 2 max. Athletes benefit when they increase their VO 2 max. The graph shows the VO 2 max for 3 athletes who trained in high altitudes for 4 weeks. VO 2 Max Measurements 74 2 VO 2 Max (ml/kg/min.) athlete 1 athlete athlete 3 Week 34

35 11. Identify the time period during which each athlete showed the greatest increase in VO 2 measurements. The time periods for Athlete 1 are labeled A, B, C, or D. The time periods for Athlete 2 are labeled A, B, C, or D. The time periods for Athlete 3 are labeled A, B, C, or D. Write the letter of the correct time period in each empty box. Greatest Increase in VO 2 Measurements Athlete 1 Athlete 2 Athlete 3 A. Week 0 1 A. Week 0 1 A. Week B. Week 1 2 B. Week 1 2 B. Week 1 2 C. Week 2 3 C. Week 2 3 C. Week 2 3 D. Week 3 4 D. Week 3 4 D. Week

36 Athletes who increase their VO 2 max may also improve their performance during competition. The table shows the race times for the 3 athletes before and after they trained in high altitudes. Athletes Race Times Before Training (min.:sec.) After Training (min.:sec.) 2 Athlete 1 17:46 17:02 Athlete 2 16:58 16:32 Athlete 3 17:24 16:12 Average 17:23 16:35 36

37 12. The graph shows the improvement in race times (min.:sec.) for each of the 3 athletes. Complete the graph by putting labels on the x-axis. Each label is marked A, B, or C. Write the letter of the correct label in each empty box. You may use each letter 1 time. Improvement in Race Times Time (min.:sec.) 1:30 1:15 1:00 0:45 0:30 0:15 0:00 2 Labels A. B. C. Athlete 1 Athlete 2 Athlete 3 37

38 This is the end of Segment 2. Put sticker here 38

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40 ITEM SAMPLERS ARE NOT SECURE TEST MATERIALS. THIS ITEM SAMPLER TEST BOOK MAY BE COPIED OR DUPLICATED. Grade HS Science Item Sampler 18 point A B C D E Printed in the USA ISD15561

Minnesota Comprehensive Assessments-Series III

Name Minnesota Comprehensive Assessments-Series III Science Item Sampler Grade HS ITEM SAMPLERS ARE NOT SECURE TEST MATERIALS. THIS ITEM SAMPLER TEST BOOK MAY BE COPIED OR DUPLICATED. 24 Point State of