Ch. 1 EOC Review Test

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

____ 1. Which of the following is NOT a goal of science?a. to investigate and understand the natural worldb. to explain events in the natural worldc. to establish a collection of unchanging truthsd. to use derived explanations to make useful predictions

____ 2. Science differs from other disciplines, such as history and the arts, because science relies ona. facts.b. testing explanations.c. observations.d. theories.

____ 3. Scientists will never know for sure why dinosaurs became extinct. Therefore, scientists shoulda. stop studying dinosaurs and study only living animals.b. work to raise live dinosaurs to study.c. continue to learn as much as they can about dinosaur extinction.d. accept the current theory about dinosaur extinction as the best possible theory.

____ 4. Science is best described as aa. set of facts.b. way of knowing.c. collection of beliefs.d. list of rules.

____ 5. The work of scientists usually begins witha. testing a hypothesis.b. careful observations.c. creating experiments.d. drawing conclusions.

____ 6. Information gathered from observing a plant grow 3 cm over a two-week period is calleda. inferences.b. variables.c. hypotheses.d. data.

____ 7. Based on your observations, you suggest that the presence of water could accelerate the growth of bread mold. This isa. a conclusion.b. a hypothesis.c. an experiment.d. an analysis.

____ 8. A scientific hypothesisa. can be based on personal beliefs or opinions.b. can be tested by experiments or observations. c. does not have to be tested to be accepted as correct.

d. is a proven fact with much evidence to support it.

____ 9. During a controlled experiment, a scientist isolates and testsa. a conclusion.b. a mass of information.c. a control group.d. a single variable.

____ 10. A student sees a bee on a flower. The student wonders how the bee finds flowers. This student is displaying the scientific attitude ofa. creativity.b. curiosity.c. open-mindedness.d. skepticism.

____ 11. Suppose that a scientist proposes a hypothesis about how a newly discovered virus affects humans. Other virus researchers would likelya. reject the hypothesis right away.b. change the hypothesis to fit their own findings.c. design new experiments to test the proposed hypothesis.d. assume that the hypothesis is true for all viruses.

____ 12. Why is creativity considered a scientific attitude?a. Scientists need creativity to make good posters to explain their ideas.b. Creativity helps scientists come up with different experiments.c. Creative scientists imagine the results of experiments without doing them.d. Scientists who are creative are better at handling and training animals.

____ 13. After a scientist publishes a paper, someone else finds evidence that the paper’s hypothesis may not be correct. The scientist is unhappy, but studies the new evidence anyway. The scientist is showing which scientific attitude?a. creativityb. curiosityc. open-mindednessd. skepticism

____ 14. Suppose a scientist must choose whether to publish a report in a newspaper or in a peer-reviewed journal. What is a benefit of publishing in the journal?a. Other scientists will know that everything in the report is true.b. The reviewers will fix mistakes in the report’s experiment.c. The report will be published more quickly in the journal.d. The quality of the report will meet high scientific standards.

____ 15. Who reviews articles for peer-reviewed journals?a. friends of the scientists who wrote the articlesb. anonymous and independent expertsc. the scientists who did the experimentsd. people who paid for the experiments

____ 16. How does sharing ideas through peer-reviewed articles help advance science?a. Peer-reviewed articles are published only when the ideas they contain have been accepted

by most scientists.b. Experiments in peer-reviewed articles do not need to be repeated.

c. Scientists reading the articles may come up with new questions to study.d. Ideas in the articles always support and strengthen dominant theories.

____ 17. A scientist discovers an important breakthrough in cancer treatment. The scientist thinks the information could save thousands of lives and immediately announces the results on national television, skipping peer review. How might other scientists react to this news?a. They will be skeptical because the report was not peer-reviewed.b. They will quickly start to use the new treatment on their patients.c. They will congratulate the scientist for the discovery.d. They will denounce the work and call the scientist a fraud.

____ 18. What does a reviewer do during peer-review?a. Focus on mistakes in spelling.b. Change data to support results.c. Check for mistakes and bias.d. Repeat the experiments in the article.

____ 19. Suppose that a scientific idea is well-tested and can be used to make predictions in numerous new situations, but cannot explain one particular event. This idea is aa. hypothesis that is incorrect.b. hypothesis that must be retested.c. theory that should be discarded.d. theory that may need revision.

____ 20. A theorya. is always true.b. is the opening statement of an experiment.c. may be revised or replaced.d. is a problem to be solved.

____ 21. How do scientific theories compare to hypotheses?a. Theories are the same as hypotheses.b. Theories unify a broad range of observations and hypotheses.c. Hypotheses combine the ideas of several theories to explain events.d. Hypotheses are the dominant view among scientists.

____ 22. A well-tested explanation that explains a lot of observations isa. a hypothesis.b. an inference.c. a theory.d. a controlled experiment.

____ 23. Which of the following is a question that can be answered by science?a. What is beauty?b. Is it ethical to do experiments on animals?c. How does DNA influence a person’s health?d. Do people watch too much television?

____ 24. A personal preference or point of view isa. a bias.b. a theory.c. a hypothesis.d. an inference.

____ 25. How does society help science advance?a. Society’s biases steer scientists toward studying certain ideas.b. Society produces technology that can be used in science.c. Society’s morals help scientists make good decisions.d. Society raises questions that science can help answer.

____ 26. How does studying science help you be a better member of society?a. Learning the biases of science will help you know what is right or wrong.b. Understanding how science works will help you make better decisions.c. Memorizing science facts will help you become more intelligent.d. Knowing science will help you live without the aid of technology.

____ 27. Which of the following is NOT a way that science influences society?a. Science provides answers to some of society’s practical problems.b. Science gives society answers to difficult ethical issues.c. Science advances technology that is useful to society.d. Science increases society’s understanding of how people affect the environment.

____ 28. Which of the following is NOT a characteristic of all living things?a. growth and developmentb. ability to movec. response to the environmentd. ability to reproduce

____ 29. Which of the following characteristics of living things best explains why some North American birds fly south for the winter?a. Living things respond to their environment.b. Living things maintain internal balance.c. Living things are made up of units called cells.d. Living things are based on a universal genetic code.

____ 30. Cells in multicellular organisms have many different sizes and shapes. These differences in cells is called cell specialization. Cell specialization allows cells toa. reproduce.b. perform different functions.c. respond to their environment.d. be less complex.

Figure 1–1

____ 31. Figure 1–1 illustrates which characteristic of living things?

a. Living things grow and developb. Living things are made up of cells.c. Living things need material and energy.d. Living things reproduce.

____ 32. The process by which organisms keep everything inside their bodies within certain limits is calleda. homeostasis.b. evolution.c. metabolism.d. photosynthesis.

Figure 1–2

____ 33. Figure 1–2 shows that tree finches and ground finches are descended from a common ancestor. This example represents which big idea in biology?

a. interdependence in natureb. growth, development, and reproductionc. homeostasisd. evolution

____ 34. A scientist working in which area of biology is MOST likely to study DNA? a. information and heredityb. cellular basis of lifec. matter and energyd. interdependence in nature

____ 35. Would a scientist who studies evolution also have to learn about other branches of biology? Why or why not?a. Yes; the other branches of biology are more important.b. Yes; the different branches of biology are interrelated.c. No; the other branches of biology do not affect evolution.d. No; each branch of biology is separate from the others.

____ 36. Focusing on which two central themes in biology would help a student understand why animals come in different shapes and sizes?a. cellular basis for life; homeostasisb. structure and function; unity and diversity of lifec. matter and energy; homeostasisd. science as a way of knowing; interdependence of nature

____ 37. What are the smallest objects that biologists study?a. cellsb. body organsc. moleculesd. organisms

____ 38. Biologists who work in the fields of genomics and molecular biology studya. the biosphereb. diseasesc. DNAd. trees

____ 39. Which kind of biologist would most likely use satellite technology?a. global ecologistb. biotechnologistc. molecular biologistd. paleontologist

____ 40. A paleontologist would likely be most interested in findinga. weapons for an evolutionary arms race with disease-causing organisms.b. a universal Tree of Life.c. weather patterns that affect life on Earth.d. genetic codes to rewrite.

____ 41. The basic unit of length in the metric system is thea. gram.b. liter.c. yard.d. meter.

____ 42. How many meters are in 2.4 km?a. 240b. 2,400c. 24,000d. 240,000

____ 43. The standard or English system of measurement uses units such as yards, miles, quarts, and gallons. The metric system uses units such as meters, kilometers, milliliters, and liters. Why is the metric system easier to use than the English system?a. Metric units are easier to measure than English units.b. The metric system is based on multiples of 10.c. The metric system is used by everyone in the world.d. Metric units are smaller than English units.

____ 44. Using a universal system of measurement is MOST important during which part of scientific methodology?a. asking questionsb. forming a hypothesisc. collecting datad. drawing conclusions

____ 45. Scientists often try to repeat each other’s results. Which of the following should a scientist do to make it easier for others to replicate his or her experiment?a. Not use a control to save time.b. Collect only one set of data.c. Skip peer-review so the results are available sooner.d. Use the metric system when communicating procedures and results.

Other

A scientist conducted an experiment to determine the effect of environment on the fur color of a Himalayan rabbit. The Himalayan rabbit typically has a white coat except for its colder nose, feet, tail, and ears, which are black. The scientist shaved an area of hair on the back of each rabbit, then placed an ice pack over the shaved area on one rabbit (A).

Figure 1–3

1. Interpret Visuals In Figure 1–3, which rabbit is the control?

2. Interpret Visuals In Figure 1–3, what is the variable in this experiment?

3. Form a Hypothesis Before completing the experiment in Figure 1–3, the scientist made a hypothesis. What isthe hypothesis she is testing?

4. Apply Concepts Why is Rabbit B essential to the experiment in Figure 1–3?

5. Draw Conclusions Based on your observations of Figure 1–3, conclude what effect temperature has on Himalayan rabbits.

Elodea is a plant that lives in water. Like all plants, elodea can make its own food through a process called photosynthesis. Oxygen gas is also produced during photosynthesis. Photosynthesis can only happen in the presence of light. To measure the rate of photosynthesis, a piece of elodea can be placed in an inverted test tube filled with a sodium bicarbonate solution. Oxygen gas produced by photosynthesis will collect at the top of the test tube.

A student has designed an experiment using elodea plants. The experimental setup is shown in Figure 1–4.

Figure 1–4

6. Interpret Visuals What is the purpose of part A of Figure 1–4? (Note: The overturned bucket is solid, not see-through.)

7. Infer Figure 1–4 shows the setup the student devised to test her hypothesis. What do you think the student’s hypothesis was?

8. Interpret Visuals What is one variable that is not controlled in the experiment shown in Figure 1–4?

9. Interpret Visuals What is one easy way that the student can measure the rate of photosynthesis using this setup in Figure 1–4? Explain your answer.

10. Apply Concepts Using Figure 1–4, describe one way that the student can reduce the error in this experiment.

Common Metric Units

Length Mass

1 meter (m) = 100 centimeters (cm)

1 meter = 1000 millimeters (mm)

1000 meters = 1 kilometer (km)

1 kilogram (kg) = 1000 grams (g)

1 gram = 1000 milligrams (mg)

1000 kilograms = 1 metric ton (t)

Volume Temperature

1 liter (L) = 1000 milliliters (mL)

1 liter = 1000 cubic centimeters (cm3)0C = freezing point of water

100C = boiling point of water

Figure 1–5

11. Interpret Tables What four common metric units in Figure 1–5 are used to measure length?

12. Interpret Tables Use Figure 1–5 to figure out how milliliter and cubic centimeter are related.

13. Interpret Tables According to Figure 1–5, what is the boiling point of water in degrees Celsius?

14. Apply Concepts Using Figure 1–5, what number does the prefix kilo- represent?

15. Calculate Based on Figure 1–5, if you have 2 L of water, how many milliliters do you have?Ch. 1 EOC Review TestAnswer Section

MULTIPLE CHOICE

1. ANS: C PTS: 1 DIF: L2 REF: p. 5OBJ: 1.1.1 State the goals of science. STA: SC.912.N.1.1.1 | SC.912.N.2.1 | SC.912.N.2.2TOP: Foundation Edition MSC: knowledge

2. ANS: B PTS: 1 DIF: L3 REF: p. 5OBJ: 1.1.1 State the goals of science. STA: SC.912.N.1.1.1 | SC.912.N.2.1 | SC.912.N.2.2MSC: evaluation

3. ANS: C PTS: 1 DIF: L2 REF: p. 5OBJ: 1.1.1 State the goals of science. STA: SC.912.N.1.1.1 | SC.912.N.2.1 | SC.912.N.2.2TOP: Foundation Edition MSC: evaluation

4. ANS: B PTS: 1 DIF: L1 REF: p. 5OBJ: 1.1.1 State the goals of science. STA: SC.912.N.1.1.1 | SC.912.N.2.1 | SC.912.N.2.2TOP: Foundation Edition MSC: knowledge

5. ANS: B PTS: 1 DIF: L1 REF: p. 6OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 TOP: Foundation EditionMSC: knowledge

6. ANS: D PTS: 1 DIF: L2 REF: p. 8OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 MSC: application

7. ANS: B PTS: 1 DIF: L2 REF: p. 7OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 TOP: Foundation EditionMSC: analysis

8. ANS: B PTS: 1 DIF: L2 REF: p. 9OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 TOP: Foundation EditionMSC: synthesis

9. ANS: D PTS: 1 DIF: L2 REF: p. 7OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 TOP: Foundation EditionMSC: comprehension

10. ANS: B PTS: 1 DIF: L1 REF: p. 10OBJ: 1.2.1 Explain how scientific attitudes generate new ideas.STA: SC.912.N.1.7 | SC.912.N.2.4 | SC.912.L.17.15 TOP: Foundation EditionMSC: application

11. ANS: C PTS: 1 DIF: L3 REF: p. 10OBJ: 1.2.1 Explain how scientific attitudes generate new ideas.STA: SC.912.N.1.7 | SC.912.N.2.4 | SC.912.L.17.15 MSC: application

12. ANS: B PTS: 1 DIF: L2 REF: p. 10OBJ: 1.2.1 Explain how scientific attitudes generate new ideas.STA: SC.912.N.1.7 | SC.912.N.2.4 | SC.912.L.17.15 TOP: Foundation EditionMSC: comprehension

13. ANS: C PTS: 1 DIF: L2 REF: p. 10

OBJ: 1.2.1 Explain how scientific attitudes generate new ideas.STA: SC.912.N.1.7 | SC.912.N.2.4 | SC.912.L.17.15 TOP: Foundation EditionMSC: application

14. ANS: D PTS: 1 DIF: L2 REF: p. 12OBJ: 1.2.2 Describe the importance of peer review. STA: SC.912.N.1.1.11 | SC.912.N.1.3TOP: Foundation Edition MSC: evaluation

15. ANS: B PTS: 1 DIF: L2 REF: p. 12OBJ: 1.2.2 Describe the importance of peer review. STA: SC.912.N.1.1.11 | SC.912.N.1.3MSC: knowledge

16. ANS: C PTS: 1 DIF: L2 REF: p. 12OBJ: 1.2.2 Describe the importance of peer review. STA: SC.912.N.1.1.11 | SC.912.N.1.3TOP: Foundation Edition MSC: comprehension

17. ANS: A PTS: 1 DIF: L3 REF: p. 12OBJ: 1.2.2 Describe the importance of peer review. STA: SC.912.N.1.1.11 | SC.912.N.1.3MSC: application

18. ANS: C PTS: 1 DIF: L1 REF: p. 12OBJ: 1.2.2 Describe the importance of peer review. STA: SC.912.N.1.1.11 | SC.912.N.1.3TOP: Foundation Edition MSC: knowledge

19. ANS: D PTS: 1 DIF: L3 REF: p. 13OBJ: 1.2.3 Explain what a scientific theory is. STA: SC.912.N.3.1 | SC.912.N.3.4MSC: synthesis

20. ANS: C PTS: 1 DIF: L2 REF: p. 13OBJ: 1.2.3 Explain what a scientific theory is. STA: SC.912.N.3.1 | SC.912.N.3.4TOP: Foundation Edition MSC: comprehension

21. ANS: B PTS: 1 DIF: L2 REF: p. 13OBJ: 1.2.3 Explain what a scientific theory is. STA: SC.912.N.3.1 | SC.912.N.3.4TOP: Foundation Edition MSC: analysis

22. ANS: C PTS: 1 DIF: L1 REF: p. 13OBJ: 1.2.3 Explain what a scientific theory is. STA: SC.912.N.3.1 | SC.912.N.3.4TOP: Foundation Edition MSC: knowledge

23. ANS: C PTS: 1 DIF: L3 REF: p. 14OBJ: 1.2.4 Explain the relationship between science and society.STA: SC.912.N.2.5 | SC.912.N.3.3 | SC.912.N.4.1 MSC: evaluation

24. ANS: A PTS: 1 DIF: L1 REF: p. 14OBJ: 1.2.4 Explain the relationship between science and society.STA: SC.912.N.2.5 | SC.912.N.3.3 | SC.912.N.4.1 TOP: Foundation EditionMSC: knowledge

25. ANS: D PTS: 1 DIF: L2 REF: p. 14OBJ: 1.2.4 Explain the relationship between science and society.STA: SC.912.N.2.5 | SC.912.N.3.3 | SC.912.N.4.1 TOP: Foundation EditionMSC: comprehension

26. ANS: B PTS: 1 DIF: L2 REF: p. 14 | p. 15OBJ: 1.2.4 Explain the relationship between science and society.STA: SC.912.N.2.5 | SC.912.N.3.3 | SC.912.N.4.1 TOP: Foundation EditionMSC: analysis

27. ANS: B PTS: 1 DIF: L2 REF: p. 11 | p. 14OBJ: 1.2.4 Explain the relationship between science and society.STA: SC.912.N.2.5 | SC.912.N.3.3 | SC.912.N.4.1 TOP: Foundation EditionMSC: comprehension

28. ANS: B PTS: 1 DIF: L1 REF: p. 17 | p. 18 | p. 19OBJ: 1.3.1 List the characteristics of living things.STA: SC.912.L.14.1 | SC.912.L.15.1 | SC.912.L.16.9 TOP: Foundation EditionMSC: knowledge

29. ANS: A PTS: 1 DIF: L2 REF: p. 18OBJ: 1.3.1 List the characteristics of living things.STA: SC.912.L.14.1 | SC.912.L.15.1 | SC.912.L.16.9 TOP: Foundation EditionMSC: synthesis

30. ANS: B PTS: 1 DIF: L3 REF: p. 18 | p. 20OBJ: 1.3.1 List the characteristics of living things.STA: SC.912.L.14.1 | SC.912.L.15.1 | SC.912.L.16.9 MSC: synthesis

31. ANS: C PTS: 1 DIF: L2 REF: p. 17 | p. 18 | p. 19OBJ: 1.3.1 List the characteristics of living things.STA: SC.912.L.14.1 | SC.912.L.15.1 | SC.912.L.16.9 TOP: Foundation EditionMSC: application

32. ANS: A PTS: 1 DIF: L1 REF: p. 19OBJ: 1.3.1 List the characteristics of living things.STA: SC.912.L.14.1 | SC.912.L.15.1 | SC.912.L.16.9 TOP: Foundation EditionMSC: knowledge

33. ANS: D PTS: 1 DIF: L2 REF: p. 21OBJ: 1.3.2 Identify the central themes of biology.STA: SC.912.L.14.1 | SC.912.L.15.1 | SC.912.L.16.9 TOP: Foundation EditionMSC: application

34. ANS: A PTS: 1 DIF: L1 REF: p. 20OBJ: 1.3.2 Identify the central themes of biology.STA: SC.912.L.14.1 | SC.912.L.15.1 | SC.912.L.16.9 TOP: Foundation EditionMSC: knowledge

35. ANS: B PTS: 1 DIF: L2 REF: p. 20 | p. 21OBJ: 1.3.2 Identify the central themes of biology.STA: SC.912.L.14.1 | SC.912.L.15.1 | SC.912.L.16.9 TOP: Foundation EditionMSC: application

36. ANS: B PTS: 1 DIF: L3 REF: p. 20 | p. 21OBJ: 1.3.2 Identify the central themes of biology.STA: SC.912.L.14.1 | SC.912.L.15.1 | SC.912.L.16.9 MSC: synthesis

37. ANS: C PTS: 1 DIF: L2 REF: p. 22OBJ: 1.3.3 Explain how life can be studied at different levels. STA: SC.912.N.2.2 | SC.912.L.16.10MSC: comprehension

38. ANS: C PTS: 1 DIF: L1 REF: p. 23OBJ: 1.3.3 Explain how life can be studied at different levels. STA: SC.912.N.2.2 | SC.912.L.16.10TOP: Foundation Edition MSC: knowledge

39. ANS: A PTS: 1 DIF: L2 REF: p. 22OBJ: 1.3.3 Explain how life can be studied at different levels. STA: SC.912.N.2.2 | SC.912.L.16.10TOP: Foundation Edition MSC: comprehension

40. ANS: B PTS: 1 DIF: L2 REF: p. 23OBJ: 1.3.3 Explain how life can be studied at different levels. STA: SC.912.N.2.2 | SC.912.L.16.10TOP: Foundation Edition MSC: knowledge

41. ANS: D PTS: 1 DIF: L1 REF: p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.STA: SC.912.N.1.1.6 | SC.912.N.1.2 TOP: Foundation EditionMSC: knowledge

42. ANS: B PTS: 1 DIF: L2 REF: p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.STA: SC.912.N.1.1.6 | SC.912.N.1.2 TOP: Foundation EditionMSC: application

43. ANS: B PTS: 1 DIF: L3 REF: p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.STA: SC.912.N.1.1.6 | SC.912.N.1.2 MSC: synthesis

44. ANS: C PTS: 1 DIF: L2 REF: p. 8 | p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.STA: SC.912.N.1.1.6 | SC.912.N.1.2 TOP: Foundation EditionMSC: evaluation

45. ANS: D PTS: 1 DIF: L2 REF: p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.STA: SC.912.N.1.1.6 | SC.912.N.1.2 TOP: Foundation EditionMSC: comprehension

OTHER

1. ANS:Rabbit B is the control.

PTS: 1 DIF: L3 REF: p. 7OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 MSC: evaluation

2. ANS:Ice (temperature) is the variable.

PTS: 1 DIF: L3 REF: p. 7OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 MSC: analysis

3. ANS:The fur color of the Himalayan rabbit changes with the temperature.

PTS: 1 DIF: L3 REF: p. 7OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 MSC: synthesis

4. ANS:Rabbit B is the control. Without a control, the cause of any observed change cannot be determined.

PTS: 1 DIF: L3 REF: p. 7OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 MSC: evaluation

5. ANS:When the body of a Himalayan rabbit is cool, the rabbit’s fur will grow in dark. When the rabbit’s body is warm, the fur color is the normal white color.

PTS: 1 DIF: L3 REF: p. 9OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 MSC: synthesis

6. ANS:The setup covered with the bucket is the control for the experiment.

PTS: 1 DIF: L2 REF: p. 7OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 TOP: Foundation EditionMSC: application

7. ANS:Student answers will vary but should be similar to the following: How does the source of light affect the rate of photosynthesis?

PTS: 1 DIF: L2 REF: p. 7OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 TOP: Foundation EditionMSC: evaluation

8. ANS:The distance between the elodea and the light source is not controlled. The sun is much farther away than the flashlight or lamp.

PTS: 1 DIF: L2 REF: p. 7OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 MSC: application

9. ANS:The student can measure the height of oxygen gas trapped inside the test tube. The larger the oxygen bubble, the higher the rate of photosynthesis.

PTS: 1 DIF: L2 REF: p. 8OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 MSC: synthesis

10. ANS:Student answers may vary. Sample answers: The student can use larger sample sizes (i.e. use more plants) for each condition, the student can use only light sources with which she can control the distance between the source and the elodea, and the student can repeat the experiment several times.

PTS: 1 DIF: L2 REF: p. 8OBJ: 1.1.2 Describe the steps used in scientific methodology.STA: SC.912.N.1.1.6 | SC.912.N.1.1.8 | SC.912.N.1.2 TOP: Foundation EditionMSC: evaluation

11. ANS:meter, centimeter, millimeter, kilometer

PTS: 1 DIF: L1 REF: p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.STA: SC.912.N.1.1.6 | SC.912.N.1.2 TOP: Foundation EditionMSC: application

12. ANS:Milliliters and cubic centimeter are equal units. 1000 mL = 1 L = 1000 cm3.

PTS: 1 DIF: L1 REF: p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.

STA: SC.912.N.1.1.6 | SC.912.N.1.2 TOP: Foundation EditionMSC: synthesis

13. ANS:The boiling point of water in degrees Celsius is 100C.

PTS: 1 DIF: L1 REF: p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.STA: SC.912.N.1.1.6 | SC.912.N.1.2 TOP: Foundation EditionMSC: application

14. ANS:The prefix kilo- means 1000.

PTS: 1 DIF: L1 REF: p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.STA: SC.912.N.1.1.6 | SC.912.N.1.2 TOP: Foundation EditionMSC: knowledge

15. ANS:2 L of water is equal to 2000 mL.

PTS: 1 DIF: L1 REF: p. 24OBJ: 1.3.4 Discuss the importance of a universal system of measurement.STA: SC.912.N.1.1.6 | SC.912.N.1.2 TOP: Foundation EditionMSC: application