frank c. martin international k-8 center eighth grade supplies list...

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FRANK C. MARTIN INTERNATIONAL K-8 CENTER EIGHTH GRADE SUPPLIES LIST 2018-2019

General Supplies are Required Daily for All Students

• Personal Headphone or Earbuds (For Use in Classroom, Lab, and Media Center)

• 1 (4 gigabyte or larger) USB Flash Drive

• 1 FCM Agenda Book ($6.00 available through FCM PTSA Store)

• 1 Safety Lanyard (for use with school issued I.D. Badge) Language & Literature (8th grade)

• 1 - 1-Inch 3-Ring Binder

• 5 - Dividers with Tabs

• 5 - Clear Plastic Page Protectors

• Loose-Leaf Paper

• Pens

• Pencils • Highlighters

• Sticky Notes

• Index Cards

• Lysol/Clorox Wipes

Novels for 8th grade Regular, Advanced and Gifted:

Ghost of Spirit Bear, Ben Mikaelsen Advanced and Gifted:

Whirligig, Paul Fleischman

Language Acquisition (French)

• 1 - ¾ inch binder with loose leaf paper

• 6 - Plastic sheet protectors

• 1 - Composition Book

• 1 - Red/Green Pen

• 1 - Blue/Black Pen

• 1 - Highlighter

• 3 - Sharpened Pencils

• 1 - English/French Dictionary (Larousse)

• 1 – Large Box of Kleenex Tissues

• 1 – Bottle of Hand Sanitizer

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Language Acquisition (Spanish)

• 1 - Composition Notebooks

• 1 - Duo Tang Folder with pockets

• 1 - pencil pouch with 3 (# 2) pencils

• 1 - Red/green pen for checking

• 1 - Blue or black pen for writing

• 1 - Glue stick

• 1 - Highlighter

• 1 - Spanish/English Dictionary (70,000 words or more)

• Crayons or colored pencils

• Loose Leaf Paper

• 1 – Roll of Paper Towels

• 1 – Large Box of Kleenex Tissues Individuals & Societies – World History (8th Grade)

• 1 - Three-Ring Binder • 3 - Dividers

• Colored Pencils

• Blue or Black Ink Pens

• Wide or College Ruled Loose Leaf Paper Science (8th Grade Honors Biology/Honors Physical Science/Comprehensive Science 3)

• 1 - Composition Notebook (will serve as lab notebook)

• Red-blue-black pens (pencils are a given)

• 1 - 12inch metric ruler

• 1 - highlighter (color does not matter)

• Science Lab fees: Physical Science and Biology - $8.00 / Comprehensive Science 3 - $4.00

Mathematics (8th Grade)

• 1 - Composition Book

• 1 - Ruler (cm./in.)

• 2 - Red Pens

• Pencil Sharpener

• Pencils

• Erasers

• Highlighter

• Protractor and Compass

• ¼ inch Graph Paper

• 1 - 3-Ring Binder (1-Inch with 3 Dividers) and College Ruled Loose Leaf Paper

• 2 - Folders with Pockets (Blue and Red)

• 1 - Inexpensive 4-Function Calculator

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• 2 - Packets of 3X5 Index Cards

Additional for 8th Grade Geometry

• 1 - Scientific Calculator (with Sin, Cos, & Tan)

• Protractor and Compass

• Colored pencils

Music (All Band & Orchestra)

• Mechanical Pencils

• Extra Erasers

• Black Duo-tang Folder with Pockets

• Rosin (Orchestra Only)

• Instrument with personal cleaning kit (new students will select instrument at start of year)

• Folding music stand (for home use and performance field trips)

• Band 1 - Essential Elements Band Book 1 (After students select their instrument)

• Orchestra 1 - Essential Elements Orchestra Book 1 (After students select their instrument)

• Band 2 & 3 - Essential Elements Band Book 2

• Orchestra 2 & 3 - Essential Elements Band Book 2

• Band 1 and Orchestra 1 students should not purchase instrument or instrument supplies until they are assigned the instrument that they will be learning.

• Music/Instrument Fee $10 fee (music acquisition/repair replacement) Design (Technology)

• 1 Ream of Copy Paper

• 1 Bottle of Hand Sanitizer

• 1 Container of Disinfecting Wipes (Clorox)

• 1 Box of Tissues

• 1 USB Flashdrive: M or G Bytes)

• 1 Art Eraser

• 1 Black Permanent Marker (must give to teacher)

• $5.00 Technology/Design Fee

Physical & Health Education

• 1 - Plastic Duotang Folder with Pockets

• Pens/pencils

• PE Uniform Shirt (IBILEY or FCM PTSA Store)

• PLAIN Navy Blue shorts

• Sneakers

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Theatre Arts

• 1 - Composition book (process journal)

• 1 – 1-inch RED plastic binder with loose leaf paper and dividers

• #2 pencils (no mechanicals) & erasers

• Red/green pens & highlighters

• Colored pencils

• Crayons/ glue

• Index Cards

• 1 red folder Art (supplies may be purchased through the PTSA Store)

• 1 - 8½ X 11 Sketchbook

• 1 - magic rub eraser and sharpener

• 12 - #2 wood pencils.

• 1 - Set of Graphite Pencils 2H, HB, B, 2B, 4B, and 6B

• Art Student’s Portfolio – 12” X 18” or Larger (suggested: Red Wallet Portfolio 12 X 18)

• Art Fee semi-annually for all in-class materials - $2.00 (collected during Fee Week) Art Student’s Portfolio – 12” X 18” or Larger (suggested: Red Wallet Portfolio 12 X 18)

PLEASE LABEL ALL STUDENT’S ART MATERIAL

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Frank C. Martin K-8 Center

Summer Reading Requirements: According to the grade-level you will be entering in August 2018, you MUST read the novel(s) listed and be prepared to partake in graded activities, involving these novels once school begins.

• 6th grade

o A Single Shard, Linda Sue Park

o Hoot or Flush , Carl Hiaasen

• 7th grade

o The Westing Game, Ellen Raskin

o Seedfolks, Paul Fleischman

• 8th grade

o Touching Spirit Bear, Ben Mikaelsen

Summer Writing Requirements: 6th-7th-8th grade students will keep a summer journal or travel log with a minimum

of one entry per week—10 entries in total. Each entry must be at least one full page in length, and include the date the

entry was written. Please bind your entries together to make a booklet—be creative! All entries must be typed. ABSOLUTELY NO notebooks, composition books, folders, etc. will be collected. Listed below are suggested writing

ideas.

• Reflect on or summarize the book(s) you are reading

• Write a letter to a character from the book(s) you are reading

• Create a timeline of major events from the book(s) you are reading

• Choose a newspaper or magazine article that interests you and write a reaction

• Visit a historical landmark and write about the experience

• Write a letter to a friend or relative—real or imaginary

• Write about your personal feelings and/or experiences during the summer

• Write about the expectations you have for yourself next school year

• Tell about your summer travels—even if you only travel locally

• Tell about community service projects you participate in over the summer

• Describe the camp you attend over the summer

• Describe any sports activities you participate in, or games you play

• Watch the sunset and describe what you see

• Make a bucket list of all the things you hope to accomplish one day

• Summarize each week of summer—ups and downs, exciting or boring

• Write about a day in the life of a cat, dog, fish, turtle, etc.

Have a great summer. Read! Read! Read! We are looking forward to a new school year full of wonderful adventures through reading and writing!

The MYP Language & Literature Department

http://www.google.com/imgres?q=summer+reading+clip+art&hl=en&biw=1366&bih=576&tbm=isch&tbnid=M3ifXl2FMhDCsM:&imgrefurl=http://esl-multicultural-stuff-page4.blogspot.com/p/blogs-by-mrsnorma-terrigno.html&docid=ZgIk3i95MFpc_M&imgurl=http://3.bp.blogspot.com/-1d49c-9fUQA/TrAqas-8b3I/AAAAAAAAFVk/Czaxiq3f_zo/s400/Summer-Reading-Clip-Art-2011-032-300x175.jpg&w=300&h=175&ei=S9CaUayXG4Ly9gSW0YG4DA&zoom=1&ved=1t:3588,r:15,s:0,i:207&iact=rc&dur=612&page=2&tbnh=140&tbnw=240&start=10&ndsp=17&tx=168&ty=73

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PLEASE NOTE:

MATH AND SCIENCE ASSIGNMENTS

SHOULD BE COMPLETED BASED ON THE

COURSE THE STUDENT WILL BE

ENROLLED IN FOR 8TH GRADE. DO NOT

ATTEMPT TO COMPLETE ALL

ASSIGNMENTS.

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Name _____________________________________

2018-2019 Pre-Algebra Summer Packet Dear Students and Parents: The purpose of this packet is to review math concepts as you look forward to Pre-Algebra next year. All concepts in this packet have been previously covered in 7th grade. Please use this summer to assure all pre-requisite concepts have been understood. This packet will be checked for completion by the end of the first week back in September. Show all your work for each problem. Your child will receive extra credit for completing the packet!! Have a wonderful summer! Order of Operations

1) 14 7 + 32 2) 42 2(-12 + 9) 3) 49 4) |-14|

5) 18 – 30 ÷ 5 6) 48 ÷ (5 + 7) – 9 7) 43 – 5(2) + 13 Adding/Subtracting/Multiplying/Dividing Positive and Negative Numbers

8) -2 + 11 – 7 9) 5 – 3 + 12 – (-9) 10) 4

3

4

11) (-2)(4)(-5)(-1) 12) -4 + -9 – 3(-6) 13)3 7

5 12

14) 3 1

4 6 15)

1 72

3 9 16)

2 51

3 9

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Evaluating Expressions 17) 3(n – 1) + 2n, when n = 5 18) 7b – 2a, when a = -3 and b = 4

19) 3x2 + 5x + 1, when x = -2 20) 2

7r

t , when r = 12 and t = 3

21) (3x)2 – 7y2, when x = 3 and y = 2 22) 4(3d + 6) – 2d, when d = -6 Solving Equations

Here is an example:

3b + 2 = 6(3 – b)

3b + 2 = 18 – 6b - 2 - 2 3b = 16 – 6b +6b + 6b 9b = 16

9 9

b = 16

9

Check:

Does 3(16

9) + 2 = 6(3 – (

16

9))?

16

3 + 2 = 6(

11

9)

16

3 +

6

3 =

22

3

22

3 =

22

3✓

Solve the equation.

23) 14 = b + 5 24) 5r = 22 25) 94

x

26) 3x – 5 = 13 27) 1

2 34

d 28) -21 – 5x = 64

9

29) 3y + 2y = 81 – 6 30) 18y – 21 = 15y + 3 31) 2 2

7 3

a

32) 2x – 10 + 2 = 12 33) 3(y – 4) = -2y – 12 34) 4 6

7 5

x

Properties Match each equation on the left with the property it illustrates on the right. 35) 4 + (9 + 6) = (4 + 9) + 6 A. Identity Property of Addition 36) x + 12 = 12 + x B. Associative Property 37) (3 + y) + 0 = 3 + y C. Distributive Property 38) x 1 = x D. Identity Property of Multiplication 39) 5(x + y) = 5x + 5y E. Commutative Property Distributive Property Simplify each expression using the distributive property. Example: 4(x + 5) = 4(x) + 4(5) = 4x + 20 40) 3(b + 9) 41) 5(2x – 3) 42) -3(4x + 9) 43) x(2x + 4) 44) ½(4r + 12) 45) -(6p – 11)

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Simplifying Expressions Simplify each expression by distributing and combining like terms. 53) 4x + 7y – 14x + 2y

54) -13 – 4y – 5z + 15 – (-4z) + 11y 55) 20xy + 3x2y – 10x2y – 30xy 56) -3(2x – 5y) 57) 9(6 + 2y) – 5 + 2y 58) 2(3x – 1) + 3(x + 7) 59) 9(2x + 4) – 2(3x – 1)

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Translating Expressions and Equations Write an algebraic expression or equation to represent each verbal expression.

Example: 18 less than the quotient of a number and 3. 183

n

60) The sum of six times a number and 25 61) 7 less than fifteen times a number 63) Four times the square of a number

increased by five times the same number

64) The sum of a number and 23 is 78.

65) The sides of a rectangle are a number

and 4 less than that same numbers. The perimeter is 56. Find the dimensions of the rectangle.

66) If a number is decreased by 6, and the result is multiplied by 3, than the answer is 15. Find the unknown number.

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Honors Geometry

Summer Review Packet

2018-2019

Dear Students and Parents: The purpose of this packet is to review math concepts as you look forward to Geometry next year. All concepts in this packet have been previously covered in Algebra 1. Please use this summer to assure all pre-requisite concepts have been understood. This packet will be checked for completion by the end of the first week back in September. Show all your work for each problem. Your child will receive extra credit for completing the packet!!

Name __________________

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Attached is your summer review packet for the Honors Geometry

course.

NO WORK = NO CREDIT (GRADED FOR CORRECTNESS)

Use your old notes to help you, and if possible, the internet.

(kahn academy, ixl, purple math, etc. )

Try something, even if it is wrong.

NOT HAVING A CALCULATOR IS NO EXCUSE

FOR NOT COMPLETING A PROBLEM.

FIND A WAY.

If you need more room, just attach any papers with work on them

with problem numbers labeled.

I suggest you do a little at a time.

Good luck and have a great summer!

Algebra 1 Readiness Packet Access: STUDENT 2018

To access the Algebra 1 Readiness Summer Packet follow the steps below

STEP 1: Log onto

your student portal

STEP 2: Select the

Resources tab near the top of the page

STEP 3: Go to

District Documents and select student documents

STEP 4: Go to

District Documents and select Math

STEP 5: Go to

District Documents and select Summer Learning

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Objectives for Honors Geometry Summer Packet

2018-2019

I. Finding the Equation of a Line ( Problems: #1- 8)

• Given a point that lies on that line and the y-intercept

• Given two points that lie on that line

II. Distance Formula ( Problems: #9-12)

• Use the distance formula to find the distance between two points

• Solving equations involving radicals

III. Solving Equations ( Problems: #13-20)

• Solving equations with variables on both sides

• Using order of operations

• Using properties of equality

IV. Systems of Equations ( Problems: #21-25)

• Using the linear combination method to solve systems of equations

• Using the substitution method to solve systems of equations

V. Radicals ( Problems: #26-35)

• Simplifying radicals

• Squaring radicals

• Rationalizing radicals

VI. Proportions ( Problems: #36-39)

• Solving proportions by cross multiplying

• Solving proportions using equivalent fractions

• Solving equations involving inverse operations

VII. Quadratic Equations ( Problems: #40-41)

• Solving quadratic equations by taking the square root of both sides


• Solving quadratic equations by factoring (Problems: # 51 – 60)

VIII. The Pythagorean Theorem ( Problems: #44-47)

• Using the Pythagorean theorem to find missing lengths in right triangles


IX. The Midpoint Formula ( Problems: #48-50)

• Identifying the x coordinate and the y coordinate in an ordered pair

• Using the midpoint formula to find the midpoint of two points

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ALGEBRA REVIEW

Finding the Equation of a Line

Example: Find an equation of the line that passes through the point (3, 4) and has a y-

intercept of 5.

y = mx + b Write the slope-intercept form.

4 = 3m + 5 Substitute 5 for b, 3 for x, and 4 for y.

-1 = 3m Subtract 5 from each side.

1

3 = m Divide each side by 3.

The slope is 1

3m . The equation of the line is

15

3y x .

Exercises: Write the equation of the line that passes through the given point and has the given

y-intercept.

1. (2, 1); b = 5 _________________ 2. (7, 0); b = 13 ________________

3. (-11, 8); b = -14 ________________ 4. (-2, -1); b = -5 _______________

16

Finding the Equation of a Line

Example: Write an equation of the line that passes through the points

(4, 8) and (3, 1).

Find the slope of the line. Alternative Method: 1 8

3 4m

Substitute values. Find the slope of the line. m = 7

7

1m

=7 Simplify. Set up a proportion using the slope and

one point on the line.

1 = 7(3) + b Substitute values into y = mx + b 7 8

1 4

y

x

1= 21 + b Multiply.

-20 = b Solve for b. Cross-multiply. 7(x -4) = 1(y – 8)

Distribute 7x – 28 = y - 8

The equation of the line is y = 7x – 20. Place in standard form. 7x – y = 20

Exercises: Write an equation of the line that passes through the given points.

5. (6, 3), (1, 2) _________________ 6. (-2, 4), (3, -6) _______________

7. (6, -2), (0, 4) __________________ 8. (10, -9), (14, -1) ______________

Distance Formula

17

2 2

2 1 2 1

2 2

2 2

( ) ( )

( 7 ( 4)) (8 3)

( 3) (5)

34

d x x y y

d

d

d

Example: Find the distance between the points (-4, 3) and (-7, 8).

Formula:

Exercises: Find the distance between the points.

9. (3, 6), (0, -2) ________________ 10. (5, -2), (-6, 5) ______________

11. (-6, -6), (-3, -2) ______________ 12. (-8, 5), (-1, 1) _______________

Solving Equations with Variables on Both Sides

18

Examples:

a. 6a – 12 = 5a + 9 b. 6(x + 4) + 12 = 5(x + 3) + 7

a – 12 = 9 Subtract 5a from each side. 6x + 24 + 12 = 5x + 15 + 7

a = 21 Add 12 to each side. 6x + 36 = 5x + 22

x = -14

Exercises: Solve the equation.

13. 3x + 5 = 2x + 11 ________________ 14. y – 18 = 6y + 7 ______________

15. -2t + 10 = -t ________________ 16. 60c – 54(c – 2) = 0 ____________

17. 1

(16 2 ) 112

h _______________ 18. 1 + j = 2(2j + 1) _____________

19. 4x + 2(x – 3) = 0 _______________ 20. 3

52

m ________________

Solve the System of Equations:

Example 1: Linear Combination Method

4 x – 3 y = -5

19

9 25

9(5)

45

7 x + 2 y = -16

The goal is to obtain coefficients that are opposites for one of the variables.

4 x – 3 y = -5 Multiply by 2 8 x – 6 y = -10

7 x + 2 y = -16 Multiply by 3 21 x + 6 y = -48

29 x = -58

x = -2

Substitute -2 for x: 4(-2) – 3 y = -5. Solve to get y = -1. The solution is (-2 , -1)

****************************************************************************

Example 2: Substitution Method

3 x + 2 y = 16

x + 3 y = 10 x = 10 – 3 y

Now substitute 10 – 3 y for x in the first equation: 3(10 – 3 y) + 2y = 16.

Solve for y to get y = 2.

Substitute 2 for y: x = 10 – 3(2). Solve to get x = 4. The solution is (4, 2).

****************************************************************************

21. 2 x – 3 y = -16 22. x + y = 8 23. 9 x + 4 y = 3

y = 5 x + 1 2 x + 5 y = 3 x + 8 y = 6

24. 4 x – 5 y = 18 25. 8 x + y = -8

3 x + 10 y = -3 -2 x – 3 y = 35

Simplifying Radicals

Examples: a. 20 4 5 b. 2(3 5) (3 5)(3 5) c. 6 6 5

5 5 5

2 5 6 5

5 5

20

6 5

5

Exercises: Simplify the expression.

26. 45 = __________________ 27. 40 = ___________________

28. 288 = __________________ 29. 52 = ___________________

30. 2( 8) = __________________ 31. 2(6 3) = ________________

32. 2(5 7) = _________________ 33. 5

3 = __________________

34. 4

8 = _________________ 35.

3 5

20 = __________________

Solving Proportions

Examples: a. 3

8 4

x Cross Multiply b.

6 1

4 9x

Cross Multiply

4x = 8 • 3 6 • 9 = x + 4

4x = 24 54 = x + 4

21

a c

x = 6 50 = x

Exercises: Solve.

36. 1

20 5

x _______________________ 37.

6

19 95

m ___________________

38. 3 6 3

28 4

w ___________________ 39.

3 1

6p p

________________

****************************************************************************

Solving Quadratic Equations

Example: x2 – 5 = 16

x2 = 21 Add 5 to both sides

x = 21

Exercises: Solve.

40. x2 + 3 = 13 ____________________ 41. 7x2 = 252 __________________

42. 4x2 + 5 = 45 __________________ 43. 11x2 + 4 = 48 ________________

Pythagorean Theorem:

Examples: a. a = 12, b = 35, c = __________ b. a = 10, b = _______, c = 26

a2 + b2 = c2 a2 + b2 = c2

(12)2 + (35)2 = c2 (10)2 + b2 = (26)2

144 + 1225 = c2 100 + b2 = 676

22

1 2 1 2( , )2 2

8 2 14 6( , )

2 2

10 20( , )

2 2

(5,10)

x x y y

b

1369 = c2 b2 = 576

1369 = c b = 576

37 = c b = 24

Exercises: Use the triangle above. Find the length of the missing side.

44. a = 36, b = 15, c = _____________ 45. a = 17, b = _________, c = 49

46. a = ________, b = 13, c = 24 47. a = 19, b = 45, c = _________

Midpoint Formula

Example: Find the midpoint between (8, 14), (2, 6).

Formula:

23

The midpoint is always an ordered pair!

Exercises: Find the midpoint between the given points.

48. (-3, 5) and (8, 9) ________________________

49. (-7, -17) and (11, 4) ________________________

50. (3, -8) and (-5, -13) ________________________

Solving quadratic equations by factoring

Example: Solve 2x 2 - x = 3

2x 2 - x – 3 = 0 set equation equal to zero

(2x – 3) ( x + 1) = 0 Factor

2x – 3 = 0 or x + 1 = 0 set both equal to zero

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X = 3

2 or x = -1 solve for x

3

, 12

are the solutions

Solve by factoring

51. x 2 + 7x + 10 = 0 _________________ 52. x 2 -x = 12 _______________

53. x 2 - 6x = -8 ______________ 54. 2x 2 + 5x + 3 = 0 __________

55. 3x 2 + 2x – 8 = 0 _________ 56. x 2 - 3x – 28 – 0 __________

25

57. 2x 2 - x – 10 = 0 ______________ 58. 6x 2 + 2x = 4 ___________

59. 2x 2 - 6x = 0 _______________ 60. x 2 + 7x = 0 ____________

FPLS PASS

MASTER

Model ACT Science Reasoning TestCopyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

109

0115_SBFL_PMA_SAT.QXD 6/8/07 12:40 PM Page 130

Name ________________________________________ Date ____________ Class _____________________

Passage I

In most cases, when a human body is invaded by apathogen, the number of helper T cells increases andthese cells participate in the immune response againstthe pathogen. Once the pathogen has been eradicat-ed, the number of helper T cells usually returns to itsnormal level (approximately 600 cells per cubic milli-liter of blood). Over a 6-year time period, the num-ber of helper T cells was measured in people infectedwith HIV, the virus that causes AIDS. The data col-lected is presented in the table below:

1. Which best summarizes the variation seenin the number of helper T cells in HIV-infected patients over a 6-year period?

(A) The number of T cells declines steadilyover the 6-year period.

(B) The number of T cells initially increas-es and then declines over the 6-yearperiod.

(C) The number of T cells initially decreas-es and then shows a steady increaseover the 6-year period.

(D) The number of T cells shows littlechange during the 6-year period.

2. Compared to a healthy person, a personwho has been HIV-infected for two yearsdisplays

(F) an increase of about 75 helper T cellsper cubic milliliter of blood.

(G) a decrease of about 75 helper T cells per cubic milliliter of blood.

(H) an increase of about 150 helper T cellsper cubic milliliter of blood.

(J) a decrease of about 150 helper T cellsper cubic milliliter of blood.

3. The most drastic change in number ofhelper T cells occurs during which years?

(A) Between the first and second years(B) Between the second and third years(C) Between the third and fourth years(D) Between the fourth and fifth years

4. People with AIDS often die from the com-mon cold or pneumonia. Based upon thedata, the most probable explanation for thisis that

(F) pathogens that cause the common coldand pneumonia have recently becomemore lethal.

(G) the common cold and pneumonia arehighly contagious and easily contracted.

(H) at least 15% of helper T cells must beavailable to help fight off colds andpneumonia.

(J) a person with AIDS has a shortage ofhelper T cells which would normallyfight such pathogens.

Years of InfectionNumber of Helper T Cells

(per cubic milliliter of blood)

1

2

3

4

5

6

750

675

439

263

145

73

Model ACT Science Reasoning Test

Model ACT Science Reasoning Test© Pearson Education, Inc., publishing as Pearson Prentice Hall. All rights reserved.

131


FPLS PASS

MASTER

BIO_FL_PMA_ACT.indd 5 5/7/10 9:20:54 AM

210282

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BIOLOGY PACKET

210282

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FPLS PASS

MASTER


110

FPLS PASS

MASTER

Name ________________________________________ Date ____________ Class _____________________


132

5. Which conclusion can be drawn directlyfrom the data?

(A) By the tenth year, an HIV-infected per-son has very few helper T cells avail-able.

(B) In the first year of having the disease,an HIV-infected person is better able tofight pathogens than a healthy person.

(C) An HIV-infected person always hasfewer helper T cells than a healthy per-son does.

(D) A person with advanced AIDS hasfewer helper T cells than a healthy per-son does.

Passage II

Four hormones, progesterone (P), luteinizing hor-mone (LH), follicle-stimulating hormone (FSH),and estrogen (E) are known to play a role in theregulation of the menstrual cycle. The data tablebelow presents concentration levels of each hor-mone measured on particular days during theapproximately 28-day menstrual cycle.

6. On day 15 of the menstrual cycle, which ofthe hormones were at their highest levels?

(F) P and LH(G) LH and FSH(H) LH, FSH, and E(J) P, LH, FSH, and E

7. Luteinizing hormone (LH) is at its lowestconcentration on which day?

(A) Day 10 (C) Day 20(B) Day 15 (D) Day 28

8. What is a reasonable hypothesis based uponthis data?

(F) High LH levels play a role in loweringP levels.

(G) High P levels play a role in loweringFSH and E levels.

(H) The pituitary gland releases both FSHand LH.

(J) Ovulation cannot occur if any of thesehormone levels are abnormal.

9. If release of the egg (or ovulation) occursaround day 15, then it is likely that

(A) surges of LH and/or FSH cause ovulation.

(B) declining concentrations of FSH and E cause ovulation.

(C) surges of LH and/or FSH cause slough-ing of the uterine lining (or menstruation).

(D) P plays no role in regulation of themenstrual cycle.

10. What conclusion can be drawn from thedata about hormone levels during the courseof the cycle?

(F) The concentration of each hormone isindependent of the other hormone levels.

(G) LH, FSH, and E are found in muchlower concentrations on day 20 thanfive days earlier.

(H) P is the only hormone that shows nochange in concentration level.

(J) The ratio of P to LH concentrations isapproximately the same throughoutthe course of the cycle.

1

10

15

20

28

2

1

2

10

1

9

10

20

10

8

6

6

12

5

3

7

7

14

11

6

PDay ofCycle LH FSH E


Name ________________________________________ Date ____________ Class _____________________

Passage III

Nests of female American alligators were main-tained at different temperatures and the resultingoffspring counted. The data collected is presentedin the chart below:

11. An equal number of male and female off-spring are produced at which temperature?

(A) 30°C(B) 31°C(C) 32°C(D) There is no temperature at which an

equal number of males and females are produced.

12. At a temperature of 29°C, what is the num-ber of male offspring produced?

(F) 0 (H) 25(G) 12 (J) 50

13. What general statement can reasonably bemade with respect to the data?

(A) The temperature of the nest affects thesex of the offspring produced.

(B) The temperature of the nest affects thetotal number of offspring produced.

(C) Sex of offspring is unaffected by thetemperature of the nest.

(D) The nest must be maintained at 31°Cin order for offspring to be produced.


(F) At temperatures of 28°C to 30°C, alloffspring produced are female.

(G) At temperatures less than 28°C, no off-spring are produced.

(H) At temperatures greater than 31°C, alloffspring produced are male.

(J) At temperatures of 32°C to 34°C, alloffspring are female.

15. What would happen if the natural habitat of an American alligator experienced a tem-perature increase?

(A) The next generation would show anincrease in the total number of malealligators only.

(B) The next generation would show anincrease in the number of male alliga-tors and a decrease in the number offemale alligators.

(C) The next generation would show adecrease in the number of male alliga-tors and an increase in the number offemale alligators.

(D) There is not enough information givento determine if there would be achange in the number of males and females.

16. An American alligator living in a zoo pro-duces mostly female offspring compared toanother alligator at a nearby zoo. Basedupon the data, what hypothesis can reasonably be made?

(F) American alligators often eat theiryoung.

(G) Male alligators are less hardy than theirfemale counterparts.

(H) An increase in the temperature of itsnest will result in more male offspringbeing produced.

(J) A decrease in the temperature of itsnest will result in more male offspringbeing produced.

Temperature(oC)

MaleOffspring

28.028.529.029.530.030.531.031.532.032.533.033.534.0

00000

1225 385050505050

FemaleOffspring

50505050503825 1200000

Temperature and Sex of Offspring


133



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Name ________________________________________ Date ____________ Class _____________________


132


(A) By the tenth year, an HIV-infected per-son has very few helper T cells avail-able.

(B) In the first year of having the disease,an HIV-infected person is better able tofight pathogens than a healthy person.

(C) An HIV-infected person always hasfewer helper T cells than a healthy per-son does.

(D) A person with advanced AIDS hasfewer helper T cells than a healthy per-son does.

Passage II

Four hormones, progesterone (P), luteinizing hor-mone (LH), follicle-stimulating hormone (FSH),and estrogen (E) are known to play a role in theregulation of the menstrual cycle. The data tablebelow presents concentration levels of each hor-mone measured on particular days during theapproximately 28-day menstrual cycle.

6. On day 15 of the menstrual cycle, which ofthe hormones were at their highest levels?

(F) P and LH(G) LH and FSH(H) LH, FSH, and E(J) P, LH, FSH, and E

7. Luteinizing hormone (LH) is at its lowestconcentration on which day?

(A) Day 10 (C) Day 20(B) Day 15 (D) Day 28

8. What is a reasonable hypothesis based uponthis data?

(F) High LH levels play a role in loweringP levels.

(G) High P levels play a role in loweringFSH and E levels.

(H) The pituitary gland releases both FSHand LH.

(J) Ovulation cannot occur if any of thesehormone levels are abnormal.

9. If release of the egg (or ovulation) occursaround day 15, then it is likely that

(A) surges of LH and/or FSH cause ovulation.

(B) declining concentrations of FSH and E cause ovulation.

(C) surges of LH and/or FSH cause slough-ing of the uterine lining (or menstruation).

(D) P plays no role in regulation of themenstrual cycle.

10. What conclusion can be drawn from thedata about hormone levels during the courseof the cycle?

(F) The concentration of each hormone isindependent of the other hormone levels.

(G) LH, FSH, and E are found in muchlower concentrations on day 20 thanfive days earlier.

(H) P is the only hormone that shows nochange in concentration level.

(J) The ratio of P to LH concentrations isapproximately the same throughoutthe course of the cycle.

1

10

15

20

28

2

1

2

10

1

9

10

20

10

8

6

6

12

5

3

7

7

14

11

6

PDay ofCycle LH FSH E


Name ________________________________________ Date ____________ Class _____________________

Passage III

Nests of female American alligators were main-tained at different temperatures and the resultingoffspring counted. The data collected is presentedin the chart below:

11. An equal number of male and female off-spring are produced at which temperature?

(A) 30°C(B) 31°C(C) 32°C(D) There is no temperature at which an

equal number of males and females are produced.

12. At a temperature of 29°C, what is the num-ber of male offspring produced?

(F) 0 (H) 25(G) 12 (J) 50

13. What general statement can reasonably bemade with respect to the data?

(A) The temperature of the nest affects thesex of the offspring produced.

(B) The temperature of the nest affects thetotal number of offspring produced.

(C) Sex of offspring is unaffected by thetemperature of the nest.

(D) The nest must be maintained at 31°Cin order for offspring to be produced.


(F) At temperatures of 28°C to 30°C, alloffspring produced are female.

(G) At temperatures less than 28°C, no off-spring are produced.

(H) At temperatures greater than 31°C, alloffspring produced are male.

(J) At temperatures of 32°C to 34°C, alloffspring are female.

15. What would happen if the natural habitat of an American alligator experienced a tem-perature increase?

(A) The next generation would show anincrease in the total number of malealligators only.

(B) The next generation would show anincrease in the number of male alliga-tors and a decrease in the number offemale alligators.

(C) The next generation would show adecrease in the number of male alliga-tors and an increase in the number offemale alligators.

(D) There is not enough information givento determine if there would be achange in the number of males and females.

16. An American alligator living in a zoo pro-duces mostly female offspring compared toanother alligator at a nearby zoo. Basedupon the data, what hypothesis can reasonably be made?

(F) American alligators often eat theiryoung.

(G) Male alligators are less hardy than theirfemale counterparts.

(H) An increase in the temperature of itsnest will result in more male offspringbeing produced.

(J) A decrease in the temperature of itsnest will result in more male offspringbeing produced.

Temperature(oC)

MaleOffspring

28.028.529.029.530.030.531.031.532.032.533.033.534.0

000001225 385050505050

FemaleOffspring

50505050503825 1200000

Temperature and Sex of Offspring


133



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112

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Name ________________________________________ Date ____________ Class _____________________

Passage IV

Two experiments were done to investigate thedigestion of protein. Egg white was used as a sourceof protein. A rating scale from 0 to 4 was used torepresent the degree of digestion where 0 = nodigestion, 1 = small amount of digestion, 2 = somedigestion, 3 = large amount of digestion, and 4 = complete digestion.

Experiment 1

Small pieces of egg white were placed in each offour test tubes so that each tube contained the sametotal mass. Solutions of different types were thenadded to each tube as indicated in the table below.Observations were made 24 hours later. The resultswere as follows:

Experiment 2

Egg white cubes of different sizes were placed intoeach of three test tubes, A, B, and C, so that eachtest tube contained the same total mass. A solutionof pepsin and hydrochloric acid was added to eachtest tube to re-create the conditions in the stomach.Observations were made 24 hours later. The resultswere as follows:

17. Which test tube in Experiment 1 served as acontrol for the other test tubes?

(A) Test tube A (C) Test tube C(B) Test tube B (D) Test tube D

18. In Experiment 1, which resulted in thegreatest degree of digestion?

(F) Distilled water(G) Pepsin solution(H) Pepsin solution and sodium

bicarbonate solution(J) Pepsin solution and hydrochloric

acid solution

19. Experiment 2 shows that

(A) smaller cubes of egg white allow lessdigestion than larger cubes.

(B) smaller cubes of egg white allow moredigestion than larger cubes.

(C) the total mass of egg white plays a sig-nificant role in degree of digestion.

(D) egg white is not well digested in thestomach.

20. Which conclusion cannot be drawn fromExperiment 1?

(F) Adding sodium bicarbonate to pepsindecreases the degree of digestioncaused by pepsin alone.

(G) Pepsin allows more digestion than dis-tilled water.

(H) Adding hydrochloric acid to pepsinincreases the degree of digestion causedby pepsin alone.

(J) Sodium bicarbonate allows less diges-tion than distilled water.

21. Cube size and surface-area-to-volume ratio are

(A) related in that as cube size decreases,surface-area-to-volume ratio decreases.

(B) related in that as cube size decreases,surface-area-to-volume ratio increases.

(C) unrelated to the degree of digestion.(D) unrelated to one another.

Test Tube Surface Area toVolume Ratio

A

B

C

Small

Medium

Large

Cube Size Degree ofDigestion

6:1

3:1

2:1

4

2

1

5 mL pepsin and5 mL sodium bicarbonate

5 mL pepsin and5 mL distilled waterB

C

D

10 mL distilled waterA

2

1

3

0

5 mL pepsin and5 mL hydrochloric acid

Type of Solution Added to Test Tube

TestTube

Degree ofDigestion


134


Name ________________________________________ Date ____________ Class _____________________

Passage V

A population is a group of individuals from thesame species living in the same area. The percentof offspring surviving to different life stages variesbetween species. Figure 1 represents the number ofindividuals surviving at different ages, startingwith 1000 offspring.

The ages of individuals within a population oforganisms can be used to predict the populationsize in the near future. Figure 2 shows age-structure diagrams for human populations. Theshaded areas represent the number of individualsin each population. The vertical axis showsincreasing age of individuals.

22. How many bacteria would be likely to havesurvived to an age that is 50% of its maxi-mum life span?

(F) Close to 0(G) Between 1 and 10(H) Between 10 and 100(J) Close to 1000

23. A researcher is studying a wild population ofdandelions. Based on Figure 1 data, whichprediction is NOT valid?

(A) Most offspring will not live to maturity.(B) The death rate will be constant across

all age groups.(C) Less than 1% of offspring will live to

half the maximum life span.(D) Most offspring will die before

reproducing.

24. A researcher plots the age structure of apopulation of dandelions and finds that itmatches the age-structure diagram for a sta-ble population of humans in Figure 2. Basedon this information, can the researcher con-clude that the population of dandelions is stable?

(F) Yes; the age-structure diagram is thesame for species regardless of the pop-ulation survivorship curve.

(G) Yes; as long as the number ofreproductive and pre-reproductiveindividuals within a population is similar, the population is stable.

(H) No; a stable population of dandelionsshould have a larger pre-reproductiveage group.

(J) No; a stable population of dandelionsshould have a smaller pre-reproductiveage group.

25. According to the information in Figure 1, incomparison to a natural population of dan-delions, one would expect a natural popula-tion of bacteria

(A) to produce a higher number of off-spring per individual.

(B) to have a larger percentage of youngindividuals in the population.

(C) to have a higher death rate across allage groups.

(D) to have a greater percentage of off-spring surviving to 50% of maximumlife span.

Generalized Age-Structure Diagrams for Human Population

Expanding Stable Shrinking

Post-reproductive age

Reproductive age

Pre-reproductive age

Population Survivorship Curves1000

100

10

150% 100%

Age (percent of maximum life span)

human

bacteria

dandelion


135



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MASTER

FPLS PASS

MASTER


113

Name ________________________________________ Date ____________ Class _____________________

Passage IV

Two experiments were done to investigate thedigestion of protein. Egg white was used as a sourceof protein. A rating scale from 0 to 4 was used torepresent the degree of digestion where 0 = nodigestion, 1 = small amount of digestion, 2 = somedigestion, 3 = large amount of digestion, and 4 = complete digestion.

Experiment 1

Small pieces of egg white were placed in each offour test tubes so that each tube contained the sametotal mass. Solutions of different types were thenadded to each tube as indicated in the table below.Observations were made 24 hours later. The resultswere as follows:

Experiment 2

Egg white cubes of different sizes were placed intoeach of three test tubes, A, B, and C, so that eachtest tube contained the same total mass. A solutionof pepsin and hydrochloric acid was added to eachtest tube to re-create the conditions in the stomach.Observations were made 24 hours later. The resultswere as follows:

17. Which test tube in Experiment 1 served as acontrol for the other test tubes?

(A) Test tube A (C) Test tube C(B) Test tube B (D) Test tube D

18. In Experiment 1, which resulted in thegreatest degree of digestion?

(F) Distilled water(G) Pepsin solution(H) Pepsin solution and sodium

bicarbonate solution(J) Pepsin solution and hydrochloric

acid solution

19. Experiment 2 shows that

(A) smaller cubes of egg white allow lessdigestion than larger cubes.

(B) smaller cubes of egg white allow moredigestion than larger cubes.

(C) the total mass of egg white plays a sig-nificant role in degree of digestion.

(D) egg white is not well digested in thestomach.

20. Which conclusion cannot be drawn fromExperiment 1?

(F) Adding sodium bicarbonate to pepsindecreases the degree of digestioncaused by pepsin alone.

(G) Pepsin allows more digestion than dis-tilled water.

(H) Adding hydrochloric acid to pepsinincreases the degree of digestion causedby pepsin alone.

(J) Sodium bicarbonate allows less diges-tion than distilled water.

21. Cube size and surface-area-to-volume ratio are

(A) related in that as cube size decreases,surface-area-to-volume ratio decreases.

(B) related in that as cube size decreases,surface-area-to-volume ratio increases.

(C) unrelated to the degree of digestion.(D) unrelated to one another.

Test Tube Surface Area toVolume Ratio

A

B

C

Small

Medium

Large

Cube Size Degree ofDigestion

6:1

3:1

2:1

4

2

1

5 mL pepsin and5 mL sodium bicarbonate

5 mL pepsin and5 mL distilled waterB

C

D

10 mL distilled waterA

2

1

3

0

5 mL pepsin and5 mL hydrochloric acid

Type of Solution Added to Test Tube

TestTube

Degree ofDigestion


134


Name ________________________________________ Date ____________ Class _____________________

Passage V

A population is a group of individuals from thesame species living in the same area. The percentof offspring surviving to different life stages variesbetween species. Figure 1 represents the number ofindividuals surviving at different ages, startingwith 1000 offspring.

The ages of individuals within a population oforganisms can be used to predict the populationsize in the near future. Figure 2 shows age-structure diagrams for human populations. Theshaded areas represent the number of individualsin each population. The vertical axis showsincreasing age of individuals.

22. How many bacteria would be likely to havesurvived to an age that is 50% of its maxi-mum life span?

(F) Close to 0(G) Between 1 and 10(H) Between 10 and 100(J) Close to 1000

23. A researcher is studying a wild population ofdandelions. Based on Figure 1 data, whichprediction is NOT valid?

(A) Most offspring will not live to maturity.(B) The death rate will be constant across

all age groups.(C) Less than 1% of offspring will live to

half the maximum life span.(D) Most offspring will die before

reproducing.

24. A researcher plots the age structure of apopulation of dandelions and finds that itmatches the age-structure diagram for a sta-ble population of humans in Figure 2. Basedon this information, can the researcher con-clude that the population of dandelions is stable?

(F) Yes; the age-structure diagram is thesame for species regardless of the pop-ulation survivorship curve.

(G) Yes; as long as the number ofreproductive and pre-reproductiveindividuals within a population is similar, the population is stable.

(H) No; a stable population of dandelionsshould have a larger pre-reproductiveage group.

(J) No; a stable population of dandelionsshould have a smaller pre-reproductiveage group.

25. According to the information in Figure 1, incomparison to a natural population of dan-delions, one would expect a natural popula-tion of bacteria

(A) to produce a higher number of off-spring per individual.

(B) to have a larger percentage of youngindividuals in the population.

(C) to have a higher death rate across allage groups.

(D) to have a greater percentage of off-spring surviving to 50% of maximumlife span.

Generalized Age-Structure Diagrams for Human Population

Expanding Stable Shrinking

Post-reproductive age

Reproductive age

Pre-reproductive age

Population Survivorship Curves1000

100

10

150% 100%

Age (percent of maximum life span)

human

bacteria

dandelion


135



FPLS PASS

MASTER


114

FPLS PASS

MASTER

Name ________________________________________ Date ____________ Class _____________________

26. Based on the data in both figures, in a stablepopulation of humans, one would expect

(F) the number of pre-reproductive indi-viduals to be less than the number ofreproductive age individuals.

(G) the number of post-reproductive indi-viduals to be about the same as thenumber of pre-reproductive individuals.

(H) the death rate to be highest for post-reproductive age group.

(J) the death rate to be highest for the pre-reproductive age group.

27. If the population of humans in a given areais shrinking, which of the following state-ments describes their age structure?

(A) The pre-reproductive age group is thelargest.

(B) The reproductive age group is thesmallest.

(C) The number of reproductive age indi-viduals exceeds the number of pre-reproductive age individuals.

(D) There are a similar number of repro-ductive and pre-reproductive age individuals.

Passage VI

Two scientists disagree about how mosquito populations should be managed.

Scientist 1

While it is true that mosquitoes present a potentialpublic health threat, mosquito populations mustbe managed in a responsible way. The widespreadspraying of pesticides is not an environmentallysound practice as Rachel Carson made abundantlyclear in Silent Spring in which she detailed thedetrimental effects of widespread use of pesticideson bird populations. Estuaries are particularlyfragile ecosystems and the organisms that live thereare extremely susceptible to pesticide use.Pesticides, particularly those developed recently,are extremely potent. Those presently being used

are already having a detrimental effect and theiruse should be banned. Therefore, alternative solu-tions must be considered. For example, introduc-ing killifish and maintaining populations inmarshes would reduce numbers of mosquitoesbecause killifish consume mosquito larvae.Additionally, people can and should limit exposureto mosquitoes in these areas using protective gearand repellants. Finally, rather than trying to elimi-nate mosquitoes, the scientific community mustadvocate for and explore better means for treatingdiseases and developing vaccinations for diseasescarried by mosquitoes.

Scientist 2

Recent outbreaks of West Nile virus have broughtpublic attention to the very real threat posed to usby mosquitoes. The range of lethal diseases carriedby mosquitoes is without bounds: malaria andencephalitis are serious indeed and have caused ill-ness and death. Female mosquitoes remove bloodfrom mammals in order to produce larvae, and indoing so, release saliva into humans that may carryorganisms that cause disease. The threat thesemicroorganisms pose to the human population isextremely serious. Pesticides must be widely used to prevent a public health emergency. Recently,pharmaceutical companies have developed potentcompounds that afford us the means to control andpossibly eradicate these dangerous insects. There arealso naturally occurring compounds that can andshould be used. Because these compounds are pro-duced naturally, they will not harm the environ-ment. We have the capability to prevent such out-breaks and thus must not delay. There is really noother alternative to solving this problem.


136


Name ________________________________________ Date ____________ Class _____________________

28. The two scientists agree that

(F) people should use protective clothingand repellants to avoid exposure tomosquitoes.

(G) mosquitoes can cause serious illness.(H) our environment is extremely sensitive

to pesticides.(J) naturally produced pesticides are not

harmful to the environment.

29. Both scientists express the need for

(A) an immediate resolution.(B) current policies and practices to

remain the same.(C) widespread pesticide use.(D) an immediate ban on all pesticides.

30. Which of the following statements wouldgreatly weaken the argument of Scientist 2?

(F) Mosquito repellants have little efficacyin preventing mosquito bites.

(G) Naturally occurring organophospatesare toxic to many organisms even atlow concentrations.

(H) A vaccination that prevents West Nilevirus has been developed.

(J) Introducing killifish into another simi-lar estuary did not offset the balance ofthat ecosystem.

31. Which of the following would support theargument of Scientist 1?

(A) The number of deaths in the UnitedStates from disease transmitted bymosquitoes has risen sharply.

(B) All other possible solutions to the mos-quito problem have failed.

(C) Pesticides kill mosquitoes and otherorganisms at very low concentrations.

(D) Killifish do not eat large quantities ofmosquito larvae.

32. What evidence was given by Scientist 2 andwas not refuted by Scientist 1?

(F) There are alternative solutions to wide-spread pesticide use.

(G) Extremely potent compounds havebeen developed to kill mosquitoes.

(H) Malaria and encephalitis are seriousdiseases.

(J) West Nile virus can cause death.

33. The solutions suggested by Scientist 1 donot include

(A) widespread spraying of pesticides in allhigh-risk areas.

(B) introduction of killifish to estuaries.(C) development of treatments for diseases.(D) production of vaccinations for diseases.

34. The chief objection of Scientist 1 to the useof pesticides is that

(F) it is a public health concern.(G) introducing any change to the environ-

ment will be detrimental.(H) it will kill all of the mosquitoes.(J) there will be detrimental effects on the

environment.


137



FPLS PASS

MASTER

FPLS PASS

MASTER


115

Name ________________________________________ Date ____________ Class _____________________

26. Based on the data in both figures, in a stablepopulation of humans, one would expect

(F) the number of pre-reproductive indi-viduals to be less than the number ofreproductive age individuals.

(G) the number of post-reproductive indi-viduals to be about the same as thenumber of pre-reproductive individuals.

(H) the death rate to be highest for post-reproductive age group.

(J) the death rate to be highest for the pre-reproductive age group.

27. If the population of humans in a given areais shrinking, which of the following state-ments describes their age structure?

(A) The pre-reproductive age group is thelargest.

(B) The reproductive age group is thesmallest.

(C) The number of reproductive age indi-viduals exceeds the number of pre-reproductive age individuals.

(D) There are a similar number of repro-ductive and pre-reproductive age individuals.

Passage VI

Two scientists disagree about how mosquito populations should be managed.

Scientist 1

While it is true that mosquitoes present a potentialpublic health threat, mosquito populations mustbe managed in a responsible way. The widespreadspraying of pesticides is not an environmentallysound practice as Rachel Carson made abundantlyclear in Silent Spring in which she detailed thedetrimental effects of widespread use of pesticideson bird populations. Estuaries are particularlyfragile ecosystems and the organisms that live thereare extremely susceptible to pesticide use.Pesticides, particularly those developed recently,are extremely potent. Those presently being used

are already having a detrimental effect and theiruse should be banned. Therefore, alternative solu-tions must be considered. For example, introduc-ing killifish and maintaining populations inmarshes would reduce numbers of mosquitoesbecause killifish consume mosquito larvae.Additionally, people can and should limit exposureto mosquitoes in these areas using protective gearand repellants. Finally, rather than trying to elimi-nate mosquitoes, the scientific community mustadvocate for and explore better means for treatingdiseases and developing vaccinations for diseasescarried by mosquitoes.

Scientist 2

Recent outbreaks of West Nile virus have broughtpublic attention to the very real threat posed to usby mosquitoes. The range of lethal diseases carriedby mosquitoes is without bounds: malaria andencephalitis are serious indeed and have caused ill-ness and death. Female mosquitoes remove bloodfrom mammals in order to produce larvae, and indoing so, release saliva into humans that may carryorganisms that cause disease. The threat thesemicroorganisms pose to the human population isextremely serious. Pesticides must be widely used to prevent a public health emergency. Recently,pharmaceutical companies have developed potentcompounds that afford us the means to control andpossibly eradicate these dangerous insects. There arealso naturally occurring compounds that can andshould be used. Because these compounds are pro-duced naturally, they will not harm the environ-ment. We have the capability to prevent such out-breaks and thus must not delay. There is really noother alternative to solving this problem.


136


Name ________________________________________ Date ____________ Class _____________________

28. The two scientists agree that

(F) people should use protective clothingand repellants to avoid exposure tomosquitoes.

(G) mosquitoes can cause serious illness.(H) our environment is extremely sensitive

to pesticides.(J) naturally produced pesticides are not

harmful to the environment.

29. Both scientists express the need for

(A) an immediate resolution.(B) current policies and practices to

remain the same.(C) widespread pesticide use.(D) an immediate ban on all pesticides.

30. Which of the following statements wouldgreatly weaken the argument of Scientist 2?

(F) Mosquito repellants have little efficacyin preventing mosquito bites.

(G) Naturally occurring organophospatesare toxic to many organisms even atlow concentrations.

(H) A vaccination that prevents West Nilevirus has been developed.

(J) Introducing killifish into another simi-lar estuary did not offset the balance ofthat ecosystem.

31. Which of the following would support theargument of Scientist 1?

(A) The number of deaths in the UnitedStates from disease transmitted bymosquitoes has risen sharply.

(B) All other possible solutions to the mos-quito problem have failed.

(C) Pesticides kill mosquitoes and otherorganisms at very low concentrations.

(D) Killifish do not eat large quantities ofmosquito larvae.

32. What evidence was given by Scientist 2 andwas not refuted by Scientist 1?

(F) There are alternative solutions to wide-spread pesticide use.

(G) Extremely potent compounds havebeen developed to kill mosquitoes.

(H) Malaria and encephalitis are seriousdiseases.

(J) West Nile virus can cause death.

33. The solutions suggested by Scientist 1 donot include

(A) widespread spraying of pesticides in allhigh-risk areas.

(B) introduction of killifish to estuaries.(C) development of treatments for diseases.(D) production of vaccinations for diseases.

34. The chief objection of Scientist 1 to the useof pesticides is that

(F) it is a public health concern.(G) introducing any change to the environ-

ment will be detrimental.(H) it will kill all of the mosquitoes.(J) there will be detrimental effects on the

environment.


137



FPLS PASS

MASTER


116

Name ________________________________________ Date ____________ Class _____________________

Diagnostic Test A, Part 3 (continued)Passage VII

Catalase is an enzyme found in living things that causes the breakdown of hydrogen peroxideinto water and oxygen; it catalyzes the reaction:H2O2 ➝ H2O + O2. Hydrogen peroxide is a wasteproduct produced by cells that will become toxic ifallowed to accumulate. Temperature and pH werevaried and the rate of the breakdown of hydrogenperoxide by catalase determined by observing theoxygen bubbles produced. A rating scale was usedto assess the degree of bubbling from 0 to 5 where0 = no reaction, and 5 = complete reaction.

Experiment 1

Temperature was varied to determine the effect ithas on reaction rate. This experiment was done ata pH of 7.

Experiment 2

The pH was varied to determine the effect it hason reaction rate. This experiment was done atroom temperature (22°C).

35. For which condition was the reaction ratethe highest in Experiment 1?

(A) A temperature of 100°C(B) A temperature of 37°C(C) A temperature of 22°C(D) A temperature of 0°C

36. Conducting Experiment 2 at a temperatureof 37°C would most likely cause

(F) a change in the concentration of thecatalase and hydrogen peroxide solutions.

(G) the breakdown of hydrogen peroxide tooccur more rapidly.

(H) the production of bubbles of oxygengas to be slower.

(J) no change in the results.

37. In Experiment 1, which condition was keptthe same?

(A) The temperature(B) The pH(C) The amount of oxygen produced(D) The reaction rate

38. Which inference can be made based on bothexperiments?

(F) Warmer temperatures speed up allchemical reactions.

(G) This enzyme can break down manyother toxic substances found in livingcells.

(H) This enzyme normally functions in liv-ing cells with pH around 7 and a tem-perature around 37°C.

(J) At a pH of 4, catalase does not breakdown hydrogen peroxide.

39. An explanation for what occurs in bothexperiments might be that

(A) hydrogen peroxide is not actually bro-ken down by catalase.

(B) extremes of pH and temperaturechange the shape of the enzyme mak-ing it less functional.

(C) extremes in concentrations of solutionschange the shape of the enzyme mak-ing it less functional.

(D) extremely high or low reaction rates areeasily the result of chance.

pH

3

7

10

1

4

2

Reaction Rate

Temperature

0 C

22 C

37 C

100 C

1

2

5

0

Reaction Rate


138



BIO

OBJECTIVE

To give students and

opportunity to

experience a major

component of the

Biology EOC Exam.

SKILLS

The test measures the

skills required in the

natural sciences:

interpretation,

analysis, evaluation,

reasoning, and

problem solving.

2018 FCM SUMMER

ENRICHMENT ASSESSMENT PROFESSION OR INDUSTRY | LINK TO OTHER ONLINE PROPERTIES:

PORTFOLIO/WEBSITE/BLOG

SCIENCTIFIC REASONING TEST

THE TEST EMPHASIZES SCIENTIFIC REASONING SKILLS OVER RECALL OF

SCIENTIFIC CONTENT, SKILL IN MATHEMATICS, OR READING ABILITY.

FORMAT

Data Interpretation-This format presents graphic and tabular material

like that found in science journals and texts. The questions associated

with these format measure skills such as graph reading, interpretation of

scatter plots, and interpretation of information presented in tables,

diagrams, and figures.

Research Summaries- provides descriptions of one or more related

experiments. The questions focus on the design of experiments and the

interpretation of experimental results.

Scientific Perspectives- presents expressions of several hypotheses or

views that, being based on differing premises or on incomplete data, are

inconsistent with one another. The questions focus on the understanding,

analysis, and comparison of alternative viewpoints or hypotheses.

END-OF-COURSE QUESTIONS REQUIRES STUDENTS TO:

-Recognize and understand the basic features of, and concepts related to,

the provided information.

-Examine critically the relationship between the information provided

and the conclusions drawn or hypotheses developed.

-Generalize from given information and draw conclusions, gain new

information, or make predictions