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WorksheetsComp Sci 3 FSA Prep Day 6
Total questions: 15
Worksheet time: 22mins
SC.8. L.18.4
The energy pyramid below shows the energy flows from the producers to primary, secondary, and tertiary consumers in an ecosystem and the energy available at each level. How does an energy pyramid for an ecosystem demonstrate the law of conservation of energy?
A. The energy in the organisms at each level is transferred to the level above when it is consumed. The energy that is not transferred to consumers is transferred into heat and transformed into other forms of energy for life processes of that organism. Energy is not destroyed or created, only transferred or transformed which follows the Law of Conservation of Energy.
B. The energy in the organisms at each level is transferred to the level above when it is consumed. Energy is created and transferred which follows the Law of Conservation of Energy.
C. The energy in the organisms at each level is transformed to the level above when it is consumed. Energy is destroyed and transformed which follows the Law of Conservation of Energy.
D. The energy in the organisms at each level is lost to the level above when it is consumed. The lost energy is transferred into heat. Energy is not destroyed or created, only transferred, or transformed which follows the Law of Conservation of Energy.
SC.8. L.18.4
One of your cells has taken in a sugar molecule from a cookie you ate at lunch. The sugar molecule contains atoms of carbon. Which best explains what will happen to the carbon after your body processes it?
A. It is recycled by the body to create CO₂ which will be stored for later use.
B. It is destroyed as the body breaks it down to use for energy.
C. It is returned to the environment through CO₂ or the decay of organic matter
D. It is transformed into sugars which will be broken down and used for energy by the body.
SC.6. L.14.1
The nervous system is organized into two main parts, the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS is the processing center of the body and consists of the brain and the spinal cord.
The diagram shows the two main parts of the body’s central nervous system. According to the diagram, which statement best describes the brain?
A. It is made up of several types of tissue.
B. It is made up of several types of organs.
C. It is made up of identical cells that work together.
D. It is made up of identical organ systems that work together.
SC.6. L.14.1
Tanya wrote the names of the five levels of structural organization. She wrote them in order from the smallest structure to the largest structure. Which of the following lists is correct?
A. Cells, tissues, organ systems, organisms, organs.
B. Cells, tissues, organs, organ systems, organisms.
C. Tissues, cells, organ systems, organs, organisms.
D. Tissues, cells, organs, organisms, organ systems.
SC.8. E.5.9
One of Earth’s characteristics is that it experiences seasons. Higher temperatures result in summer and lower temperatures result in winter. Why does the Earth experience seasons?
A. Temperatures on Earth vary from one location to another, causing seasons.
B. Cloud cover is heavier in the winter, blocking radiation from the Sun and creating seasons.
C. As Earth revolves around the Sun, the hemisphere that is tilted toward the Sun receives more direct sunlight, causing seasons.
D. Earth’s orbit around the Sun is elliptical, and Earth is farther from the Sun in winter, resulting in seasons
SC.8. E.5.9
The diagram shows Earth in its yearly orbit around the Sun. During the year, places in the Northern and Southern Hemispheres experience seasons because of the tilt of Earth’s axis. Which statement correctly identifies the seasons in the Northern and Southern hemispheres when the Earth is at Position D?
A. It is summer in the Northern and Southern hemispheres because the Earth tilts as it rotates around its axis.
B. It is winter in the Northern Hemisphere and summer in the Southern Hemisphere because the Earth is tilted on its axis.
C. It is spring in the Northern Hemisphere and Fall in the Southern Hemisphere because Earth is farther from the Sun than it is at points A and C.
D. It is summer in the Northern Hemisphere and winter in the Southern Hemisphere because the northern part of Earth, titled toward the Sun, gets more of the Sun’s energy.
SC.8. E.5.9
Mary’s family lives near the beach. Every day there are high tides and low tides. Mary notices that sometimes the high tides are higher, and the low tides are lower than they are at other times. She realizes that this happens in a predictable pattern. What causes the highest of high tides and the lowest of low tides to occur?
A. The season changes and the temperature differences affect the water levels.
B. The Sun, the Moon, and Earth are lined up in a straight line.
C. The Moon is in the first-quarter and last-quarter phases.
D. Earth's axis changes the direction in which it is tilted.
SC.6. E.7.4
In science class, Sue and Jamal are learning about Earth’s spheres. Today they learned how the five different spheres interact. During the lesson the teacher gave the students multiple scenarios such as; how hurricanes form when warm moist air over water begins to rise, how there are plants and animals living in the ocean, how plants absorb water through the roots, and how weathering and erosion shape the Earth’s surfaces. Which statement best describes what they learned about the interaction of Earth’s spheres?
A. Weather is an interaction between the hydrosphere and the atmosphere.
B. Life in the oceans is an example of an interaction between the biosphere and the geosphere.
C. A plant’s need for water is an example of an interaction between the biosphere and the cryosphere.
D. Weathering and erosion is an example of an interaction between the hydrosphere and the cryosphere.
SC.8. N.1.2
Danielle designed an experiment to test the effectiveness of a new brand of fertilizer for houseplants. She spotted two identical plants in identical pots with the same type of potting soil. She added the recommended amount of fertilizer to one plant, using the other plant as her control. The plants were given equal amounts of sunlight and water each day. She measured the plants’ height every two days. After 10 days, she concluded that the fertilizer improved plant growth. How could Danielle have changed her design to include repeated trials?
A. tested two different levels of fertilizer.
B. measured plant height every day for 10 days
C. used four plants instead of one for each treatment
D. measured plant height every other day for 20 days
SC.8. N.1.1
Carmen conducted an experiment to determine if listening to different types of music would affect a person’s pulse. Her hypothesis was that pulse rate would change with different types of music. Each person listened to seven different selections of music for 30 seconds each. Each person’s pulse was taken before the music and then after each 30 second interval of music. The pulses were taken again after the music selections were completed. Based on her experiment, Carmen concluded that a person’s pulse rate changed when the person listened to different types of music. Which component is missing from Carmen’s experiment?
A. question
B. hypothesis
C. control group
D. description of the experiment
SC.8. N.1.1
Christy wants to find out if the birds that visit the bird feeders in her backyard would rather build nests in the birdhouses or in trees. She puts a birdhouse next to the feeder containing sunflower seeds and hangs a feeder containing cracked corn from a tree. She observes the birds’ nesting activities over the next two weeks and records her observations. Which of the following would improve Christy’s investigation?
A. Putting more food next to both bird feeders.
B. Setting the feeders up closer to each other
C. Putting the same kind of food in both bird feeders.
D. Setting up a third bird feeder containing fruit near a bird bath.
SC.7. P.10.1
Light waves originate from the Sun and reach Earth in the form of radiation. After taking a two-hour nap on the beach, Megan discovered that despite her use of sunscreen, she still developed a sunburn on her left shoulder. What part of the electromagnetic spectrum caused Megan to sunburn?
A. Visible light
B. Ultraviolet light
C. Infrared light
D. Gamma rays
SC.6. P.13.1
Sarah tied a string around a tennis ball, and then she swung it in a circle in front of her to demonstrate a planet orbiting the Sun. She explained that her hand represented the Sun, the ball represented a planet, and the string kept the ball from leaving the “orbit” around her hand. Why doesn’t the string work in the same way as gravity?
A. There is no difference between the two systems.
B. The string only pulls one way; gravity pulls both ways.
C. The string holding the ball in orbit is a contact force; gravity is a non-contact force.
D. The string keeps the distance between the bodies the same; gravity makes the distance vary.
SC.7. P.13.3
In the game of Tee Ball, a baseball is placed on the tee and then the batter uses a bat to strike the ball. The image shows a baseball at rest on a batting tee. The arrow indicates the direction and magnitude of the force the bat exerts on the baseball upon contact.
Which statement best describes the forces acting on the baseball in this example?
A. The forces on the ball are balanced until hit by the bat which exerts an unbalanced force on the ball causing its position, direction, and speed to change.
The forces acting on the ball are unbalanced until hit by the bat which balances the forces on the ball causing its position, direction, and speed to change.
C. The forces acting on the ball are balanced until hit by the bat which exerts an unbalanced force on the ball causing only its speed and position to change.
D. The forces acting on the ball are balanced until hit by the bat which exerts an unbalanced force on the ball causing only its position and direction to change.
SC.6. P.13.3
At the 8th grade field day, Ms. Clark’s class was challenged by Mr. Thomas’ class to a game of tug-of war. Both classes pulled in opposite direction with all their might. Ms. Clark’s class pulled with a force equal to 170N while Mr. Thomas’ class pulled with a force equal to 185N and they were deemed the winners. Which of the following statements explains why Mr. Thomas’ class defeated Ms. Clark’s class in tug-of war?
A. The net force was 185N in the direction of Mr. Thomas’ class.
B. The net force was 15N in the direction of Mr. Thomas’ class.
C. The net force was 170N in the direction of Ms. Clark’s class.
D. The net force was 15 N in the direction of Ms. Clark’s class.
