G8 MAP Science -Mock EXAM 1

Name_____________ Class ______________ Date _____________________

1. Students want to compare some of the planets in the Solar System. They collect data
and put it into a table.
Planet Surface Orbital Period (Earth Distance from the
Gravity(m/s2) years) Sun (km)
Mercury 3.7 0.24 57909227
Earth 9.81 1.00 149598262
Jupiter 24.79 11.86 778340821
Neptune 11.15 164.79 4498396441
Source credit: NASA
Which planet does each statement describe? Choose one planet for each statement.
Planet on which 1 kilogram weighs the most Mercury Earth Jupiter Neptune
Planet with the longest average orbital distance Mercury Earth Jupiter Neptune
Planet that likely has the highest maximum surface Mercury Earth Jupiter Neptune
temperature

2. The diagram shows a drawing made by a student.

Why would a geologist be surprised by this model?

A. The principle of superposition states that older rocks are found below younger rocks.
B. The theory of gravitation suggests that younger sediments will be lower in the layers.
C. Older layers are more fertile and should be found next to the surface where plants
grow.
D. Older layers have been decomposing longer and are less dense and closer to the
surface.

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 3. A student is given the terms shown in the picture: a battery, a wire hoop with a coil, a
galvanometer, and a compass. The student is asked to set up an experiment
demonstrating that magnetic fields can be induced by electric currents.

Which three steps can the student take to set up this experiment? Place the steps in the
correct order in the table. Not all steps must be used.
Step 1
Step 2
Step 3

A. Connect the wire to the ends of the battery

B. Connect the wire to the needle of the compass
C. Add the galvanometer to the circuit to ensure an electric current exists
D. Place the compass near the wire loop to confirm the induced magnetic field
E. Add the galvanometer to the circuit to ensure that a magnetic field is present
4. A group of students built an electromagnetic and conducted several trials with different
setups. The data they gathered is shown.

Which question can the students answer using the data?

A. How does the length of wire change how many coils of wire there can be around the
nail?
B. How does the length of the nail change how many coils of wire can be wrapped
around it?

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 C. How does the number of coils of wire change how much wire there is between the
battery and the nail?
D. How does the number of coils of wire around the nail change the number of
paperclips the electromagnet picks up?
5. Use the information to answer the question. There may be similar information in other
questions.
Students live in a town near the beach. They notice that it is often foggy in the mornings
during the summer. They also notice that the fog usually starts over the ocean. The
students want to play in the Sun at the beach and wonder why the fog always come
from over the ocean.
One student claims that the fog is related to the temperature of the land the ocean. The
student make a model to explain the information and movement of the fog.
Which processes cause the fog to form over the ocean and move toward the land?
Move one process into each box to complete the model.

A. Air mass 1 warms

B. Warm air rises
C. Ocean absorbs heat from Air mass2
D. Air mass 2 flows toward the land

6. Students learn that cells manufacture proteins using DNA as the blueprint. They wonder
about the protein synthesis process.
How do cells use DNA to produce proteins? Place the steps below in order.
1. A protein of the DNA double helix is unwound.
2. A complementary strand of mRNA is formed.
3. mRNA bonds with a ribosome in the cytoplasm.
4. A chain of amino acids is made by tRNA molecules.
5. Secondary and tertiary structures are formed by folding.
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7. Some water on Earth is more difficult to use because of where it is found. The graph shows
the distribution of water on Earth in different reservoirs.

Which sentence describes the distribution of water on Earth?

A. Most fresh water on Earth is in oceans.
B. Most salt water is under the surface of Earth.
C. Most liquid water is in lakes and rivers on Earth.
D. Most fresh water is under the surface of Earth or frozen.
8. A student asks five friends to close their eyes and then places a strong-smelling piece of
food in front of them. The friends report that their mouths filled with saliva. The student
concludes that the smell causes a reaction in the friends’ bodies. How does this reaction
occur? Move five statements, in the correct order, into the boxes to complete the model.
Input
Reaction

Output

A. The smells travel to the salivary glands

B. Nose sends signals to salivary glands.
C. Salivary glands secrete saliva
D. The nose receives signals from the food
E. Signals travel along nerve cells
F. The brain processes signals
G. Signals travel to the salivary glands
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 9.Many communities search for new ways to provide energy for their citizens.
Energy-Generating Cost Analysis Environmental impact
Technology
Start up costs moderately Renewable energy source, require
high, operating costs low open space
Start-up costs moderate; Fuel nonrenewable, contributes to
overall operating and fuel greenhouse gas levels
costs comparatively low
Start-up cost low, Fuel nonrenewable; efficient use
fuel/operating costs of fuel reduces greenhouse impact
comparatively low
High start-up costs; zero fuel Renewable, no effect on
cost greenhouse gases; may disrupt
lithosphere
Moderately high start-up Renewable energy source, no
costs; zero fuel cost; needs a greenhouse gases; noisy; impacts
back-up system bird populations
Very high stat-up costs, Renewable energy source, alters
minimal fuel cost land use and natural habitats

Wind solar geothermal hydroelectric coal natural gas

10. Students make a diagram of the effects of carbon dioxide increasing in the atmosphere.
How does Earth’s energy flow change when levels of carbon dioxide in the atmosphere
increase? Move the labels into the diagram.

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 11. Sometimes offspring will have traits that neither parents has due to genetic variations.
One example would be offspring having a hair color that is not found in either parent.
Another example would be offspring having resistance to a disease while their parents do
not. These traits can be passed to the next generation.
What are some possible causes of these types of genetic variations? Move three possible
causes of these types genetic variations into the box.
Causes

A. DNA changes that hurts survivability.

B. New mixtures of genes from parents.
C. New genes transferred from other species
D. Errors in DNA copying that still allow reproduction
E. Genetic mutations caused by conditions in the environment
12. Students learn that living things are made of cells and nonliving things that are not
made of cells. The students have to design an investigation to test these ideas.
Which three ideas should the students consider to design the best investigation?
A. Find ten adults, and ask them if they believe that all living things are made of cells.
B. Look at samples of things known to be nonliving under the microscope to see if they
have cells.
C. Observe one-celled organisms to see if they show characteristics of life, such as feeding
behavior.
D. Look at samples of things known to be alive under the microscope to see if they are
made of cells.
E. Count the number of cells seen in a sample under the microscope to see how many cells
there are.

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15. Students analyze data from a study about natural selection in two different types of fur
color in mice. One type of mice have light-colored fur, and the others have dark-colored fur.
Both types of mice live in an environment that has dark-colored shrubs, grasses and rocks.

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What is the function of heart valves in the circulatory system?
A. Heart valves pump blood out of the heart.
B. Heart valves allow the blood to flow in only one direction
C. Heart valves receive and store the blood that enters the heart
D. Heat valves remove carbon dioxide from the blood as it passes through the heart
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