California Science Test (CAST) Academy. Training Test Items Booklet

Transcription

1 California Science Test (CAST) Academy Training Test Items Booklet April 2018

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3 Contents CAST Academy Training Test Items Booklet Grade Five Discrete Items... 5 Grade Five Performance Task: Lake Microcosm Grade Eight Discrete Items Grade Eight Performance Task: To React or Not High School Discrete Item High School Performance Task: Fruit Fly Page 3

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5 Grade Five Discrete Items Grade Five Discrete Items Page 5

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7 Grade Five Discrete Items 1 Melting Ice A student filled a plastic cup with ice cubes and placed a lid on the cup. The empty cup with the lid weighed 20 grams. The cup with the lid and the ice cubes weighed 180 grams. The student used a hair dryer to gently heat the ice cubes. After all the ice melted, the student weighed the cup with the lid and the liquid water. The diagram shows the changes that took place. Complete the bar graph to show the weight of the ice cubes and the weight of the liquid water. Page 7

8 Grade Five Discrete Items 2 Hot Air A student places a soap bubble in the opening of an empty bottle. Then the student places the bottle in two different buckets. One bucket has hot water, and the other has cold water. The student observes the changes in the soap bubble at the top of the bottle. The diagram shows the setup the student uses. Page 8

9 Grade Five Discrete Items The student makes a model to show how air particles move in the bottle. The student uses blue circles to model the air particles. Click play to watch what happens to the air particles when the slider moves from Cold to Hot. Click two sentences that best describe the behavior of the air particles in the bottle. Cold makes the air particles move closer together so the bubble deflates. Heat makes air particles escape from the bottle through the bubble. Cold makes air particles sink to the bottom and become hard. Heat makes air particles move apart so the bubble inflates. Page 9

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11 Grade Five Performance Task: Lake Microcosm Grade Five Performance Task: Lake Microcosm Page 11

12 Grade Five Performance Task: Lake Microcosm Lake Microcosm In this performance task, you will answer six questions. Students take care of a fish tank in their classroom. The fish tank has one type of fish and one type of plant that lives underwater. The fish and plants need each other to survive. The fish give off a gas called carbon dioxide that the plants need. The plants give off oxygen that the fish need. Oxygen and carbon dioxide are gases that have no color. 3 The diagram shows how the fish and plants interact with each other in the fish tank. Describe what would most likely happen in the fish tank if the plants were removed. Enter your answer in the box provided. Page 12

13 Grade Five Performance Task: Lake Microcosm 4 The students add an arrow labeled Fish food to the diagram. What does adding the arrow to the diagram mean for the fish tank? a) Plants will not need carbon dioxide from the fish. b) Oxygen dissolved in the water provides food for the fish. c) Fish food will end up dissolved in the water as food for the plants. d) Fish do not get all necessary nutrients directly from the water or plants. Page 13

14 Grade Five Performance Task: Lake Microcosm 5 The students discuss what would happen in the fish tank if too much fish food is added. Which of these is the most likely effect of having extra fish food left in the tank? a) The fish in the tank will adapt to eat the extra fish food. b) The fish in the tank will recycle the nutrients in the extra fish food. c) Extra fish food that is uneaten will decrease the quality of the water. d) A new type of decomposer will appear to break down the extra fish food. Page 14

15 Grade Five Performance Task: Lake Microcosm There is a lake near the students school. People that visit or live near the lake area can affect the living and nonliving things in the lake. The teacher asks the students to compare the fish tank to the lake. 6 The teacher provides two books with data about fish populations in the lake. The books are described in the table. Book Books About Fish Populations in the Lake How Data are Gathered Conclusions from the Data 1 2 Take people on fishing tours and record how many fish are caught. Measure and record population size of fish and other living things in the lake for five years. People are still able to catch fish. There are fewer fish living in the lake than there used to be. Which book contains fair data about fish populations in the lake and why? a) Book 1, because customers paid a fee to go on a fishing tour of the lake. b) Book 1, because people recorded how many fish can be caught during a tour. c) Book 2, because populations of fish were tracked over a period of time. d) Book 2, because a city paid a scientist to study fish and other living things in the lake. Page 15

16 Grade Five Performance Task: Lake Microcosm 7 A local newspaper reports that there is a lot of trash in and near the lake. This trash is mostly plastic bottles, plastic bags, and plastic wrappers. People living close to the lake say that there is more trash now than there used to be. The teacher asks students to make posters to hang in the community. These posters should have statements about the trash in and near the lake. Complete each statement for the students posters. Trash made of plastic that gets into the lake can be an extra food source for fish. can harm the fish and other living things. floats on the water and does not affect the fish. Plants need sunlight to change matter that is not food into food. Fish need plants for oxygen. Plants and fish need clean water to exchange gases with each other. protect themselves from predators. communicate with other living things. 1. Page 16

17 Grade Five Performance Task: Lake Microcosm 8 The fish tank and lake are systems because the different parts work together. These two systems have different cycles of matter and energy. Click the factors that affect each system. The water for the system comes from rivers and surface runoff. Fish Tank System Lake System The water for the system is provided by a faucet. The temperature of the system stays about the same all the time. The temperature of the system changes during different parts of the year. End of the Grade Five Training Test Items Page 17

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19 Grade Eight Discrete Items Grade Eight Discrete Items Page 19

20 Grade Eight Discrete Items 1 Kelp Forest A student studies how changes in resources affect different populations in a kelp forest ecosystem off the coast of California. Use the drop-down menu to choose whether to increase or decrease a population of perch, a type of fish, living in the kelp forest. Changes in the perch population directly affect the sea otter population. The changes in both the perch and sea otter populations appear on the graphs. The diagram shows part of the food web for the kelp forest ecosystem. Page 20

21 Grade Eight Discrete Items Note: The graph populates as shown depending upon the student s choice. Use the relationships shown in the food web and the lines on the graphs to predict the changes in the other populations of the kelp forest. Organism Relative Change Orca Sea urchin Kelp Increases Decreases Remains steady Page 21

22 Grade Eight Discrete Items 2 What s the Impact A student conducts five trials to investigate factors affecting the formation of impact craters. The student drops a marble into a box filled with a fine powder. The student does the following: Measures the mass (m) of the marble in grams (g) Drops the marble from different heights (h) in centimeters (cm) Measures the amount of time (t) in seconds (s) for the marble to drop Calculates the final speed (v) in meters per second (m/s) before impact Measures the depth (d) of each resulting crater in centimeters (cm) The diagram shows the dropping of the marble (Before) and an enlarged image of the resulting crater (After) for one of the trials. The table shows the results from all five trials. Trial Results of the Investigation Mass (m) in g Speed (v) in m/s Depth (d) in cm Page 22

23 Grade Eight Discrete Items 2a Construct the graph that best shows the results of the investigation by selecting the independent (x-axis) and dependent (y-axis) variables from the table. Then click Run to complete the Data Results graph. 2b Which statement best describes the results from the investigation? a) The kinetic energy of the marble just before impact is proportional to the depth of the crater it forms. b) The kinetic energy of the marble just before impact is proportional to the mass of the marble. c) The depth of the crater is proportional to the trial number of the investigation. d) The depth of the crater is proportional to the mass of the marble. Page 23

24 Grade Eight Discrete Items 3 Solar Eclipse A class creates a pinhole projector to view a total solar eclipse from their location on Earth. Typically, light from the Sun passes through the pinhole to create a disk of light on a card. During an eclipse, the disk of light becomes a ring. The pinhole projector is shown. 3a The class knows that the Moon is in the New Moon phase that day. The students create a model to show that the phase of the Moon explains why the disk becomes a ring. Select a Moon location in the model that supports the explanation that the New Moon phase explains why the disk becomes a ring. Page 24

25 Grade Eight Discrete Items 3b A student reviews the model and says that, based on the model, a solar eclipse should happen every time there is a New Moon. However, solar eclipses occur less often than New Moons. Which feature of the model should be revised to best explain why solar eclipses do not happen every month? a) The model should show that the shape of Earth s orbit around the Sun is an ellipse. b) The model should show that the shape of the Moon s orbit around the Earth is an ellipse. c) The model should show that Earth s equator is inclined relative to the plane of Earth s orbit around the Sun. d) The model should show that the plane of the Moon s orbit around the Earth is inclined relative to the plane of Earth s orbit around the Sun. Page 25

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27 Grade Eight Performance Task: To React or Not Grade Eight Performance Task: To React or Not Page 27

28 Grade Eight Performance Task: To React or Not To React or Not In this performance task, you will answer six questions. Leah is learning to use properties of substances to identify a chemical reaction. She conducts two trials. For the first trial, she pours silicon dioxide (SiO2) into water (H2O). For the second trial, she pours a silver nitrate (AgNO3) solution into a test tube with a solution of potassium chloride (KCl). The diagram shows the reactants and products for both trials. Leah records the properties of these substances before each trial. She also records the properties of the unknown products after the trial. The tables show some of the properties for each substance before and after the trials. Used in Trial # Table 1: Properties Before the Trials Substance State of Matter Mass (g) Color 1 H2O Liquid 10.0 Colorless 1 SiO2 Solid 5.0 Tan 2 KCl Liquid 12.5 Colorless 2 AgNO3 Liquid 25.5 Colorless Page 28

29 Resulted from Trial # Table 2: Properties after the Trials Substance Grade Eight Performance Task: To React or Not State of Matter Mass (g) Color 1 W Liquid 10.0 Colorless 1 X Solid 5.0 Tan 2 Y Liquid 16.5 Colorless 2 Z Solid 21.5 White 4 Leah determines that a chemical reaction occurred in one of her trials. Click the terms that best complete the sentence. A chemical reaction occurred in Trial #1 #2 because substances Y and Z different from W and X have properties that are the same as the reactants. 5 Identify a property of the substances Leah can use to give evidence that a chemical reaction occurred in one of her trials. Support your answer with examples from the data. Enter your answer in the box provided. Page 29

30 Grade Eight Performance Task: To React or Not Leah conducts another investigation by placing iron filings (Fe) in a solution of copper (II) sulfate (CuSO4), which produces copper (Cu) and iron (II) sulfate (FeSO4). She notices in the first investigation that the total mass remained the same from start to finish. She wonders if this will be true for this reaction. She combines the substances in a beaker on a digital balance. Click play and watch the reaction. Leah observes that the total mass did not change. She makes a model to help explain why the total mass did not change. Page 30

31 Grade Eight Performance Task: To React or Not 6 While sharing her model with a classmate, Leah realizes it needs improvements. Click the terms that best describe why Leah s model needs improvements. number mass Leah s model needs to be improved because the composition of each type of atom for the products is different from the same as the reactants. Page 31

32 Grade Eight Performance Task: To React or Not 7 Improve Leah s model by using the sliders to adjust the product side of the model. Then click Submit when you are done. Page 32

33 Grade Eight Performance Task: To React or Not 80 Leah repeats the reaction and adds a greater mass of Fe than before. The total mass of the system did not change during the reaction, and the additional mass of Fe remained unreacted. Select the two changes to the model that will correctly show how the reaction proceeded with a greater mass of Fe. unreacted Fe on the product side of the model a decreased amount of Cu on the product side of the model an increased amount of Fe on the reactant side of the model an increased amount of FeSO4 in the product side of the model a decreased amount of CuSO4 and an increased amount of Fe on the reactant side of the model 9 Leah s model can also be used to show that a chemical reaction occurred because the products a) are the same size as the reactants. b) have the same composition as the reactants. c) are at different states of matter compared to the reactants. d) have differently arranged atoms compared to the reactants. End of the Grade Eight Training Test Items Page 33

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35 High School Discrete Item High School Discrete Item Page 35

36 High School Discrete Item Stream Table Engineers were studying water flow rates and the erosion of a nearby creek. Concern was raised because the flow rate of the creek changed enough to cause an increase in erosion around the creek. This resulted in habitat loss for several endangered species. Several agencies worked together to implement a plan to protect both the infrastructure and environment within the creek area. 1 To understand the results of stream flow rates, students in an ecology class were assigned to investigate the effects of water velocity on stream shape and sediment transport. Click the menu to select the water velocity, and then click Run and watch the animation. Page 36

37 High School Discrete Item Rivers can have different path shapes depending on water flow. The path shapes are often labeled as youthful, mature, and old age. Based on your selected water velocity, which label best describes the river path shape demonstrated by the stream table? a) youthful b) mature c) old age Based on your selected water velocity, the stream table should show a narrow U-shape broad U-shape V-shape transported downstream. valley and sand, clay, and gravel sand and clay clay sediments Page 37

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39 High School Performance Task: Fruit Fly High School Performance Task: Fruit Fly Page 39

40 High School Performance Task: Fruit Fly Fruit Fly In this performance task, you will answer six questions. You will be using fruit flies, Drosophila melanogaster, to study genetics. Fruit flies are studied because they have a short life cycle and have only 4 pairs of chromosomes. The flies will be crossed to observe the inheritance patterns of eye color and wing shape. The fruit flies are kept in jars with pieces of banana to serve as a nutrient source. The fruit flies were ordered from a supply company, and each jar contains its own phenotype. You will use the jars containing different fruit flies to answer questions. Click the play button to watch the animation. Page 40

41 High School Performance Task: Fruit Fly 2 Based on the results in the data table, explain why there are no flies with short wings. Type your answer in the box below. Page 41

42 High School Performance Task: Fruit Fly To further the study, two flies from the offspring of the F1 generation are crossed and produce an F2 generation. The number and phenotype of the offspring are shown below. 3 What percent of the F2 generation is expected to be heterozygous for long wings? Page 42

43 High School Performance Task: Fruit Fly 4 Using A to represent the dominant trait and a to represent the recessive trait, what are the genotypes of the parents in the F1 generation? 5 Using the Punnett square provided, drag the correct parents that would be expected to produce approximately 50% homozygous brown-eyed offspring and 50% heterozygous offspring. Page 43

44 High School Performance Task: Fruit Fly To allow the students to observe an additional trait, the teacher gives them a fly with a darker body color than the other flies, which have a lighter body color. The students crossed the dark-body-colored fly with the light-bodycolored fly. The cross is represented in the Punnett square below. 6 The students then crossed two flies from the F1 generation and recorded the following results: 162 light-body-colored fruit flies 52 dark-body-colored fruit flies Explain how the dark body color of the fruit flies remained in the gene pool. Page 44

45 High School Performance Task: Fruit Fly 7 The Punnett square shows the possible results of a cross between two flies from the F1 generation. Click on the lines in the circle to create a pie graph representing the percent of offspring of each genotype in the Punnett square. Drag the genotype into the appropriate section of the pie chart based on the results in the Punnett square. End of the High School Training Test Items Page 45