Download Gr6-8_Life_Sciences_OAT_Practice

Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Grade 6
Benchmark A: Explain that the basic functions of organisms are carried out in cells and
groups of specialized cells form tissues and organs; the combination of these cells make
up multicellular organisms that have a variety of body plans and internal structures.
Indicator 1: Explain that many of the basic functions of organisms are carried out by or
within cells and are similar in all organisms.
Q: (Benchmark A: Indicator 1)
Which cell structure carries out a function for a cell that is similar to the function that
bark carries out for a tree?
A. cell wall
B. nucleus
C. chloroplast
D. mitochondrion
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Q: (Benchmark A: Indicator 1)
The diagram below represents a cross section of a lagoon and some of its aquatic
organisms. A magnified view (400X magnification) of each organism is shown.
Lagoon
Structure Z serves the same function in each of the organisms.
What is the function of structure Z in the water lily, fish and paramecium cells?
A. to move the cells
B. to control cellular activities
C. to carry out photosynthesis
D. to allow nutrients to enter and exit the cells
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Benchmark A: Explain that the basic functions of organisms are carried out in cells and
groups of specialized cells form tissues and organs; the combination of these cells make
up multicellular organisms that have a variety of body plans and internal structures.
Indicator 2: Explain that multicellular organisms have a variety of specialized cells,
tissues, organs and organ systems that perform specialized functions.
Q: (Benchmark A: Indicator 2)
In a multicellular organism, such as a fish, which of these items is composed of all the
others?
A. tissues
B. organs
C. cell structures
D. organ systems
Q: (Benchmark A: Indicator 2)
What is the relationship between tissues and organs?
A. Organs are made from one type of tissue.
B. Tissues are made from one type of organ.
C. Tissues are made from different types of organs.
D. Organs are made from different types of tissues.
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Grade 7
Benchmark A: Explain that the basic functions of organisms are carried out in cells and
groups of specialized cells form tissues and organs; the combination of these cells make
up multicellular organisms that have a variety of body plans and internal structures.
Indicator 1: Investigate the great variety of body plans an dinternal structures found in
multicellular organisms.
Q: (Benchmark A: Indicator 1)
Use the diagrams and information below to answer question #.
The diagrams below show the digestive systems of an earthworm and a bird.
Earthworms and birds have strong muscular gizzards. The gizzard grinds food into small
bits before it passes on to the intestine. Mammals, in contrast, do not have gizzards.
Why do earthworms and birds need to have gizzards but mammals do not?
A. Earthworms and birds are not equipped to chew food.
B. Earthworms and birds eat food that is difficult to digest.
C. Earthworms and birds have intestines that work inefficiently.
D. Earthworms and birds do not have stomachs to mix moistened food.
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Q: (Benchmark A: Indicator 1)
Which is an example of a group of cells with a common structure and function?
A. stomach
B. muscle tissue
C. mitochondria
D. digestive system
Benchmark C: Explain how energy entering the ecosystems as sunlight supports the life
of organisms through photosynthesis and the transfer of energy through the interaction of
organisms and the environment.
Indicator 2: Investigate how organisms or populations may interact with one another
through symbiotic relationships and how some species have become so adapted to each
other that neither could survive without the other (e.g., predator-prey, parasitism,
mutualism and commensalism).
Q: (Benchmark C: Indicator 2)
Which interaction between organisms would be described as parasitic?
A. a mosquito feeding on the blood of a dog
B. a bee gathering nectar and pollen from a flower
C. a cleaner shrimp picking dead skin off a large fish
D. a nonpoisonous snake mimicking a poisonous snake
Q: (Benchmark C: Indicator 2)
In which environment is white fur color an advantage for survival?
A. desert
B. grassland
C. arctic tundra
D. temperate forest
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Q: (Benchmark C: Indicator 2)
Use the information and diagram below to answer question #.
Male mussels release sperm into the water. Female mussels take the sperm into their gill
chambers where fertilization occurs. Young mussel larvae are released into the water
where they float freely until they attach to the gill of a host fish. After a few weeks, they
reach the juvenile stage and drop off. After the juvenile drops off the fish gill, it burrows
into the river bed and begins the life cycle all over again.
The parasitic behavior of the larvae benefits the mussel in two ways. One benefit is that
the fish provides nutrition for the larvae when they are attached to its gill.
What is the second way this behavior enhances the survival of the mussel species?
A. The large size of the fish provides the mussel larvae with plenty of room to
grow.
B. The parasitism increases the opportunity for the mussels to mate with other
mussel species.
C. The mobility of the fish spreads the mussels to areas they would otherwise
be unable to reach.
D. The location of the larvae on the gills of fish reduces the exposure of the
larvae to oxygen-rich water.
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Q: (Benchmark C: Indicator 2)
Termites eat wood but cannot digest it. Protozoans live in the termites’ stomachs and use
enzymes to break down the wood. The digested wood provides nutrition for both the
termites and the protozoans.
What type of relationship is this?
A. mutualism
B. parasitism
C. predation
D. commensalism
Benchmark C: Explain how energy entering the ecosystems as sunlight supports the life
of organisms through photosynthesis and the transfer of energy through the interaction of
organisms and the environment.
Indicator 3: Explain how the number of organisms an ecosystem can support depends on
adequate biotic (living) resources (e.g., plants, animals) and abiotic (non-living) resources
(e.g., light, water and soil).
Q: (Benchmark C: Indicator 3)
A park is home to a large number of robins, squirrels and rabbits. The robins and
squirrels live in the park’s trees. The robins feed on earthworms and insects that live on
the ground. The squirrels eat the acorns produced by the park’s oak trees. The rabbits
hide in the bushes and feed on the grass.
Which factor would directly limit the number of rabbits that could live in this park?
A. number of robins
B. number of bushes
C. number of acorns
D. number of squirrels
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Q: (Benchmark C: Indicator 3)
Use the information below to answer questions #.
The diagram below represents a cross section of a lagoon and some of its aquatic
organisms. A magnified view (400X magnification) of each organism is shown.
Lagoon
Choose one of the organisms in the diagram.
In your Answer Document, identify two nonliving resources the organism needs to live.
Explain how the organism uses each of the two nonliving resources. (2 points)
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Benchmark C: Explain how energy entering the ecosystems as sunlight supports the life
of organisms through photosynthesis and the transfer of energy through the interaction of
organisms and the environment.
Indicator 7: Explain that photosynthetic cells convert solar energy into chemical energy
that is used to carry on life functions or is transferred to consumers and used to carry on
their life functions.
Q: (Benchmark C: Indicator 7)
Which cellular process converts light energy from the sun into chemical energy that
organisms use for life functions?
A. digestion, in which starch is broken down into simple sugars
B. respiration, in which oxygen is used and carbon dioxide is given off
C. fermentation, in which sugar is broken down and alcohol is given off
D. photosynthesis, in which carbon dioxide is used and sugars are produced
Grade 8
Benchmark B: Describe the characteristics of an organism in terms of a combination of
inherited traits and recognize reproduction as a characteristic of living organisms
essential to the continuation of the species.
Indicator 2: Recognize that in sexual reproduction new combinations of traits are
produced which may increase or decrease an organism’s chances for survival.
Indicator 3: Explain how variations in structure, behavior or physiology allow some
organisms to enhance their reproductive success and survival in a particular environment.
Q: (Benchmark B: Indicators 2, 3)
Guppies are small fish that live in fresh water. Most guppy species reproduce sexually,
but some reproduce asexually. There are two lakes in a particular region. One lake
contains a species of guppy that reproduces asexually. The other lake contains a species
of guppy that reproduces sexually. A scientist studying these lakes predicts that the
sexually reproducing guppies would survive better than the asexually reproducing
guppies if a fungus was introduced to both lakes. Which statement supports this
hypothesis?
A. The sexually reproducing guppies are identical to one another.
B. The sexually reproducing guppies have a variation of inherited characteristics.
C. The sexually reproducing guppies require only one individual for reproduction.
D. The sexually reproducing guppies are carriers of harmful characteristics.
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Benchmark B: Describe the characteristics of an organism in terms of a combination of
inherited traits and recognize reproduction as a characteristic of living organisms
essential to the continuation of the species.
Indicator 3: Explain how variations in structure, behavior or physiology allow some
organisms to enhance their reproductive success and survival in a particular environment.
Use the information below to answer questions #-##.
Q: (Benchmark B: Indicator 3)
The diagram below represents a cross section of a lagoon and some of its aquatic
organisms. A magnified view (400X magnification) of each organism is shown.
Lagoon
Paramecia usually reproduce asexually. Fish reproduce sexually. Suppose the
environmental conditions in the lagoon change.
What advantage will the fish population have over the paramecium population?
A. Sexual reproduction produces offspring that are identical to the parents.
B. Sexual reproduction decreases the genetic variability in the fish
populations.
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
C. Sexual reproduction limits the spread of harmful characteristics in fish
populations.
D. Sexual reproduction allows populations to adapt to new conditions over
fewer generations.
Q: (Benchmark B: Indicator 3)
Use the following pictures to answer question #.
The reproductive success of an organism depends in part on the ability of the organism to
survive.
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
How does the physical appearance of these organisms help them survive?
A. Their physical appearance helps them find a habitat.
B. Their physical appearance helps them resist parasites.
C. Their physical appearance helps them avoid predators.
D. Their physical appearance helps them defend a territory
Benchmark D: Explain how extinction of a species occurs when the environment changes
and its adaptive characteristics are insufficient to allow survival (as seen in evidence of
the fossil record).
Indicator 5: Investigate how an organism adapted to a particular environment may
become extinct if the environment, as shown by the fossil record, changes.
Q: (Benchmark D: Indicator 5)
A desert lake has evaporated to half its original size over the past
50 years. This caused a large increase in the lake’s salt concentration. Over these 50
years, scientists have observed a decrease in the population of one fish species and an
increase in the population of a shrimp species.
Which hypothesis about the organisms’ ability to live with the salt concentration does the
evidence support?
A. The fish are better able to live in areas of high salt concentration.
B. The shrimp are better able to live in areas of high salt concentration.
C. Neither the shrimp nor the fish are able to live in areas of high salt
concentration.
D. Both the shrimp and the fish are equally able to live in areas of high salt
concentration.
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Q: (Benchmark D: Indicator 5)
Use the diagram showing a cross section of a hill and the information below to answer
question #.
Scientists see three layers of rock exposed on the side of a hill. The bottom layer is
sandstone with fossils of a certain species of reptile found only in this geographic
location. The middle layer is volcanic ash. The top layer is mud stone (shale) with fossils
of a different species of reptile.
The fossil evidence supports which hypothesis about the extinction of the older reptile
species?
A. The older reptile species went extinct because sea levels rose and flooded
its habitat.
B. The older reptile species went extinct because a predator was introduced
into the environment.
C. The older reptile species went extinct because it could not compete with
the younger reptile species.
D. The older reptile species went extinct because a volcanic eruption caused
the environment to change.
Life Sciences - OAT Practice Test Items
from Grade 8 Ohio Achievement Tests, [2006]-2008
Q: (Benchmark D: Indicator5)
Use the diagrams and information below to answer question #.
Monte Bolca is located high in the mountains of northern Italy. This site is one of the
world’s largest deposits of coral reef fish fossils. There are fossils of more than 160 fish
species dating back 49 million years.
These fossils provide evidence of the environment in which the coral fish lived and died.
Which statement is consistent with this evidence and explains how ancient coral reef
fossils can be found high in the mountains far from any sea?
A. A huge tidal wave pushed marine life up into the mountains.
B. Prehistoric man carried fish into the mountains from the sea.
C. Fish were thrown into the mountains by a tremendous volcanic explosion.
D. Land that was uplifted to form the mountains was once covered by the sea.