Ohio Proficiency 9th Grade Science - Test 2

The following test has 12 questions.

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1. Questions 1-4 are based on the following passage and diagram.

Two scientists traveled to a remote island in the ocean. While on the island, they discovered several animals never before seen. The scientists identified and recorded several characteristics of each of the different animals. Those data are given in the table below.

The scientists needed this information in order to group the organisms. One way to do this is to create a classification system such as that shown in the figure below.

In the classification system shown in the figure above, which box at the bottom will have no animals in it?
  a. Box 1
  b. Box 2
  c. Box 3
  d. Box 4

2. Animals B and C are split into two separate categories by using which of the following characteristics in the classification system?
  a. number of legs
  b. tail
  c. food eaten
  d. habitat

3. Which of the following pairs of animals CANNOT be separated into two different categories in a classification system shown in the figure?
  a. animals A and C
  b. animals B and D
  c. animals C and F
  d. animals E and F

4. Assume that the scientists wanted to collect information on the plants on the island and then develop a classification system using this information. Of the traits used in the table, which might be used to group plants?
  a. number of legs
  b. tails
  c. food
  d. habitat

5. Questions 5-8 are based on the following passage and diagram.

Many natural ecosystems have been destroyed by human activity. To better manage our remaining natural ecosystems, we must first understand how the ecosystems are structured. One way to do this is to determine how the organisms in the ecosystem obtain the matter and energy they need to survive. The figure below shows a simplified food web. Use the figure to answer the following questions.

Based on the figure above, you would hypothesize that the green plants, unlike animals, can
  a. make their own food.
  b. avoid being eaten by other organisms.
  c. get energy from the other organisms.
  d. release the energy stored in their food.

6. Often, organisms compete with each other for a food source. Which of the following pairs of organisms compete with each other for food?
  a. mice and owls
  b. squirrels and owls
  c. rabbits and green plants
  d. mice and rabbits

7. Based on the figure, how would the owls most likely respond if the mice all died out?
  a. The owls would starve.
  b. The owls would start eating foxes.
  c. The owls would eat more squirrels and rabbits.
  d. The owls would eat more green plants.

8. Which of the following correctly shows one pathway for the flow of energy to an owl?
  a. green plants--->mice--->squirrels
  b. green plants----> squirrels----> owls
  c. owls----> squirrels----> foxes
  d. owls---> green plants-----> mice

9. Questions 9-12 are NOT based on a passage.

A small stone is shot straight up in the air. The figure below shows a plot of the stone`s position vs. time (air resistance is ignored). When is the stone moving the fastest?

  a. 3 - 4 and 4- 5 seconds
  b. 3 - 4 and 7 - 8 seconds
  c. 0 - 1 and 4 - 5 seconds
  d. 0 - 1 and 7 - 8 seconds

10. Chemical weathering refers to processes that change the chemical composition of rocks, forming new minerals. Physical weathering refers to processes that break rocks down into smaller pieces without changing the chemical composition of the rocks. Which of the following processes is an example of chemical weathering?
  a. the widening of cracks in rocks by tree roots
  b. the rusting of iron-rich rocks
  c. the expansion and contraction of rocks as temperatures change
  d. the scouring of rocks by windblown sand

11. Suppose you come into class one day and find some white flakes in the sink of a lab table. What should you do?
  a. Turn on the faucet and rinse the the flakes down the drain.
  b. Put on gloves and then throw the flakes in the wastebasket.
  c. Put on gloves and then put the flakes in a beaker to give to the teacher.
  d. Wipe the flakes up with a moist paper towel and then throw the flakes in the garbage.

12. Aristole thought that a moving object would stop because its natural state was to be at rest. Newton thought that friction is a force that opposes all motion and eventually stops moving objects. Suppose you were coasting on a level surface on a bicycle and there was NO friction. What would happen to your speed, according to Aristotle and according to Newton?
  a. Aristotle: slow and stop; Newton: slow and stop.
  b. Aristotle: maintain speed: Newton: slow and stop.
  c. Aristotle: maintain speed; Newton: maintain speed.
  d. Aristotle: slow and stop; Newton: maintain speed.

Good Luck!