Life Science & Scientific Inquiry — Sample exam

Parent / teacher answer key

Course-authored study paper with accessible keys. Use two flexible 45-minute blocks for the midterm, three for the cumulative final, and one for the optional sample. The questions revisit taught ideas and cases; these are not secure official school tests. Feedback has a separate session.

8 questions · 24 points · suggested 45 minutes

Student instructions

  1. Use the supplied records; a glossary, notes, and calculator are permitted.
  2. Explain briefly and show calculation steps with units; a labeled diagram or supported oral response can be accepted where appropriate.
  3. Attempt responses before opening the worked key.
  4. The suggested timing can be extended for reading and writing needs; mark reasoning rather than speed or exact model wording.

Science inquiry and calculation notes

TaskMethod
ChangeFinal value minus initial value, with units.
MeanSum all values and divide by the number of values.
PercentagePart divided by total, multiplied by 100.
Percentage pointsSubtract two percentage values; distinguish from relative percent change.
ModelLabel quantities, relationships, assumptions, and omissions.
ExplanationClaim + relevant evidence + biological reasoning + a limitation.

Coverage and marks

ChapterQuestionsPoints
Scientific Inquiry & Diversity of Life13
Cells, Transport & Cellular Energy23
Body Organization, Transport & Movement33
Coordination, Defense & Reproduction43
Genes, Cell Division & Heredity53
Ecosystems, Matter & Energy63
Ecological Evidence & Environmental Design73
Evolution, Evidence & Life History83

Name: ____________________   Date: ____________________

Question 1 · 3 points

A fungus has walls but no chloroplasts. Must it be an animal or a plant?

Question 2 · 3 points

A student says plants use respiration only at night. Correct the claim.

Question 3 · 3 points

A draft calls kidney processing a digestive absorption step. Correct the system relationship.

Question 4 · 3 points

Why is the same germination treatment not automatically best for every plant species?

Question 5 · 3 points

A mutation has no visible effect in one setting. Must it be impossible or meaningless?

Question 6 · 3 points

A field count rises after a survey team doubles its observation time. Can the increase be assigned directly to population growth?

Question 7 · 3 points

Plan C achieves the largest reduction but costs 130 tokens under the same 100-token limit. Is it currently feasible?

Question 8 · 3 points

A project uses only a graph of frequencies and claims a specific new mutation caused the change. What evidence is missing?

Revisit the covered chapters

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