Name:
Date:
Class:
How to use this worksheet. Read each passage and any data table before you answer. Choose the
best answer for each question.
- Try each question on your own first. Base your answer on the passage or the data — not on memory or opinion.
- Read the Nudge only if you get stuck. Each Nudge hints at how to think the question through. It never gives the answer away.
- Write your reason. On the "Why I picked this" lines, put in your own words how you decided. Explaining your thinking is where the learning happens.
- Review with your mentor. Go back over your answers together and talk through your reasons.
STIMULUS 1 · LIFE SCIENCEGenetics and Inheritance
Many traits in organisms are controlled by genes, which are passed from parents to offspring. Each parent contributes one version of a gene, called an allele, for a given trait. Some alleles are dominant, meaning they will determine the observable trait (the phenotype) even if only one copy is present. Other alleles are recessive, meaning their effect only appears in the phenotype if two copies of that allele are present, with no dominant allele to mask it. For example, in pea plants, the allele for tall stems is dominant over the allele for short stems. A plant with one tall allele and one short allele will grow tall, because the dominant tall allele masks the recessive short allele. Only a plant with two copies of the short allele will actually grow short. This pattern, first described by Gregor Mendel, explains why offspring do not always resemble an exact blend of both parents, but instead may show traits from only one parent or a combination determined by which alleles are dominant or recessive.
1.What is the central idea of this passage?
- A. Offspring always show an exact blend of both parents' traits.
- B. Dominant and recessive alleles determine which traits appear in offspring, rather than traits simply blending.
- C. All traits are controlled equally by both parents at all times.
- D. Recessive alleles always determine an organism's appearance.
Nudge — A central idea covers the whole passage, not one detail. Watch for absolute words like always and all — they often make an option too extreme to match the text. Which option captures the passage's big point about how traits get passed on?
My answer:
Why I picked this (in my own words):
2.According to the passage, what happens when an organism has one dominant allele and one recessive allele for a trait?
- A. The recessive allele determines the phenotype.
- B. Neither allele has any effect on the phenotype.
- C. The two alleles blend to create an intermediate trait.
- D. The dominant allele determines the phenotype, masking the recessive allele.
Nudge — Reread the sentence that defines dominant: it shows its effect even with only one copy present. So when one dominant and one recessive allele meet, which one wins out? Rule out the "blend" and "no effect" options that the passage never supports.
My answer:
Why I picked this (in my own words):
3.According to the passage, when does a recessive trait actually appear in an organism's phenotype?
- A. Only when the organism has two copies of the recessive allele, with no dominant allele present.
- B. Whenever at least one copy of the recessive allele is present.
- C. Only in plants, never in animals.
- D. Only when the dominant allele is also present.
Nudge — Find the sentence that defines recessive. It names the exact condition needed for the effect to show up. Pay attention to how many copies of the recessive allele that requires, and whether any dominant allele can be there.
My answer:
Why I picked this (in my own words):
4.In the pea plant example from the passage, why does a plant with one tall allele and one short allele grow tall?
- A. Because the short allele is actually dominant in this case.
- B. Because tall and short alleles average out to a medium height.
- C. Because the dominant tall allele masks the recessive short allele.
- D. Because only one allele is ever inherited from each parent.
Nudge — The passage spells out this exact example. Locate the tall/short sentence and read the reason it gives. Avoid any option that describes blending or averaging — that is the opposite of how dominant and recessive alleles work here.
My answer:
Why I picked this (in my own words):
5.Two pea plants, each with one tall allele and one short allele, are crossed (bred together). Based on the passage, could any of their offspring be short?
- A. No, because at least one parent's tall allele will always be passed on.
- B. No, because short alleles are never passed on once paired with a tall allele.
- C. Yes, but only if one parent is replaced with a fully short plant.
- D. Yes, if an offspring happens to inherit the short allele from both parents, since both parents carry that recessive allele.
Nudge — Each parent has both a tall allele and a short allele to pass on, so work through the different allele combinations an offspring could inherit. Test each combination against what Question 3 said makes a recessive trait appear, and be wary of any option that tacks on an unnecessary extra condition.
My answer:
Why I picked this (in my own words):
6.This passage's explanation of dominant and recessive alleles is best described as part of which broader scientific framework?
- A. Mendelian inheritance, first described by Gregor Mendel.
- B. The law of conservation of energy.
- C. The theory of plate tectonics.
- D. Newton's laws of motion.
Nudge — The passage names the scientist who first described this inheritance pattern. Match that name to the framework. The other three options belong to physics or Earth science, not heredity — cross them off.
My answer:
Why I picked this (in my own words):
STIMULUS 2 · DATA ANALYSISEnzyme Activity Rate at Different Temperatures
An enzyme's activity was measured across a range of temperatures. The results are shown in the data table below. Activity is reported as a percentage of the enzyme's maximum (peak) activity. Use the table to answer Questions 7–12.
Table 1. Relative enzyme activity at different temperatures
| Temperature (°C) |
Relative enzyme activity (%) |
| 10 | 10 |
| 20 | 35 |
| 30 | 75 |
| 37 | 95 |
| 40 | 88 |
| 50 | 40 |
| 60 | 12 |
| 70 | 2 |
Illustrative data modeled on a typical enzyme's response to temperature: activity rises to an optimal temperature (the shaded peak row), then falls sharply as the enzyme denatures at high heat. Values are relative to the enzyme's maximum activity.
7.According to the data, at what temperature did enzyme activity reach its highest level?
- A. 10°C
- B. 70°C
- C. 37°C
- D. 60°C
Nudge — Scan the activity column for the single largest value, then read across to its temperature. Don't be fooled into picking the hottest temperature — highest heat is not the same as highest activity.
My answer:
Why I picked this (in my own words):
8.Which statement best describes the overall pattern shown in the data?
- A. Enzyme activity increased steadily across the entire temperature range with no decline.
- B. Enzyme activity rose to a peak around 37°C, then declined sharply at higher temperatures.
- C. Enzyme activity stayed constant regardless of temperature.
- D. Enzyme activity was lowest at 37°C and highest at the extremes.
Nudge — Trace the activity values from the coolest temperature down to the hottest. Do they only rise, stay flat, or rise and then fall? Describe the shape the numbers actually make, and reject any option the table contradicts.
My answer:
Why I picked this (in my own words):
9.Based on the data, which explanation best accounts for the sharp decline in enzyme activity at temperatures above 40°C?
- A. The enzyme runs out of available reactants at higher temperatures.
- B. Higher temperatures cause the enzyme's shape to change (denature), reducing its ability to function.
- C. The data above 40°C is unreliable and should be disregarded.
- D. Enzymes are only active at temperatures below freezing.
Nudge — Two options fall away quickly: good data shouldn't be discarded, and enzymes clearly work well above freezing. For the two that remain, decide whether the decline comes from the reaction running out of material or from intense heat affecting the enzyme itself.
My answer:
Why I picked this (in my own words):
10.Between which two consecutive temperature points did enzyme activity drop the most?
- A. 37°C to 40°C
- B. 60°C to 70°C
- C. 50°C to 60°C
- D. 40°C to 50°C
Nudge — Don't eyeball this — do the subtraction. For each pair listed, subtract the two activity values from the table to get the size of the drop, then compare the four differences. The largest number wins.
My answer:
Why I picked this (in my own words):
11.Based on the data, which statement is most accurate when comparing enzyme activity at 70°C to activity at the peak (37°C)?
- A. Activity at 70°C is only slightly lower than at the peak.
- B. Activity at 70°C is dramatically lower than at the peak, dropping from 95% to just 2%.
- C. Activity at 70°C is higher than at the peak.
- D. Activity at 70°C and at the peak are identical.
Nudge — Read the activity value at 70°C and at the peak straight from the table, then find the gap between them. Is that gap tiny or huge? Let the two exact numbers decide whether "slightly," "dramatically," "higher," or "identical" fits.
My answer:
Why I picked this (in my own words):
12.This bell-shaped pattern, with activity rising to a peak and then declining on both sides, best supports which conclusion about enzymes?
- A. Enzymes function equally well at any temperature.
- B. Enzymes work fastest at the highest possible temperature.
- C. Higher temperature always increases enzyme activity with no limit.
- D. Enzymes function best within a specific optimal temperature range, rather than simply speeding up with more heat.
Nudge — Picture the curve the numbers make: it climbs to a peak and then falls back down. Any option claiming that more heat always means more activity is flatly contradicted by that downslope — so which conclusion fits a rise followed by a fall?
My answer:
Why I picked this (in my own words):
STIMULUS 3 · PHYSICAL SCIENCENewton's Laws of Motion
Sir Isaac Newton described three laws that explain how objects move. The first law, often called the law of inertia, states that an object at rest stays at rest, and an object in motion stays in motion at a constant velocity, unless acted on by an unbalanced force. The second law states that the acceleration of an object depends on the net force acting on it and the object's mass: a larger force produces greater acceleration, while a larger mass results in less acceleration for the same force. This relationship is often written as the equation force equals mass times acceleration (F = ma). The third law states that for every action, there is an equal and opposite reaction: when one object exerts a force on a second object, the second object exerts an equal force back on the first, in the opposite direction.
13.What is the main idea of this passage?
- A. Newton's three laws of motion describe how forces affect the movement of objects.
- B. Objects in motion always slow down on their own, even without any force acting on them.
- C. Mass has no effect on how an object responds to force.
- D. Only the first law of motion is scientifically accurate.
Nudge — The passage walks through all three laws in turn, so the main idea must cover that whole scope — not one law and not a side detail. Cross off any option that the passage directly contradicts (for example, that objects slow down with no force).
My answer:
Why I picked this (in my own words):
14.According to the passage, what does the first law of motion (the law of inertia) state?
- A. Objects always speed up over time without any outside force.
- B. An object in motion stays in motion at a constant velocity unless acted on by an unbalanced force.
- C. Force equals mass times acceleration.
- D. Every action produces an equal and opposite reaction.
Nudge — Find the sentence that introduces the "law of inertia" and read exactly what it says. Two of the options are really the second and third laws in disguise — make sure you match the description to the first law only.
My answer:
Why I picked this (in my own words):
15.According to the passage, what happens to acceleration when the same force is applied to an object with greater mass?
- A. Acceleration becomes infinite regardless of mass.
- B. Acceleration is completely unaffected by mass.
- C. Acceleration decreases, since greater mass results in less acceleration for the same force.
- D. Acceleration increases as mass increases.
Nudge — Locate the second-law sentence; it states directly what more mass does to acceleration when the force stays the same. Watch the direction carefully: does more mass make an object speed up more easily, or less easily?
My answer:
Why I picked this (in my own words):
16.A swimmer pushes backward against the water with their hands and moves forward through the water. Based on the passage's third law, what explains this?
- A. The swimmer's mass decreases while swimming, causing forward motion.
- B. The water pushes back on the swimmer's hands with an equal and opposite force, propelling the swimmer forward.
- C. The water has no effect on the swimmer's motion at all.
- D. The swimmer's forward motion is unrelated to any force from the water.
Nudge — Match the scene to the third law's "equal and opposite reaction." The swimmer pushes the water one direction — so what does the water do back, and which way does that push send the swimmer?
My answer:
Why I picked this (in my own words):
17.Two boxes are pushed with exactly the same amount of force. Box A has more mass than Box B. Based on the passage, which box accelerates more?
- A. Box A, because greater mass always results in greater acceleration.
- B. Both boxes accelerate at exactly the same rate regardless of mass.
- C. Neither box accelerates, since force was only applied once.
- D. Box B, because it has less mass and the same force produces greater acceleration on a smaller mass.
Nudge — Use the F = ma reasoning from Question 15. The same force is pushing two different masses, so decide which mass that force can get moving more quickly — and watch out for the option claiming "greater mass = greater acceleration," which reverses the rule.
My answer:
Why I picked this (in my own words):
18.A ball rolling on a frictionless surface continues at a constant speed indefinitely unless something pushes or pulls on it. This scenario best illustrates which of Newton's laws as described in the passage?
- A. The second law (F = ma).
- B. The third law (action-reaction pairs).
- C. The first law (inertia).
- D. None of Newton's laws apply to this scenario.
Nudge — The key phrase is "keeps moving at constant speed unless something pushes or pulls on it." Match that behavior to the law that describes objects staying in motion. It is not about force-and-mass or about action-reaction pairs.
My answer:
Why I picked this (in my own words):
STIMULUS 4 · EARTH & SPACE SCIENCEThe Rock Cycle
Rocks on Earth are classified into three types based on how they form: igneous, sedimentary, and metamorphic. Igneous rock forms when molten rock, called magma or lava, cools and solidifies. Sedimentary rock forms when small particles of sediment, such as sand, silt, or organic material, are compressed and cemented together over long periods of time, often at the bottom of bodies of water. Metamorphic rock forms when existing rock is subjected to intense heat and pressure underground, without melting completely, causing its structure to change. Importantly, these processes are not one-directional: igneous rock can weather into sediment that becomes sedimentary rock; any rock type can be transformed into metamorphic rock under enough heat and pressure; and any rock can melt into magma and eventually cool into new igneous rock. This continuous transformation among rock types is known as the rock cycle.
19.What is the main idea of this passage?
- A. Rock types form in different ways but continuously transform into one another through the rock cycle.
- B. Once a rock forms, it can never change into a different type of rock.
- C. Only igneous rock can transform into other rock types.
- D. Sedimentary rock is the only true type of rock on Earth.
Nudge — The passage's big point lands in its closing sentences about continuous change. Watch for absolute words like never and only — they contradict the idea that rocks keep transforming. Pick the option that fits the whole passage.
My answer:
Why I picked this (in my own words):
20.According to the passage, how does igneous rock form?
- A. Through compression of sediment over long periods of time.
- B. Through intense heat and pressure without melting.
- C. When molten rock (magma or lava) cools and solidifies.
- D. Through the erosion of metamorphic rock.
Nudge — Find the sentence that defines igneous rock and read the specific starting material it names. Two of the wrong options actually describe how sedimentary and metamorphic rock form — don't mix them up.
My answer:
Why I picked this (in my own words):
21.According to the passage, how does sedimentary rock typically form?
- A. When magma cools rapidly at Earth's surface.
- B. When sediment, such as sand or silt, is compressed and cemented together over long periods of time.
- C. When existing rock melts completely and re-solidifies.
- D. When rock is exposed to extreme heat without pressure.
Nudge — Find the sentence that defines sedimentary rock and note the starting material and the process it describes. Rule out any option that involves melting or cooling magma — those belong to a different rock type.
My answer:
Why I picked this (in my own words):
22.According to the passage, what distinguishes metamorphic rock formation from igneous rock formation?
- A. Metamorphic rock forms from heat and pressure without the rock completely melting, while igneous rock forms from fully molten material that cools.
- B. Metamorphic rock always forms underwater, while igneous rock never does.
- C. Metamorphic rock is the only type that can become sedimentary rock.
- D. Metamorphic rock forms only from sedimentary rock, never from igneous rock.
Nudge — Reread the passage's definitions of both igneous and metamorphic rock and put them side by side, comparing what physically happens to the rock material in each process. Then watch out for options that sneak in an absolute like always or only.
My answer:
Why I picked this (in my own words):
23.A sedimentary rock is pushed deep underground by tectonic activity and subjected to intense heat and pressure, but it does not melt completely. Based on the passage, what type of rock would it most likely become?
- A. It would remain sedimentary rock permanently.
- B. It would become igneous rock.
- C. It would become metamorphic rock.
- D. It would disintegrate and cease to be rock at all.
Nudge — The scenario hands you the exact conditions — heat and pressure, but no complete melting. Match those conditions to the passage's definition of one rock type's formation. If it doesn't melt, it can't be the "molten then cooled" type.
My answer:
Why I picked this (in my own words):
24.Which statement best summarizes the overall point of the passage?
- A. Rocks are permanent and fixed once formed, never changing type.
- B. The rock cycle shows that rock types are not permanent, but continuously transform into one another given enough time and the right conditions.
- C. Only heat, and never pressure, determines a rock's type.
- D. Sedimentary rock cannot be created from any other rock type.
Nudge — This is a whole-passage summary, much like Question 19. Reject any statement built on an absolute (never, only, cannot) that the passage disproves, and pick the one option broad enough to fit the entire passage.
My answer:
Why I picked this (in my own words):
Extended Response
25. In a well-developed response of 4–6 paragraphs, explain how a scientific process or pattern described in this test helps predict or explain an outcome. Use specific evidence from at least two of the sources in this test. Include a clear thesis statement; reference ideas from at least two stimuli (genetic inheritance, enzyme activity and temperature, Newton's laws, or the rock cycle); explain at least one specific mechanism or relationship in detail; and end with a concluding statement connecting your examples to a general scientific principle.
Nudge — Plan before you write. (1) Choose the two stimuli you understand best. (2) Write a thesis that names a pattern or process (for example, "scientific patterns let us predict outcomes"). (3) For each stimulus, pull specific evidence — a data value from the enzyme table, a definition, or one of Newton's laws. (4) Explain one mechanism in real detail: how mass changes acceleration, why enzymes lose function in high heat, or how one rock becomes another. (5) Close by tying both examples to a general scientific principle.
Reflection
Which questions did you need the Nudge for? Which type of question was hardest — reading a passage, reading the data table, or applying a concept to a new scenario? Name one specific science topic or skill you plan to review before test day, and one test-taking strategy that worked well for you.