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SCIENCE TEST
35 Minutes—40 Questions
DIRECTIONS: There are several passages in this test. Each
passage is followed by several questions. After reading a
passage, choose the best answer to each question. You
may refer to the passages as often as necessary.
You are NOT permitted to use a calculator on this test.
Experiment 2
Passage I
An endocrinologist is a doctor who studies,
diagnoses, and treats patients with hormone
imbalances. There are many hormones involved
in daily functioning. Two of the most important
hormones for digestion are insulin and glucagon.
These hormones are secreted by the pancreas.
Insulin is released after a meal to help body cells
take in sugar and covert it to energy. Glucagon is
released when the body needs more energy, such
as during exercise, and causes body cells to secrete
sugar into the blood. A team of endocrinologists
performed the following experiments:
Two participants were given 15 grams of pure
glucose (sugar). The participants had not eaten for
four hours prior to the experiment. One participant
was healthy and the other had a hormone disease.
Figure 2 is a graph of the blood sugar levels of the
participants over time.
Experiment 1
Five participants were given 15 grams of pure
glucose (sugar). The participants had not eaten
for four hours prior to the experiment. All five
participants were healthy and had no serious
medical conditions. A team of endocrinologists
monitored the blood sugar and insulin levels of the
participants over time. Figure 1 is a graph of the
average levels in the five participants.
1.
iabetes is a disease where a person may need to
D
take insulin to help the body cells take up blood
sugar. According to the passage, when should a
person with diabetes take insulin?
A.
B.
C.
D.
2.
1 hour before eating
5 hours before eating
3 hours before eating
A person with diabetes should not take
insulin.
Who or what was the “control” group in
Experiment 2?
E.
F.
G.
H.
Participant A
Participant B
15 grams of glucose
Insulin levels
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3.
xperiment 1 is repeated. The team of
E
endocrinologists also monitors glucagon levels
of the participants over time. What would the
graph of average glucagon levels over time look
like?
A.
B.
C.
D.
4.
Linear increase
xponential increase
E
Inverse of insulin graph
Horizontal line
t what time after eating would you expect the
A
highest blood sugar level?
E.
F.
G.
H.
5.
4
1 hour
2 hours
3 hours
4 hours
I f you were an endocrinologist, what would you
recommend to Participant B?
A. T
ake glucagon injections to increase blood
sugar levels
B. Take insulin injections to increase blood
sugar levels
C. Take insulin injections to decrease blood
sugar levels
D. Take glucagon injections to increase blood
sugar levels
6.
xperiment 2 is repeated. Instead of insulin
E
levels, Participant A’s glucagon levels are
recorded. What would you expect Participant
A’s blood glucose level to be after 1 hour?
mg
dl
mg
F. 90
dl
mg
G. 60
dl
mg
H. 200
dl
E. 130
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Passage II
7.
Earth’s moon rotates like a satellite around Earth.
It is the fifth largest moon in the Solar System and
is best seen at night. The Earth’s moon is about
384,400 km from Earth and has an orbital period
of twenty-seven days. Most scientists agree that the
Moon formed about 4.5 billion years ago; however,
there are several conflicting theories on the Moon’s
origin. Below two scientists discuss what they
believe to be true.
A. T
he Moon was formed from the
destruction of another planet.
B. The Moon was formed from a broken-off
piece of the Earth’s mantle.
C. The Moon was pulled into orbit with the
Earth.
D. The Moon has the exact same rock
composition as the Earth.
8.
Scientist 1
The Fission Theory states that the Moon and
Earth were once the same formation. A part of the
formation separated from Earth and became the
Moon. The formation that broke off to form the
Moon most likely came from the Pacific Ocean
Basin. The rock densities of the Moon are similar
to the rock densities of the Earth’s mantle. This is
because the part that broke off from the Earth to
form the Moon broke off from the outer part of the
Earth’s mantle. The theory that the Moon and Earth
formed separately is highly unlikely. For this theory
to be true, Earth’s gravitational field would have had
to pull the moon into orbit. This is unlikely because
it would have required a very particular setup. Most
objects that come into the Earth’s gravitational field
have elliptical orbits. If the Moon were pulled into
orbit with the Earth, it would have a comet-like
elliptical orbit—which it does not.
Scientist 2
The Impactor Theory states that a small planet
collided with the Earth just after the solar system
was formed. This caused large amounts of materials
from the outer shell of both planets to break off. This
debris started orbiting the Earth and forming one
collective body of material. That collective piece is
what we now call the Moon. The lunar rocks studied
are burnt, implying they were heated at one time.
This would make sense because when the small
planet and Earth collide, the material became heated
due to impact. In addition, the Moon does not have
a magnetic field like Earth, but some of the rocks on
the surface of the Moon hint the Moon could have
had some sort of magnetic qualities at one time.
This is because the Moon was partially made up of
Earth’s outer rocks.
hich of the following best states the basis
W
for the belief of Scientist 1?
hen it comes to the Moon, both scientists
W
agree that:
E. t he Moon was formed about 4.5 billion
years ago
F. the Moon takes twenty-seven days to
complete an orbit
G. the Moon orbits around the Earth
H. All of the other answers are correct.
9.
hat is the main conflicting viewpoint between
W
Scientist 1 or Scientist 2?
cientist 1 believes that the Moon formed
A. S
from pieces of the Earth, while Scientist 2
believes the Moon was formed from pieces
of the Earth as well as pieces of another
planet.
B. Scientist 1 believes the Moon was formed
from pieces of the Earth as well as pieces
of another planet, while Scientist 2
believes that the Moon formed from pieces
of the Earth.
C. Scientist 1 believes the Moon was formed
from debris pulled into Earth’s orbit,
while Scientist 2 believes the Moon was
formed from pieces of the Earth as well as
pieces of another planet.
D. Scientist 1 believes that the Moon formed
from pieces of the Earth, while Scientist
2 believes the Moon was formed from the
collision of two planets that orbited Earth.
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10.
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hat do both the viewpoint of Scientist 1 and
W
the viewpoint of Scientist 2 have in common?
E. Both agree that pieces of the Earth were
used in the formation of the Moon. F. A small planet collided with the Earth
prior to the existence of the Moon.
G. It is unlikely, but possible, that the Moon
and Earth formed separately.
H. They both agree that the Moon should
have a comet-like elliptical orbit.
11.
I f research concluded that the Moon’s
composition was the same as the Earth’s
composition, which viewpoint would this
support?
A.
B.
C.
D.
Scientist 1’s
cientist 2’s
S
Both Scientist 1’s and Scientist 2’s
Neither Scientist 1’s nor Scientist 2’s
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Passage III
Sound waves travel through a medium by
mechanically disturbing the particles of that
medium. As particles in the medium are displaced
by the sound wave, they in turn act upon
neighboring particles. In this fashion, the wave
travels through the medium through a parallel
series of disturbed particles. Like in other forms of
motion, the rate at which the sound wave travels
can be measured by dividing the distance over
which the wave travels by the time required for it
to do so.
12.
Study 1
A group of students hypothesizes that the
velocity of sound is dependent upon the density
of the medium through which it passes. They
propose that with more matter in a given space,
each particle needs to travel a shorter distance
to disturb the adjacent particles. Using two
microphones and a high speed recording device,
the students measured the delay from the first
microphone to the second. They chose a variety of
media, shown in Table 1, and measured the velocity
of sound through each using their two-microphone
setup. The results are found in Table 1.
ccording to the data in Study 1, as density
A
increases, what happens to the velocity of
sound?
E.
F.
G.
H.
13.
It increases
It decreases
It either increases or decreases
It does not change
ccording to Study 2, over what temperature
A
interval does velocity begin to decrease as
water temperature rises?
A. 0°C to 10°C
B. 50°C to 60°C
C. 60°C to 80°C
D. 80°C to 100°C
14.
ssume that density of a substance is the
A
only contributing factor to velocity of sound
through that substance. If the students’
hypothesis in Study 1 is correct, what might
they have predicted for the velocity of sound
through lead? (Assume all other values in
Table 1 remained the same.)
m
s
m
F. 4200
s
m
G. 5100
s
m
H. 6500
s
E. 1300
Study 2
The students wanted to test their hypothesis
by using the same medium at different densities.
To do this, they heated pure water to various
temperatures and repeated the procedure
described in Study 1. Their results can be found in
Table 2.
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15.
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hich study provides stronger evidence
W
against the students’ prediction and why?
A. S
tudy 1, because using different media
shows that velocity increases as density
increases
B. S
tudy 1, because using different media
shows that velocity increases as density
decreases
C. Study 2, because using the same medium
shows that velocity increases as density
decreases
D. Study 2, because using the same medium
shows that velocity decreases as density
decreases
16.
ccording to Study 2, water at which of the
A
following temperatures yields the greatest
velocity of sound?
E. 0°
F. 60°
G. 80°C
H. 100°C
17.
I n Study 1, if the students were to double the
length of the samples of media, what would
happen to the velocity of sound through those
media?
A. It would remain constant.
B. I t would increase.
C. It would decrease.
D. More information is necessary.
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Passage IV
Understanding the biological features of different
bacteria that allow them to grow in unwelcoming
environments is necessary to treat and prevent
human disease. Modern scientific laboratories, such
as those in major hospitals, take blood, urine, and
mucus samples from patients and culture them
for bacterial growth. During the culturing process,
laboratory technicians stain the growing bacteria
for a component of their cell wall, the structure
that provides shape and rigidity to the bacterium,
through a process called Gram staining. Bacteria
are typically classified as Gram positive or Gram
negative, a distinction that is important in selecting
the most effective antibiotic for treatment. Gram
positive bacteria appear purple under a microscope,
while Gram negative bacteria appear pink.
However, some bacteria do not Gram stain and
cannot be seen under a microscope when prepared
this way.
Technicians also grow the bacteria on various
types of plates containing special growth nutrients
to determine which bacteria are causing a specific
illness. If a bacterium is able to grow on a selective
plate, meaning a plate that contains additional
nutrients required for a specific bacterium to grow
if it is present in the culture, doctors are able to
determine the exact cause of a patient’s illness
and prescribe targeted antibiotics to eliminate the
infection. Bacteria that commonly cause human
illness, their growth requirements, and their
appearance on specific growth media are presented
below in Table 1.
human immune system. Urease is responsible
for producing urea, a basic molecule that can
counteract the bactericidal (bacteria-killing) activity
of stomach acid. Catalase, on the other hand, helps
bacteria neutralize toxic substances released from
human immune cells, allowing them to survive
oxidative stress in high-oxygen areas. Finally, betalactamase allows Gram Positive bacteria to break
down antibiotics called penicillins. While this ability
to break down penicillin and its related antibiotic
ampicillin was not initially present, bacteria,
especially E. coli, have adapted by developing the
new enzyme beta-lactamase that opens the ring
responsible for penicillin’s bactericidal activity,
rending the antibiotic ineffective. This and other
examples of antibiotic resistance are becoming
more common and are making treatment of serious
human diseases very challenging.
18.
bacterium that stains pink in a Gram stain
A
and requires lactose to grow is most likely to
cause what disease?
E.
F.
G.
H.
19.
patient with a sinus infection goes to the
A
doctor and a culture of mucus is taken to
determine the species of bacteria causing the
disease. The technician appropriately selects
the Chocolate Agar base but forgets to add
Factor X. What effect will this have on the
bacterial culture?
A.
B.
C.
D.
Scientists can take the bacteria cultured on the
plate and further analyze their enzymes. Three
enzymes—urease, catalase, and beta-lactamase—
are important for bacterial survival against the
Sinus infection
Urinary tract infection
Pneumonia
Diarrhea
No growth
ormal growth
N
Excess growth
Cannot be predicted
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Table 1
Disease
Organism
Color Under
Selective Medium Required
Microscope
Sinus infection
H. influenzae
Pink
Chocolate Agar (Factors V and X)
Pneumonia (lung infection)
S. pneumoniae
Purple
None
Stomach infection
H. pylori
None Visible
Sheep’s blood
Urinary tract infection
E. coli
Pink
Lactose
Diarrhea*
B. cerrius*
Purple
Lactose
*When answering questions about this passage, assume that only B. cerrius causes diarrhea.
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20. A
patient with watery diarrhea comes to the
doctor after eating spoiled food at a family
event. The bacterium most likely responsible for
causing the diarrhea would require what growth
medium or media?
E. Chocolate agar
F. Lactose
G. Lactose and chocolate agar
H. Sheep’s blood
21.
technician stains a slide using the Gram stain
A
procedure and sees nothing upon looking under
the microscope. Which growth medium could be
required to determine is a particular bacterium
is causing disease?
A. Chocolate agar
B. Lactose
C. Sheep’s blood
D. None of the other answers
22. W
hich of the following bacteria is most likely to
produce urease?
E.
F.
G.
H.
. cerrius
B
E. coli
H. pylori
S. pneumoniae
23. Assume a new growth medium was created that
contained a mixture of sheep’s blood, lactose,
and Factors X and V (chocolate agar) but was
also supplemented with penicillin. What type
of bacteria could likely be cultured on this new
medium? A.
B.
C.
D.
B. cerrius
. coli
E
H. pylori
S. pneumoniae
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Passage V
Two scientists wanted to test the solubility of
different substances. Solubility is a measure of how
many moles of a given substance (known as the
“solute”) can dissolve in a given volume of another
substance (known as the “solvent”). The solvent can
also be thought of as the substance present in greater
amount, while the solute can be seen as the substance
present in lesser amount. The scientists performed the
following experiments to investigate this property.
Experiment 2
In this experiment, the scientists wanted to test
the solubility of in a variety of liquids at several
temperatures. Their procedure was similar to that of
Experiment 1, but with a range of liquids and only one
solid. The results are compiled in Table 2.
Table 2
Liquid
Experiment 1
The scientists tested the number of moles of several
substances that could be completely dissolved in
50 mL of water at various temperatures. They made
their solutions by slowly adding amounts of each
substance to beakers sitting on a hot plate containing
water and a stirring rod until no more of the substance
dissolved in the solution. The beakers were weighed
before and after the additions and the difference
in mass was calculated to be the added mass of
the substance. The researchers then calculated the
number of moles that dissolved for each trial using the
molecular mass and the recorded mass for each trial.
Results are recorded in Table 1.
Table 1
Substance Temperature Grams
(°C)
Added
Added
Temperature
(°C)
Grams
NaCl
Moles
NaCl
Added
Added
Water
10°
1.25 g
0.02139
Water
30°
1.81g
0.03097
Water
50°
2.41g
0.04124
Ethanol
10°
0.75 g
0.01283
Ethanol
30°
0.98 g
0.01677
Ethanol
50°
1.02 g
0.01745
HCl
10°
5.05 g
0.08641
HCl
30°
6.32 g
0.10814
Moles
Added
HCl
50°
7.03g
0.12029
NaCl
10°
1.27 g
0.02173
Methanol
10°
2.47 g
0.04226
NaCl
30°
1.76 g
0.03011
Methanol
30°
3.23g
0.05527
NaCl
50°
2.34 g
0.04004
Methanol
50°
4.56 g
0.07802
KNO 3
10°
0.93g
0.00920
KNO 3
30°
1.66 g
0.01642
KNO 3
50°
3.45 g
0.03412
CuSO 4
10°
1.24 g
0.00777
CuSO 4
30°
2.56 g
0.01604
CuSO 4
50°
4.75 g
0.01603
AgCl
10°
0.0075 g
5.233 × 10 -5
AgCl
30°
0.0045 g
3.1398 × 10 -5
AgCl
50°
0.0023g
1.6047 × 10 -5
24. How did the procedures of the two experiments
differ? E. I n Experiment 1, temperature was varied,
while in Experiment 2, it was held constant.
F. In Experiment 1, temperature was held
constant, while in Experiment 2, temperature
was varied.
G. In Experiment 1, several solvents were
tested, while Experiment 2 tested several
solutes.
H. In Experiment 1, several solutes were tested,
while Experiment 2 tested several solvents.
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25. In Experiment 2, which of the following
combinations of temperature and solvent
dissolved the greatest number of moles ofNaCl?
A.
B.
C.
D.
Water at 10°C
Ethanol at 30°C
HCl at 50°C
Methanol at 50°C
26. Which of the following correctly ranks the
solutes from Experiment 1 in decreasing order of
solubility in water at 50°C?
E.
F.
G.
H.
KNO 3 , CuSO 4 , AgCl, NaCl
NaCl, KNO 3 , CuSO 4 , AgCl
AgCl, NaCl, KNO 3 , CuSO 4
CuSO 4 , NaCl, KNO 3 , AgCl
27. Which of the following best explains the
relationship between temperature and solubility
of AgCl?
A. As temperature decreases, solubility of
AgCl increases.
B. As temperature increases, solubility of
AgCl increases.
C. As temperature decreases, solubility of
AgCl decreases.
D. As temperature increases, solubility of
AgCl increases, then decreases.
28. Suppose the scientists conducted a third
experiment in which they dissolved NaCl in
100 mL of methanol at 100°C. Which of the
following might have been the number of grams
dissolved?
E.
F.
G.
H.
3.42 g
4.24 g
4.56 g
6.46 g
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Passage VI
29.
The period of a simple pendulum is defined as the
amount of time that it takes for a pendulum to swing
from one end to the other and back. In studying the
period of a simple pendulum, two students express
their opinions.
The period of a pendulum depends on two factors:
the mass of the pendulum’s bob (the object swinging
at the end of the pendulum) and the length of the
pendulum. The height at which the pendulum is
originally dropped does not affect the period.
30.
The period of a pendulum only depends on the length
of the pendulum. Varying the mass and the height at
which the pendulum is originally dropped does not
affect how long the pendulum takes to swing across.
The two students ran a series of trials to measure the
period of a simple pendulum using varying weights
and lengths. The students did not measure height as a
factor. The results of the trials can be seen in Table 1
below:
Mass (kg)
6 kg
6 kg
10 kg
10 kg
14 kg
Table 1
Length (m)
0.25 m
1m
4m
9m
9m
Period (s)
1s
2s
4s
6s
6s
n which of the following points would the
O
students most likely disagree?
A. Two children of different masses
swinging on identical swings would show
the exact same swinging period.
B. Two children of identical masses
swinging on swings of different length
would show different swinging periods.
C. A child swinging at a height of one meter
would show the same period of swinging
as a child swinging at a height of two
meters.
D. Length of a pendulum is not important
to consider when measuring period.
Student 1
Student 2
4
uring an earthquake, several chandeliers
D
in a mansion begin to swing. Some of the
chandeliers are quite small while others, such
as one found in the dining room, are very
large. However, all of the chandeliers hang
the same exact distance from the ceiling.
What would the two students predict would
happen?
E. Student 1: Every chandelier would
display a different period of swinging
Student 2: Every chandelier would have
the same exact period of swinging
F. Student 1: Every chandelier would have
the same exact period of swinging
Student 2: Every chandelier would
display a different period of swinging
G. Both Student 1 and Student 2: Every
chandelier would have the same exact
period of swinging.
H. Both Student 1 and Student 2: Every
chandelier would display a different
period of swinging
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31.
efore analyzing the data collected, the two
B
students go out into a local playground and
use the swing set to test their hypotheses in an
approximate manner. Student 1 and Student 2
are almost exactly the same mass, so Student
2 swings wearing his backpack full of books.
Both students begin swinging from the same
height and swing exactly three times each in
exactly twelve seconds. Whose hypothesis has
been supported in this brief trial?
34.
4
ccording to the data, what is the apparent
A
relationship between length l and period T?
E. T
he two variables have a positive linear
correlation
F. The two variables have a positive nonlinear correlation
G. The two variables have a negative linear
correlation
H. The two variables are not related.
A. Student 1’s
B. Student 2’s
C. Both Student 1’s and Student 2’s
D. Neither student’s
32.
ccording to the data provided, what would
A
we predict would happen if an experiment
compared the periods of a pendulum made
of a lead weight on a meter-long cord and a
pendulum made of a tennis ball on a threemeter-long cord?
E. The period of the tennis ball pendulum
would be longer than the period of the
lead ball pendulum.
F. The period of the tennis ball pendulum
would be shorter than the period of the
lead ball pendulum.
G. The period of the tennis ball pendulum
would be the same as the period of the
lead ball pendulum.
H. The period of the tennis ball pendulum
would be different than the period of
the lead ball pendulum. We do not know
whether it would be shorter or longer.
33.
ccording to the data presented, what is the
A
apparent relationship between mass m and
period T?
he two variables have a positive linear
A. T
correlation
B. The two variables have a positive nonlinear correlation
C. The two variables have a negative linear
correlation
D. The two variables are not related.
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Passage VII
Experiment 2
A student wished to study the acidity and basicity of
various household ingredients and chemicals using
her own, homemade pH indicator. A pH indicator is
a substance that changes colors to indicate the acidity
or basicity of a chemical solution. Acids can be defined
as substances that donate hydrogen ions, or H + ,
while bases are substances that accept H + ions. The
strength of these acids and bases can be measured
using the pH scale as shown in Figure 1.
The student wanted to see how baking soda would
react in the presence of other household chemicals.
She combined baking soda in water separately with
each of the other chemicals used in Experiment 1.
Some combinations would create bubbling while
some other combinations wouldn’t. She recorded
the results in Table 2 below.
Experiment 1
The student placed a leaf of red cabbage in a blender
with one liter of water and blended until the cabbage
had been liquefied. She then strained the purple
mixture and bottled it. The student then added one
drop of her homemade cabbage pH indicator to a
variety of household chemicals listed in Table 1. She
recorded the known pH of these chemicals as well as
the color the indicator turned when added to these
chemicals.
Table 2
Household Chemical
Toilet Bowl Cleaner
Soda Pop
Lemon Juice
Vinegar
Water
Baking Powder
Laundry Detergent
Drain Cleaner
35.
Household Chemical
Table 1
Known pH
Color of Indicator
Toilet Bowl Cleaner
1.0
Red
Soda Pop
2.5
Light Pink
Lemon Juice
3.0
Medium Pink
Vinegar
4.5
Dark Pink
Water
7.0
Purple-Blue
Baking Powder
8.0
Dark Blue
Baking Soda
10.0
Light Blue
Laundry Detergent
12.0
Green
Drain Cleaner
14.0
Yellow
Reaction?
Yes
Yes
Yes
Yes
No
No
No
No
I f four solutions were made from household
chemicals and the red cabbage indicator
and resulted in the four following colors,
which solution contained the most acidic
chemical?
A. Light Pink
B. Dark Pink
C. Yellow
D. Green
36.
hich of the following answer choices lists
W
the four acids lemon juice, vinegar, toilet
bowl cleaner, and soda pop in order from
weakest to strongest?
E. Toilet Bowl Cleaner, Soda Pop, Lemon
Juice, Vinegar
F. Vinegar, Soda Pop, Lemon Juice,
Toilet Bowl Cleaner
G. Vinegar, Lemon Juice, Soda Pop,
Toilet Bowl Cleaner
H. Toilet Bowl Cleaner, Vinegar, Soda
Pop, Lemon Juice
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37.
4
he student will attempt to color in Figure 1
T
with the appropriate color the indicator will
turn at various pHs. Which answer choice lists
the colors in the correct order, from left, or low
pHs, to right, or high pHs?
A.
B.
C.
D.
38.
Purple, Blue, Green, Yellow, Red, Pink
Pink, Red, Yellow, Green, Blue, Purple
Yellow, Green, Blue, Purple, Pink, Red
Red, Pink, Purple, Blue, Green, Yellow
hat can be inferred from the results of
W
Experiment 2?
E. Baking soda only produces bubbles in
the presence of an acid.
F. Baking soda only produces bubbles in
the presence of a base.
G. Baking soda only produces bubbles
in the presence of a chemical with a
neutral pH.
H. Baking soda does not bubble in the
presence of any solutions.
39.
40.
A universal indicator is a pH indicator that is
a mix of several different indicators that have
distinct color changes in various ranges of the
pH scale in order to precisely tell the pH of
any solution. While the red cabbage indicator
is a good indicator for most pHs, it has one
range that does not have drastic enough color
changes to precisely tell the pH within this
region. What pH range should a supplemental
indicator have drastic colors changes in to
improve the red cabbage indicator?
E. 2 − 4
F.
G.
H.
6−8
8 − 10
12 − 14
END OF TEST 4
STOP! DO NOT RETURN TO ANY OTHER TEST.
new indicator, called Methyl Red, is also
A
used to test the household chemicals from
Experiments 1 and 2. It is found that the
indicator turns red in the presence of toilet
bowl cleaner, soda pop, or lemon juice; it
turns orange in the presence of vinegar; it
turns yellow in the presence of the rest of the
chemicals. Which of the following pH ranges
most likely contain the pH value at which
Methyl Red has its color transition, or pH at
which the indicator will stop being red and
change to yellow?
A. 0 − 2
B. 2 − 4
C. 4 − 6
D. 6 − 8
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