Republic of the Philippines
Department of Education
REGION IX, ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF DAPITAN CITY
Dapitan City National High School- Bacong extension
Second Quarter Examination
Science 7
Name: ______________________ Grade & Section: ________
Score: _________
I.
Directions: Encircle the letter of the correct answer.
1. Jason needs to raise the stage to focus the specimen he is studying using the low power objective. Which
part of the microscope should he manipulate?
A. Coarse Adjustment
C. Knob Inclination Joint
B. Fine Adjustment Knob
D. Revolving Nosepiece
2. You are to transfer the microscope to the next room. How will you carry the microscope correctly?
A. Hold the arm by grasping it with one hand and support the base with the other hand.
B. Hold the arm by grasping with one hand and the stage with the other hand.
C. Hold the base by grasping with two hands.
D. Hold the arm by grasping with one hand.
3. Why it is necessary for the specimen to be observed under the microscope must be thin?
A. The specimen should be thin so that the image will be clearer
B. The specimen should be thin so that the image would be bigger
C. The specimen should be thin so that light could pass through the specimen
D. The specimen should be thin so that a high magnification objective can be used
4. Which of the following is a function of the Golgi apparatus?
A. Synthesizing proteins
C. Breaking down cellular waste
B. Modifying, sorting, and packaging proteins and lipids
D. Producing ATP
5. Why do multicellular organisms have increased complexity compared to unicellular organisms?
A. They have more DNA C. They have a larger surface area-to-volume ratio
B. They lack cell specialization D. They consist of many specialized cells working together
For item number 6 to 9, study illustration A
Illustration A.
6. Which of the following organelles is found in animal cells but not in plant cells?
A. Nucleus
B. Mitochondrion
C. Centriole
D. Ribosome
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1
2
3
Illustration B
A. Have a nucleus that contains their genetic materials.
B. Presence of the cell wall.
C. Absence of Cell wall
D. Vacuoles are often large.
E. Vacuoles are usually smaller
F. Have a more regular box-like shape
G. Have a more irregular rounded shape
H. Have cell membrane that controls the movement of substance in
and out of the cell.
7. Using the Venn Diagram in illustration B, which of the statements inside the box belong to area 1?
A. A and H
B. C and G
C. B, D, F
D. C, E, G
8. Using the Venn Diagram in illustration B, which of the statements inside the box belong to area 2?
A. A and H
B. C and G
C. B, D, F
D. C, E, G
9. Using the Venn Diagram in illustration B, which of the statements inside the box belong to area 3?
A. A and H
B. C and G
C. B, D, F
D. C, E, G
For item number 10 to 11, study illustration C and D
Illustration C
Illustration D
10. A cell with 10 chromosomes undergoes mitosis. How many daughter cells are
created? ___ Each daughter cell has ___ chromosomes
A. 2, 10
B. 10, 2
C. 1, 10
D. 2, 20
11. Which of the following best describes mitosis?
A. Mitosis is a type of cell division that reduces the chromosome number by half, producing gametes.
B. Mitosis is a type of cell division that results in two genetically identical daughter cells, important for
growth and repair.
C. Mitosis is a type of cell division that occurs only in reproductive cells.
D. Mitosis produces cells with unique genetic combinations through genetic recombination.
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12. Which of the following is a key difference between the daughter cells produced by mitosis and meiosis?
A. The daughter cells from mitosis are genetically identical, while the daughter cells
from meiosis
are generally distinct.
B. The daughter cells from mitosis are haploid, while the daughter cells from
meiosis are
diploid.
C. The daughter cells from mitosis undergo further cell division, while the daughter cells from meiosis
do not.
D. The daughter cells from mitosis have a reduced chromosome number, while the daughter cells from
meiosis have the same chromosome number as the parent cell.
13. Which of the following describes the difference between sexual and asexual reproduction?
I.
II.
Sexual reproduction requires one parent but asexual requires two.
Sexual reproduction produces identical offspring, but asexual produces offspring that are
a combination of both parents.
Sexual reproduction requires two parents, but asexual requires one.
Sexual reproduction is faster than asexual reproduction.
III.
IV.
A. I only
B. III only
C. II and IV
D. I and III
14. A gardener noticed that the offspring of his strawberry plants looked identical, while all of the flowering
plants looked different. Which is likely true of the plants.
I.
II.
III.
IV.
A. I only
The strawberries reproduced asexually, while the flowering plants reproduced
sexually.
The strawberries reproduced sexually, while the flowering plants reproduced
asexually.
Both the strawberries and flowering plants reproduced sexually.
Both the strawberries and flowering plants reproduced asexually.
B. III only
C. II and IV
D. I and III
15. Which statement best describes why genetic variation is beneficial to populations of organisms?
I.
II.
III.
IV.
A. I and III
Individuals look different from one another.
Only one parent is needed to produce offspring.
Populations of the organism increase more rapidly.
Species can better survive environmental changes.
B. II and III only
C. IV Only
16. Which statement best describes why genetic variation is beneficial to
populations of organisms?
A. Individuals look different from one another.
B. Only one parent is needed to produce offspring.
C. Populations of the organism increase more rapidly.
D. Species can better survive environmental changes.
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D. III and IV
For item number 17 to 19, study illustration E
Illustration E
17. Which of the following represents the correct order of biological organization from smallest to biggest
A. Biosphere, Organism, Ecosystem, Cell, Organ, Population
B. Cell, Tissue, Organ, Organ of Systems, Organism, Population, Ecosystem, Biosphere
C. Biosphere, Ecosystem, Population, Organism, Organ of System, Organ, Tissue Cell
D. Population, Ecosystem, Cell, Organ System, Organism, Biosphere
18. Which level of biological organization includes all of the populations of different species living and
interacting within a defined area?
A. Population
B. Community
C. Ecosystem
D. Biosphere
19. At which level of biological organization do individuals of the same species interbreed and produce fertile
offspring?
A. Population
B. Community
C. Ecosystem
D. Biosphere
20. Consider the scenario: A change in a population of predators affects other populations in the ecosystem.
Which of the following best describes how this change could impact levels of biological organization?
A. A decrease in predators may lead to an increase in prey populations, which could affect food
availability and alter the ecosystem’s energy flow.
B. An increase in predators directly increase cell division rates in prey populations.
C. The predator population only affects the prey population and does not influence other levels of
organization.
D. Changes at the population level have no impact on higher levels.
For item number 17 to 19, study diagram A
Among the most common relationships in any ecosystem is the prey-predator relationship. The
food chain shows the eating sequence or energy transfer among several organism. In simple
terms, the food chain shows what eats what.
Diagram A
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21. Which of the animals in the diagram is the top predator?
I. snake
II. frog
III. hawk
IV. fox
A. I and II
B. II and III
C. III only
D. IV only
22. Which of the following food chain is in its correct order?
A. rice plant leaf---grasshopper---worm---hawk
B. rice plant leaf--- grasshopper---frog---snake---hawk
C. rice plant grain---mouse---snake---hawk
D. rice plant grain---mouse---crocodile---fox
23. Which type of consumer is rat?
A. producers
C. second-order consumer
B. first-order consumer
D. third-order consumer
24. Wolves and lions may occupy the same level because ______.
A they both eat herbivores C. they are large animals
B. they live on land
D. they are predators
25. Given the following organisms: corn, mouse, owl, bacteria, which of the following is well-constructed food
chain?
A. owl
bacteria
corn mouse
B. corn
mouse
owl
bacteria
C. bacteria
owl
mouse
corn
D. corn
mouse
owl
bacteria
26. Why are grass and shrubs considered producers?
A. They can be eaten by animals.
B. They produce root crops that supply carbohydrates to animals.
C. They provide vegetables for animals and humans.
D. They convert energy from the sun into chemical energy in the form of glucose.
27. Which trophic level has the greatest stored energy?
A. first trophic level
C. third trophic level
B. second trophic level
D. fourth trophic level
28. Label the diagram below based on their role in the ecosystem using the word bank provided.
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Word Bank
Producers
Consumers
Decomposers
Secondary Consumers
Tertiary Consumers
29. Create a food chain out from the food web in Diagram A.
30. Would an ecosystem exist if detritivores were absent?
(Detritivore is an animal that feed on dead organic material, especially plant detritus)
--End—
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CID/BEG/Science7/Q2
TABLE OF SPECIFICATION
SECOND QUARTER
SCIENCE 7
Learning Competencies
1.Identify the parts and
functions, and demonstrate
proper handling and storing
of a compound microscope
2.Use proper techniques in
observing and identifying
the parts of a cell with a
microscope such as the cell
membrane, nucleus,
cytoplasm, mitochondria,
chloroplasts, and
ribosomes;
3.Recognize that some
organisms consist of a single
cell (unicellular) like in
bacteria and some consist
of many cells (multicellular)
like in a human;
4. Differentiate plant and
animal cells based on their
organelles
5. Recognize that cells
reproduce through two
types of cell division,
mitosis and meiosis, and
describe mitosis as cell
division for growth and
repair
Remembe
ring
Understand
-ing
Applying
Analyzng
3
1
2
Evaluating
Creating
Total
3
4
1
6
5
1
7,8,9
4
10
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6. Explain that genetic
information is passed on to
offspring from both parents
by the process of meiosis
and fertilization
7. Differentiate sexual from
asexual reproduction in
terms of: a) number of
parents involved, and b)
similarities of offspring to
parents;
8. Use a labelled diagram to
describe the connections
between the levels of
biological organization to
one another from cells to
the biosphere
9. Describe the trophic
levels of an organism as
levels of energy in a food
pyramid; and
10. Use examples of food
pyramids to describe the
transfer of energy between
organisms from one trophic
level to another.
TOTAL
11
15
14
12
2
13, 16
4
18
17
4
25
6
30
29
3
3
4
30
22, 23,
24
21, 26
27
6
19, 20
4
2
12
SCIENCE 7
2ND QUARTER
ANSWER KEY
1. Q
6. C
11. B
16. D
21. C
26. D
1-Producer
2. A
7. C
12. A
17. B
22. B
27. A
2-Consumer
3. C
8. A
13. B
18. C
23. B
28.
3-2nd Consumer
4. B
9. D
14. A
19. A
24. D
4-3rd Consumer
5. D
10. A
15. C
20. A
25. D
5-Decomposer
29. Possible answers: grass---rabbit---fox.
Grass—mouse---owl
Grass---rabbit---hawk.
Grass---mouse---fox
Grass---mouse---hawk.
Grass—grasshopper—frog---owl
Grass—grasshopper—frog—snake—hawk.
Grass—grasshopper—frog—snake--hawk
30. An ecosystem would still exist if detritivores were absent, but it would lead to a buildup of
dead organic matter and slower nutrient cycling. Detritivores play a crucial role in breaking down
dead organic material into simpler forms, releasing nutrients back into the ecosystem for use by
other organisms. Without detritivores, the decomposition process would be significantly
impaired.
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Name:
Score:
Grade & Section
Subject:
School:
Quarter:
ANSWER SHEET
1.
D
A
B
C
11. A
D
B
C
21. A
D
B
C
2.
D
A
B
C
12. A
D
B
C
22. A
D
B
C
3.
D
A
B
C
13. A
D
B
C
23. A
D
B
C
4.
D
A
B
C
14. A
D
B
C
24. A
D
B
C
5.
D
A
B
C
15. A
D
B
C
25. A
D
B
C
6.
D
A
B
C
16. A
D
B
C
26. A
D
B
C
7.
D
A
B
C
17. A
D
B
C
27. A
D
B
C
8.
D
A
B
C
18. A
D
B
C
28. A
D
B
C
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9.
D
A
B
C
19. A
D
B
C
29. A
D
B
C
10. A
D
B
C
20. A
D
B
C
30. A
D
B
C
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