Practice SOL test
Biology SOL cheat sheet
Virginia Standards of Learning Biology Test Review:
I. Released SOL Questions - Online Quizzes Sorted by Topic:
BIO SOL Review 1 - Research, Cooperation, Microscopes (22 questions)
BIO SOL Review 2 - Experiments (23 questions)
BIO SOL Review 3 - Data - Graphs (17 questions)BIO SOL Review 4 - Data - Tables & Diagrams (21 questions)
BIO SOL Review 5 - Cells (26 questions)
BIO SOL Review 6 - Classification (19 Q's)
BIO SOL Review 7 - Energy-Photosynthesis and Respiration (14 Q's)
BIO SOL Review 8 - Energy - Food Webs (8 Q's)
BIO SOL Review 9 - Homeostasis - Water properties (13 Q's)
BIO SOL Review 10 - Macromolecules - Enzymes (9Q's)
BIO SOL Review 11 - Environments - Biomes, Ecosystems, Human impact (26)
BIO SOL Review 12 - Disease - Viruses - Antibiotics (12 Q's)
BIO SOL Review 13 - Reproduction - Mitosis, Meiosis (12 Q's)
BIO SOL Review 14 - Adaptations (18 Q's)
BIO SOL Review 15 - Genetics & Evolution (28)
BIO SOL Review 16 - DNA - RNA (17 Q's)
BIO SOL Review 17 - Fossils (8 Q's
BIO SOL Review 18 - Human Body (10 Q's)
II. The SOL test is broken down into 4 main topics. The SOL test presents a certain amount of questions from each topic. Be sure you know the information in dark blue. Answers to the questions are at the bottm of the page.
Topic 1: Scientific Investigation (11 questions) BIO.1a-l
a) Observations of living organisms are recorded in the lab and in the field
-observations can be both qualitative (descriptions) and quantitative (numerical).
-Be sure to know the difference between observations (using your five senses) and inferences (assumptions)
Example:
1. Jeremy lays three plates with three different food sources outside. Which question could best be answered by this experiment?
a. How does a fly digest different foods?
b. How much energy do flies get from different foods?
c. Which food attracts flies from the greatest distance?
d. Which food attracts the most flies?
2. Crystal is observing bald eagles in the wild. Which of the following is an observation Crystal made about the bald eagle?
a. the bald eagle belongs to the domain Eukarya
b. the bald eagle caught a fish and ate it
c. the bald eagle loves to fly
d. the bald eagle likes to eat fish
3. Chloe recorded information on her laboratory sheet during an experiment she conducted in class. Which of the following recordings is quantitative?
a. The enzyme located in the liver did not work at high temperatures
b. The liver in test tube turned brown when it was heated
c. The bubbles reached a height of ten centimeters in test tube four
d. Temperature denatures enzymes and they no longer function properly.
b) Hypotheses are formulated based on direct observations and information from scientific literature
- formulate hypotheses based on cause-and-effect relationships.
- justify hypotheses based on both preliminary observations and scientific literature
4. Darby hypothesized that more pine seeds germinate after a fire. The most valid and reliable test of this hypothesis would include an experimental group of pine seeds that was recovered from a fire area and pine seeds that were
a. found before a fire
b. tolerant of fire
c. germinated after a fire
d. placed in a fire
5. Data about the climate in an ecosystem were collected for 30 years. Which hypothesis about a population of eagles could be made based on the climate data collected?
a. Eagle chick survival is directly related to annual rainfall amounts.
b. An outbreak of disease in 1987 killed 82% of the eagle population.
c. Eagles remain with the same mate throughout their lifetime.
d. Mortality of eagles from pesticides after 1992 was less than 5%.
6. Two plant species found in a dry region of the western United States exhibit vastly different abilities to survive. Species A has very slow stem growth and few leaves but is very abundant. Species B has rapid stem growth and many leaves but is very rare. Which hypothesis is most likely supported by this information?
a. Flower size and color may give species B an advantage over species A.
b. Reduced root growth may give species A an advantage over species B.
c. Leaf shape may give species B an advantage over species A.
d. Reduced stem growth may give species A an advantage over species B
c) variables are defined and investigations are designed to test hypotheses
- identify the independent variable (IV) and the values of the IV that will be used in the experiment.
- select dependent variables that allow collection of quantitative data.
- identify variables that must be held constant.
- establish controls as appropriate.
- write clear, replicable procedures.
7. Sarah designed an experiment to test the effect of temperature on bacterial growth. He grew three different cultures of the bacterium E. coli under three heat lamps at different temperatures. What was the independent variable in this experiment?
a. Length of the experiment
b. Number of bacteria
c. Reproduction rate
d. Temperature
8. Zach studied a flock of tundra swans that spent the winter along rivers in Virginia. The swans migrate in the spring to other locations. What would be the best way for Zach to distinguish between the birds they study in Virginia and flocks in the summer location?
a. Capture birds in the expected summer location and dissect them to find clues that show the birds were in Virginia during the winter
b. Take detailed photographs of winter flocks in Virginia and summer flocks in other locations and compare photographs
c. Capture and put coded bands on the birds in Virginia, then record the bands seen on birds in the summer location
d. Follow the Virginia flock by vehicle on a daily basis
9. Which question cannot be answered scientifically because the quantity cannot actually be measured?
a. How much food does a water buffalo consume in one day?
b. How heavy is a mature female elephant?
c. How fast can a tiger swallowtail butterfly fly?
d. How happy is a chimpanzee when it finds its favorite food?
10. Which sentence best states the importance of using control groups?
a. Control groups provide a method by which statistical variability can be reduced.
b. Control groups allow comparison between subjects receiving a treatment and those receiving no treatment.
c. Control groups eliminate the need for statistical tests and simplify calculations.
d. Control groups eliminate the need for large sample sizes, reducing the number of measurements needed.
11. A student wanted to look at plant growth in five different soil samples. He planted the same type of seeds in identical containers and left them together in full sunlight. He gave each plant the same amount of water and charted the growth of each plant stem. What is the independent variable in this experiment?
a. Seeds
b. Soil
c. Light
d. Container
d) graphing and arithmetic calculations are used as tools in data analysis;
-- plot data graphically, showing independent and dependent variables.
- describe trends from the data and draw conclusions
- determine the range, mean, and density
12. Which of these would be measured to determine the density of the polar bear population in Canada?
a. The number of bears per square kilometer
b. The mass of the bears at the Arctic Circle
c. The total number of bears minus the juvenile bears
d. The total number of bears seen per day
13. Statistics were taken from room 242 and the following ages were recorded: 16, 15, 16, 32, and 18. Calculate the mean age from this data set.
14. Find the range from the data set given in problem 13.
15. Mercury metal is poured into a graduated cylinder that holds exactly 22.5 mL. The mercury used to fill the cylinder weighs 306.0 g. From this information, calculate the density of mercury.
e) conclusions are formed based on recorded quantitative and qualitative data;
- record quantitative data in clearly labeled tables with units.
- include labeled diagrams in the data record
example technology enhanced graphing question
f) sources of error inherent in experimental design are identified and discussed;
-discuss the validity of results as related to accuracy, confidence, and sources of experimental error based on number of trials and variance in the data.
16. A biology class of 24 students decides to measure the height of each student and then calculate the average height for the class. Which of these is a possible source of error in this activity?
a. The number of males and females in the class
b. The difference in the ages of the students in the class
c. The total number of students in the class
d. The accuracy of making and recording measurements
g) validity of data is determined;
-- recognize and discuss contradictory or unusual data.
-- use evidence, apply logic, and construct an argument for conclusions based on reported data.
- recognize that in order to ensure the validity of scientific investigations, they must be evaluated by other members of the scientific community.
h) chemicals and equipment are used in a safe manner. Be sure to take proper precautions in the laboratory setting such as wasing your hands when you leave, tie long hair back when near an open flame candle, wear googles to protect your eyes when heating materials, or read the chemical safety MSDS sheets before disposing of toxic chemicals
i) Identify and use appropriate technology for data collection and analysis, including probeware (thermometer sensors for temperature, pH and dissolved oxygen).
j) research utilizes scientific literature;
-determine the extent to which data support/do not support a hypothesis, and propose further hypotheses and directions for continued research. If you conduct an experiment and your results did not fit your hypothesis, go back and test it again or adjust your experiment because you may be missing something like a control or study past scientists experiments for more knowledge.
k) differentiation is made between a scientific hypothesis, theory, and law; and
- Hypotheses (testable educated guess), theory (based on a lot of scientific data, but is not considered a fact because as more evidence becomes available it can change example: theory of evolution) and laws (truths about nature like the law of gravity).
l) alternative scientific explanations and models are recognized and analyzed.
- identify and describe scientific theories that have been changed or modified over time. Example: after DNA was mapped scintists went back and looked at how organisms were classified and found some species were not as closely related as they once thought.
Life at the Molecular and Cellular Level (16)
BIO.2 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include
a) water chemistry and its impact on life processes;
b) the structure and function of macromolecules;
c) the nature of enzymes; and
d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.
BIO.3 The student will investigate and understand relationships between cell structure and function. Key concepts include
a) evidence supporting the cell theory;
b) characteristics of prokaryotic and eukaryotic cells;
c) similarities between the activities of the organelles in a single cell and a whole organism;
d) the cell membrane model; and
e) the impact of surface area to volume ratio on cell division, material transport, and other life processes.
BIO.4 The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include
e) how viruses compare with organisms.
BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
a) cell growth and division;
b) gamete formation;
c) cell specialization;
e) historical development of the structural model of DNA;
f) genetic variation;
g) the structure, function, and replication of nucleic acids;
h) events involved in the construction of proteins; and
j) exploration of the impact of DNA technologies
BIO.6 The student will investigate and understand bases for modern classification systems. Key concepts include
d) examination of biochemical similarities and differences among organisms
Life at the Systems and Organisms Level (12) BIO.4a-c BIO.5d BIO.6a, c, e
BIO.4 The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include
a) comparison of their metabolic activities;
b) maintenance of homeostasis; and
c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans.
BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
d) prediction of inheritance of traits based on the Mendelian laws of heredity.
BIO.6 The student will investigate and understand bases for modern classification systems. Key concepts include
a) structural similarities among organisms;
c) comparison of developmental stages in different organisms; and
e) systems of classification that are adaptable to new scientific discoveries.
Interaction of Life Forms (11) BIO.4f BIO.6b BIO.7a-e BIO.8a-e
BIO.4 The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include
f) evidence supporting the germ theory of infectious disease.
BIO.6 The student will investigate and understand bases for modern classification systems. Key concepts include
b) fossil record interpretation.
BIO.7 The student will investigate and understand how populations change through time. Key concepts include
a) evidence found in fossil records;
b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;
c) how natural selection leads to adaptations;
d) emergence of new species; and
e) scientific evidence and explanations for biological evolution.
BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include
a) interactions within and among populations including carrying capacities, limiting factors, and growth curves;
b) nutrient cycling with energy flow through ecosystems;
c) succession patterns in ecosystems;
d) the effects of natural events and human activities on ecosystems; and
e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems.
Answers: 1.D 2B 3C 4A 5A 6D 7D 8C 9D 10B 11B 12A 13.(19) 14. (15-32) 15. (13.6 g/ml) 16. D
BIO SOL Review 1 - Research, Cooperation, Microscopes (22 questions)
BIO SOL Review 2 - Experiments (23 questions)
BIO SOL Review 3 - Data - Graphs (17 questions)BIO SOL Review 4 - Data - Tables & Diagrams (21 questions)
BIO SOL Review 5 - Cells (26 questions)
BIO SOL Review 6 - Classification (19 Q's)
BIO SOL Review 7 - Energy-Photosynthesis and Respiration (14 Q's)
BIO SOL Review 8 - Energy - Food Webs (8 Q's)
BIO SOL Review 9 - Homeostasis - Water properties (13 Q's)
BIO SOL Review 10 - Macromolecules - Enzymes (9Q's)
BIO SOL Review 11 - Environments - Biomes, Ecosystems, Human impact (26)
BIO SOL Review 12 - Disease - Viruses - Antibiotics (12 Q's)
BIO SOL Review 13 - Reproduction - Mitosis, Meiosis (12 Q's)
BIO SOL Review 14 - Adaptations (18 Q's)
BIO SOL Review 15 - Genetics & Evolution (28)
BIO SOL Review 16 - DNA - RNA (17 Q's)
BIO SOL Review 17 - Fossils (8 Q's
BIO SOL Review 18 - Human Body (10 Q's)
II. The SOL test is broken down into 4 main topics. The SOL test presents a certain amount of questions from each topic. Be sure you know the information in dark blue. Answers to the questions are at the bottm of the page.
Topic 1: Scientific Investigation (11 questions) BIO.1a-l
a) Observations of living organisms are recorded in the lab and in the field
-observations can be both qualitative (descriptions) and quantitative (numerical).
-Be sure to know the difference between observations (using your five senses) and inferences (assumptions)
Example:
1. Jeremy lays three plates with three different food sources outside. Which question could best be answered by this experiment?
a. How does a fly digest different foods?
b. How much energy do flies get from different foods?
c. Which food attracts flies from the greatest distance?
d. Which food attracts the most flies?
2. Crystal is observing bald eagles in the wild. Which of the following is an observation Crystal made about the bald eagle?
a. the bald eagle belongs to the domain Eukarya
b. the bald eagle caught a fish and ate it
c. the bald eagle loves to fly
d. the bald eagle likes to eat fish
3. Chloe recorded information on her laboratory sheet during an experiment she conducted in class. Which of the following recordings is quantitative?
a. The enzyme located in the liver did not work at high temperatures
b. The liver in test tube turned brown when it was heated
c. The bubbles reached a height of ten centimeters in test tube four
d. Temperature denatures enzymes and they no longer function properly.
b) Hypotheses are formulated based on direct observations and information from scientific literature
- formulate hypotheses based on cause-and-effect relationships.
- justify hypotheses based on both preliminary observations and scientific literature
4. Darby hypothesized that more pine seeds germinate after a fire. The most valid and reliable test of this hypothesis would include an experimental group of pine seeds that was recovered from a fire area and pine seeds that were
a. found before a fire
b. tolerant of fire
c. germinated after a fire
d. placed in a fire
5. Data about the climate in an ecosystem were collected for 30 years. Which hypothesis about a population of eagles could be made based on the climate data collected?
a. Eagle chick survival is directly related to annual rainfall amounts.
b. An outbreak of disease in 1987 killed 82% of the eagle population.
c. Eagles remain with the same mate throughout their lifetime.
d. Mortality of eagles from pesticides after 1992 was less than 5%.
6. Two plant species found in a dry region of the western United States exhibit vastly different abilities to survive. Species A has very slow stem growth and few leaves but is very abundant. Species B has rapid stem growth and many leaves but is very rare. Which hypothesis is most likely supported by this information?
a. Flower size and color may give species B an advantage over species A.
b. Reduced root growth may give species A an advantage over species B.
c. Leaf shape may give species B an advantage over species A.
d. Reduced stem growth may give species A an advantage over species B
c) variables are defined and investigations are designed to test hypotheses
- identify the independent variable (IV) and the values of the IV that will be used in the experiment.
- select dependent variables that allow collection of quantitative data.
- identify variables that must be held constant.
- establish controls as appropriate.
- write clear, replicable procedures.
7. Sarah designed an experiment to test the effect of temperature on bacterial growth. He grew three different cultures of the bacterium E. coli under three heat lamps at different temperatures. What was the independent variable in this experiment?
a. Length of the experiment
b. Number of bacteria
c. Reproduction rate
d. Temperature
8. Zach studied a flock of tundra swans that spent the winter along rivers in Virginia. The swans migrate in the spring to other locations. What would be the best way for Zach to distinguish between the birds they study in Virginia and flocks in the summer location?
a. Capture birds in the expected summer location and dissect them to find clues that show the birds were in Virginia during the winter
b. Take detailed photographs of winter flocks in Virginia and summer flocks in other locations and compare photographs
c. Capture and put coded bands on the birds in Virginia, then record the bands seen on birds in the summer location
d. Follow the Virginia flock by vehicle on a daily basis
9. Which question cannot be answered scientifically because the quantity cannot actually be measured?
a. How much food does a water buffalo consume in one day?
b. How heavy is a mature female elephant?
c. How fast can a tiger swallowtail butterfly fly?
d. How happy is a chimpanzee when it finds its favorite food?
10. Which sentence best states the importance of using control groups?
a. Control groups provide a method by which statistical variability can be reduced.
b. Control groups allow comparison between subjects receiving a treatment and those receiving no treatment.
c. Control groups eliminate the need for statistical tests and simplify calculations.
d. Control groups eliminate the need for large sample sizes, reducing the number of measurements needed.
11. A student wanted to look at plant growth in five different soil samples. He planted the same type of seeds in identical containers and left them together in full sunlight. He gave each plant the same amount of water and charted the growth of each plant stem. What is the independent variable in this experiment?
a. Seeds
b. Soil
c. Light
d. Container
d) graphing and arithmetic calculations are used as tools in data analysis;
-- plot data graphically, showing independent and dependent variables.
- describe trends from the data and draw conclusions
- determine the range, mean, and density
12. Which of these would be measured to determine the density of the polar bear population in Canada?
a. The number of bears per square kilometer
b. The mass of the bears at the Arctic Circle
c. The total number of bears minus the juvenile bears
d. The total number of bears seen per day
13. Statistics were taken from room 242 and the following ages were recorded: 16, 15, 16, 32, and 18. Calculate the mean age from this data set.
14. Find the range from the data set given in problem 13.
15. Mercury metal is poured into a graduated cylinder that holds exactly 22.5 mL. The mercury used to fill the cylinder weighs 306.0 g. From this information, calculate the density of mercury.
e) conclusions are formed based on recorded quantitative and qualitative data;
- record quantitative data in clearly labeled tables with units.
- include labeled diagrams in the data record
example technology enhanced graphing question
f) sources of error inherent in experimental design are identified and discussed;
-discuss the validity of results as related to accuracy, confidence, and sources of experimental error based on number of trials and variance in the data.
16. A biology class of 24 students decides to measure the height of each student and then calculate the average height for the class. Which of these is a possible source of error in this activity?
a. The number of males and females in the class
b. The difference in the ages of the students in the class
c. The total number of students in the class
d. The accuracy of making and recording measurements
g) validity of data is determined;
-- recognize and discuss contradictory or unusual data.
-- use evidence, apply logic, and construct an argument for conclusions based on reported data.
- recognize that in order to ensure the validity of scientific investigations, they must be evaluated by other members of the scientific community.
h) chemicals and equipment are used in a safe manner. Be sure to take proper precautions in the laboratory setting such as wasing your hands when you leave, tie long hair back when near an open flame candle, wear googles to protect your eyes when heating materials, or read the chemical safety MSDS sheets before disposing of toxic chemicals
i) Identify and use appropriate technology for data collection and analysis, including probeware (thermometer sensors for temperature, pH and dissolved oxygen).
j) research utilizes scientific literature;
-determine the extent to which data support/do not support a hypothesis, and propose further hypotheses and directions for continued research. If you conduct an experiment and your results did not fit your hypothesis, go back and test it again or adjust your experiment because you may be missing something like a control or study past scientists experiments for more knowledge.
k) differentiation is made between a scientific hypothesis, theory, and law; and
- Hypotheses (testable educated guess), theory (based on a lot of scientific data, but is not considered a fact because as more evidence becomes available it can change example: theory of evolution) and laws (truths about nature like the law of gravity).
l) alternative scientific explanations and models are recognized and analyzed.
- identify and describe scientific theories that have been changed or modified over time. Example: after DNA was mapped scintists went back and looked at how organisms were classified and found some species were not as closely related as they once thought.
Life at the Molecular and Cellular Level (16)
BIO.2 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include
a) water chemistry and its impact on life processes;
b) the structure and function of macromolecules;
c) the nature of enzymes; and
d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.
BIO.3 The student will investigate and understand relationships between cell structure and function. Key concepts include
a) evidence supporting the cell theory;
b) characteristics of prokaryotic and eukaryotic cells;
c) similarities between the activities of the organelles in a single cell and a whole organism;
d) the cell membrane model; and
e) the impact of surface area to volume ratio on cell division, material transport, and other life processes.
BIO.4 The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include
e) how viruses compare with organisms.
BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
a) cell growth and division;
b) gamete formation;
c) cell specialization;
e) historical development of the structural model of DNA;
f) genetic variation;
g) the structure, function, and replication of nucleic acids;
h) events involved in the construction of proteins; and
j) exploration of the impact of DNA technologies
BIO.6 The student will investigate and understand bases for modern classification systems. Key concepts include
d) examination of biochemical similarities and differences among organisms
Life at the Systems and Organisms Level (12) BIO.4a-c BIO.5d BIO.6a, c, e
BIO.4 The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include
a) comparison of their metabolic activities;
b) maintenance of homeostasis; and
c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans.
BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
d) prediction of inheritance of traits based on the Mendelian laws of heredity.
BIO.6 The student will investigate and understand bases for modern classification systems. Key concepts include
a) structural similarities among organisms;
c) comparison of developmental stages in different organisms; and
e) systems of classification that are adaptable to new scientific discoveries.
Interaction of Life Forms (11) BIO.4f BIO.6b BIO.7a-e BIO.8a-e
BIO.4 The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include
f) evidence supporting the germ theory of infectious disease.
BIO.6 The student will investigate and understand bases for modern classification systems. Key concepts include
b) fossil record interpretation.
BIO.7 The student will investigate and understand how populations change through time. Key concepts include
a) evidence found in fossil records;
b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;
c) how natural selection leads to adaptations;
d) emergence of new species; and
e) scientific evidence and explanations for biological evolution.
BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include
a) interactions within and among populations including carrying capacities, limiting factors, and growth curves;
b) nutrient cycling with energy flow through ecosystems;
c) succession patterns in ecosystems;
d) the effects of natural events and human activities on ecosystems; and
e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems.
Answers: 1.D 2B 3C 4A 5A 6D 7D 8C 9D 10B 11B 12A 13.(19) 14. (15-32) 15. (13.6 g/ml) 16. D