Unit Eight Test B/C - Dysart High School · Unit Eight Test B/C Directions Read the following selection. Then answer the questions that follow. from Tricky Twisters Jacqueline Adams

Name: ________________________ Class: ___________________ Date: __________ ID: A

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Unit Eight Test B/C

Directions

Read the following selection. Then answer the questions that follow.

from Tricky TwistersJacqueline Adams

Last November 6, a tornado tore through Indiana, killing 23 people. It was thedeadliest tornado to hit the state in more than 30 years. But that was just thebeginning. Six days later, nine twisters whirled through Iowa, followed onNovember 15 by a line of thunderstorms that spawned 35 tornadoes across fivestates.

The twist: Spring is considered peak tornado season in the U.S., so peopleweren't expecting a funnel-filled fall. Plus, some of these twisters sprang up outof unusual storm systems. New research suggests that tornadoes may arisefrom unsuspected storms more often than once thought.

10 Recipe for Disaster

Whether it's springtime or fall, a tornado doesn't just strike out of the clearblue sky. These whirlwinds form inside of a thunderstorm. Three mainingredients are needed to cook up a thunderstorm: moist air near the ground,cold air above, and a trigger to make the moist air rise. “Where the air is forcedto rise, that's where thunderstorms are triggered,” says Paul Markowski, anatmospheric scientist at the Pennsylvania State University.

The rising air forms a cloud. The condensation, or water that changed fromvapor to a liquid, within the cloud produces warming that is critical to sustainthe thunderstorm.

20 If a fourth ingredient—wind shear—gets added to the mix, trouble reallybrews. That's because these wild winds, which blow at different speeds ordirections at different altitudes, can turn an ordinary thunderstorm into asupercell—a swirling thunderstorm most likely to produce a twister. Windshear causes the air to spin like a rolling pin. Then, the storm's updraft, orrising warm air, tugs the rolling column of air upward. Scientists think a tug-of-war between downdrafts, or cool, sinking air, and warm updrafts stretch therotating air column into a tornado.

Tornado Target

The Great Plains area, which extends from Texas to Nebraska, often30 experiences the perfect mix of ingredients for tornadoes, earning the region thenickname “Tornado Alley” (see map). In this region, warm, moist air blowingnorth from the Gulf of Mexico collides with drier air from the high plateaus ofMexico. This collision, called a dryline, causes the moist air to rise and formthunderstorms. The gradually sloping terrain of the Great Plains region helps

Name: ________________________ ID: A

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produce strong wind shear that's ideal for tornado formation. “Tornado Alleyhas more tornadoes than any other part of the world,” says Markowski.

Most of Tornado Alley's twisters form from supercells that develop onspring afternoons-when the sun's heat has had plenty of time to warm thesurface air. This warmer, less dense air rises, helping to trigger the40 thunderstorm.

Extra Ordinary

Most of what scientists know about tornado formation comes fromstudying supercells in Tornado Alley. But last fall's tornadoes show thatterrible twisters can form anywhere-sometimes even developing from acompletely different type of thunderstorm.

Some of last November's disasters began in a squall line. Unlike asupercell, this line made up of individual thunderstorms can stretch forhundreds of miles.

But how much of a threat do squall lines actually pose? To find out, Robert50 J. Trapp, an atmospheric scientist at Purdue University in Indiana, and hiscolleagues studied storm records and radar images of 3,828 tornadoes thatformed in the U.S. from 1998 to 2000. Their findings: Squall lines spin outtornadoes more often than previously thought, especially in regions outside ofTornado Alley. Overall, only 18 percent of the tornadoes they studied werespawned by squall lines. But when the team zeroed in on specific areas, someof the percentages were much higher. For example, they found that half of thetornadoes in Indiana-one of the states hit hardest last fall-spun out of squalllines.

From “Tricky Twisters” by Jacqueline Adams. From Science World, March 6, 2006 issue. Copyright © 2006 by Scholastic Inc. Reprinted by permission of Scholastic Inc.

Name: ________________________ ID: A

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Comprehension

Directions

Answer the following questions about the excerpt from “Tricky Twisters.”

____ 1. The first two paragraphs reveal that the author’s primary purpose is to

a. express feelings about natural disasters

b. persuade states to prepare for storms

c. inform readers of scientific thinking about tornadoes

d. entertain readers with stories about tornado survivors

____ 2. Why is “Recipe for Disaster” an appropriate subheading for lines 11–27?

a. The air temperatures during a tornado are similar to temperatures used in baking.

b. The author likens the conditions that produce a tornado to ingredients in cooking.

c. Scientists use measures and directions when they study tornadoes’ occurrences.

d. You can use kitchen utensils and ingredients to make a tornado model.

____ 3. What important information is highlighted by the use of italicized words as a text feature?

a. shocking information about tornadoes

b. quotations from weather experts

c. areas most frequently hit by tornadoes

d. technical vocabulary about tornadoes

____ 4. Which statement best summarizes lines 12–19?

a. Thunderstorms occur when moist air near the ground rises to meet cold air above.

b. Tornados never form as a result of the creation of a thunderstorm.

c. The most important ingredient in a thunderstorm is moist air.

d. Thunderstorms are complicated and difficult to trigger.

Name: ________________________ ID: A

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____ 5. To support the main idea in the sentence that begins on line 20, the author provides details about

a. how wind shear differs from updrafts

b. what wind shear looks like

c. how wind shear is measured

d. how wind shear affects a storm

____ 6. Which method would be the best way to verify that the statements about wind shear in lines 21–25 are facts?

a. ask an adult

b. observe a tornado

c. consult an encyclopedia

d. conduct a simple experiment

____ 7. The subheading “Tornado Target” refers to

a. a dryline

b. the Great Plains

c. the Gulf of Mexico

d. high plateaus in Mexico

____ 8. The author’s purpose in including the “Tornado Alley” map as a graphic aid is to

a. make the article longer

b. show a tornado-shaped region

c. visually support details in the text

d. persuade readers to avoid tornadoes

____ 9. Which idea from the text does the map help you understand?

a. “Tornado Alley” refers to the Great Plains, an area from Texas to Nebraska.

b. Warm, moist air blowing north collides with drier air and creates tornadoes.

c. We learn about tornadoes mostly by studying supercells in Tornado Alley.

d. A squall line consists of separate thunderstorms and can extend hundreds of miles.

____ 10. The detail “But when the team zeroed in on specific areas, some of the percentages were much higher” (lines

55–56) supports the main idea thata. Trapp and his colleagues studied records from thousands of tornadoes

b. squall lines pose more of a threat in some regions than in others

c. a small percentage of tornadoes are spawned from squall lines

d. devastating tornadoes can form outside the boundaries of Tornado Alley

____ 11. The author includes the detail about Indiana in lines 56–58 for what purpose?

a. to entertain readers with an anecdote about Indiana’s tornadoes

b. to describe how Indiana has suffered devastating tornado damage

c. to persuade readers who live in Indiana to take precautions against tornadoes

d. to illustrate that squall lines frequently produce tornadoes in some areas

Name: ________________________ ID: A

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____ 12. Which statement best summarizes the last paragraph of the excerpt?

a. A group of scientists discovered that squall lines produce more tornadoes than scientists originally thought.

b. Some tornadoes in Indiana are the products of squall lines, and others form from supercells.

c. Robert J. Trapp is an atmospheric scientist at Purdue University who studies tornadoes and squall lines.

d. Of 3,828 tornadoes that formed in the United States between 1998 and 2000, 18 percent resulted from squall lines

Name: ________________________ ID: A

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Directions

Read the following selection. Then answer the questions that follow.

In this article, author Peter Tyson ponders why the United States seems to host three-quarters of all the

tornadoes in the world.

from Tornado CountryPeter Tyson

Have you ever stopped to wonder why the Great Plains, and by extensionthe country as a whole, gets the lion's share of our annual planetary quota oftornadoes? I hadn't—mostly, I suspect, because I'm an East Coaster, and forus tornadoes lie in the realm of the freak occurrence. As we'll see, most peopleelsewhere in the world appear to feel similarly about tornadoes.

The answer, I found, is two-fold. It has to do with what you might expect(climatological conditions in the Great Plains are unparalleled for spawningtornadoes), but also with what might come as a surprise (very few nations evenbother to record tornadoes). One expert I spoke with believes that even10 countries that report their worst windstorms may be underreporting by a factor of seven. And "tornadic events" that get reported as a single tornado in a country with a nonexistent damage-assessment system might, with a bettersuch system, be found to have been 10 separate tornadoes—this makesassigning twister numbers by country even trickier.

The truth is, the U.S. very well may not get three out of every fourtornadoes that occur on Earth; it may just look that way.

Accident of Geography

The Great Plains has been likened to a funnel factory. It possesses all theingredients needed to produce, as one expert put it to me, “some hellacious20 thunderstorms”-the parents of tornadoes. In spring and early summer, warm,moist air blowing in from the Gulf of Mexico can become trapped beneath a"lid" of hot, dry air gusting from the high desert region of the Southwest and,above that, cold, dry air sweeping over the Rockies. Like a lid on a pot ofboiling water, this “convection cap” keeps the warm air from rising. Thepressure builds, until a cold front or other boundary between air masses movesin and weakens the cap. Quite suddenly, the warm, humid air can burst forth,billowing upwards at up to 100 miles per hour and swelling into 50,000-foot-tall thunderstorms in minutes.

Some of these thunderstorms begin rotating through most of their depth.30 (This happens because of wind shear, a dramatic change in wind speed ordirection over a very short distance.) Called “supercells,” these storms serve asideal generators of tornadoes, from those that scrape off a few shingles to thoserare, mile-wide monsters that leave nothing in their wake but cleared concretefoundations. “No other place on the planet has the source of warm, moist air onthe equatorward side and a wide, high range of mountains extending from north

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to south on the west side,” says Harold Brooks, a tornado expert at the NationalSevere Storms Laboratory in Norman, Oklahoma. “The Andes aren't as wideas the Rockies, and the Himalayas don't extend very far from north to south.”

While the Great Plains gets the bulk of American tornadoes, other parts of40 the country witness them as well. Florida sees more twisters than Oklahoma,though they're far weaker. Cyclones also strike Colorado, and occasionally aripsnorter will touch down in other states. In 1979, I was living in Hartford,Connecticut, when a tornado raked through nearby Windsor Locks. Thattornado is fifth on a list of tornadoes that have caused at least $200 million indamage (in inflation-adjusted 1999 dollars). All 50 states, in fact, haveexperienced twisters.

All told, about 1,200 tornadoes occur annually in the United States. Theentire rest of the world collectively reports just 200 to 300 every year. Yet onlyin this country is the number of reported tornadoes roughly equal to the50 number of actual tornadoes in any given year. The U.S. began officiallycollecting tornado reports back in 1953 and rating tornadoes using the FujitaScale 20 years later. No other nation has such a robust or longstanding system.

As a sign of how lackluster tornado reporting is elsewhere, can you name asingle country outside the U.S. where tornadoes regularly occur? I couldn'tbefore starting this article. In fact, I couldn't remember hearing of a singletornado that ever struck anywhere else in the world. I'm sure I've heard ofsome, but they didn't stick in my mind.

Tornado Countries

Not surprisingly, the planet does have other tornado seedbeds, and some60 occasionally germinate twisters to rival the nastiest the U.S. has to dole out. Inraw numbers, Canada probably comes in second to the U.S. The sameclimatological regime that brings tornadoes to the southern Great Plains in earlyspring moves north through the year to unleash more of the same on westernCanada in July.

After the U.S. and Canada, Bangladesh and East India probably get themost violent tornadoes; they certainly suffer the deadliest. On April 26, 1989,the most lethal tornado on record swept Bangladesh, killing about 1,300 people,injuring 12,000, and leaving 80,000 homeless. High population density, flimsyhousing, and a nonexistent tornado warning system mean killer tornadoes are70 all too common there, says Jonathan Finch, a meteorologist at the NationalWeather Service in Dodge City, Kansas, who is an expert on that region'stornado climatology.

From “Tornado Country” by Peter Tyson, NOVA website. Copyright © 1996-2007 WGBH Educational Foundation. Used by permission.

Name: ________________________ ID: A

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Comprehension

Directions

Answer the following questions about the excerpt from “Tornado Country.”

____ 13. Which word reveals that lines 9–11 contain an opinion?

a. “expert”

b. “believes”

c. “underreporting”

d. “factor”

____ 14. The subheading “Accident of Geography” would cover new information about landforms in

a. East India

b. Canada

c. Bangladesh

d. the Great Plains

____ 15. Which detail supports the main idea that the Great Plains region has ideal conditions for producing tornadoes?

a. an explanation of how thunderstorms develop into tornadoes

b. details about air from the Gulf of Mexico meeting air from the desert

c. a description of the range of tornadoes that can occur

d. statistics about tornadoes in Florida and Connecticut

____ 16. The author’s purpose in including Ted Fujita’s map as a graphic aid is to

a. inform about where tornadoes occur

b. entertain with an interesting visual aid

c. persuade readers to read maps

d. describe Fujita’s research

Name: ________________________ ID: A

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____ 17. The caption of the map reveals that the map is

a. inaccurate

b. comprehensive

c. outdated

d. complicated

____ 18. Which detail supports the main idea stated in the sentence that begins on line 39?

a. “The Great Plains has been likened to a funnel factory.”

b. “All 50 states, in fact, have experienced twisters.”

c. “All told, about 1,200 tornadoes occur annually in the United States.”

d. “The U.S. began officially collecting tornado reports back in 1953. . . .”

Comprehension

Directions

Answer the following questions about both selections.

____ 19. Both excerpts include details to explain

a. why scientists study tornadoes

b. what a squall line is

c. how tornadoes form

d. how tornadoes are rated

____ 20. The graphic aids in both excerpts provide visual representations of

a. record-breaking tornadoes

b. different types of tornadoes

c. the formation of a tornado

d. locations of tornado activity

Short Response

Directions

Write two or three sentences to answer each question on a separate sheet of paper.

21. Summarize the information provided in lines 20–27 of the excerpt from “Tricky Twisters.”

22. Reread the sentence that begins on line 37 of the excerpt from “Tricky Twisters.” Is the statement a fact or an

opinion? Explain your answer.

Extended Response

Directions

Write a paragraph to answer one of the following question on a separate sheet of paper.

23. Summarize the main ideas and supporting details of the excerpt from “Tricky Twisters.”

24. Challenge Discuss the author’s purposes in writing “Tornado Country.” Provide examples from the excerpt to support your discussion.

Name: ________________________ ID: A

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Directions

Use context clues and your knowledge of base words to answer the following questions.

____ 25. What is the meaning of the word unsuspected in line 9 of the excerpt from “Tricky Twisters”?

a. not known to exist

b. frequently occurred

c. fully researched

d. contrary to human reasoning

____ 26. What is the meaning of the word extension in line 1 of the excerpt from “Tornado Country”?

a. the act of including the total area

b. a measure of tornado damage

c. the decision to study tornado formation

d. a process of identifying public opinion

____ 27. What is the meaning of the word unparalleled in line 7 of the excerpt from “Tornado Country”?

a. misinformed

b. unequaled

c. undesirable

d. miscalculated

____ 28. What is the meaning of the word density in line 68 of the excerpt from “Tornado Country”?

a. concentration

b. thickness

c. death

d. problem

Directions

Use context clues and your knowledge of suffixes to answer the following questions.

____ 29. What is the meaning of the word atmospheric as it is used in line 16 of the excerpt from “Tricky Twisters”?

a. causing galaxies

b. creating poisonous gasses

c. relating to air

d. tracking storm trends

____ 30. What is the meaning of the word planetary as it is used in line 2 of the excerpt from “Tornado Country”?

a. relating to or involving planets

b. increasing by multiples of ten

c. measured by the shadow of the Moon

d. affected by atmospheric conditions

____ 31. What is the meaning of the word equatorward as it is used in line 35 of “Tornado Country”?

a. in the direction of the equator

b. around a weather station

c. at the bottom of a mountain range

d. inside a scientific laboratory

Name: ________________________ ID: A

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____ 32. What is the meaning of the word nonexistent as it is used in line 69 of “Tornado Country”?

a. complicated

b. expensive

c. absent

d. real

Directions

Read the problem-solution essay and answer the questions that follow.

(1) After the school day ends, many Valley Junior High students enjoy spending time together. (2) However where can students do this? (3) Many have gathered in the parking lot of Tot’s convenience store. (4) The store owner, Gordon Bancroft, has expressed concern about student loitering. (5) He claims that student loitering has kept customers from shopping and has hurt sales. (6) As a solution, Valley Junior High needs to extend the student lounge hours.

(7) Carl Purdy, editor of the valley junior scout courier student newspaper, recently wrote an article suggesting that students need a safe place to gather after school. (8) Currently this place is Tot’s parking lot. (9) The parking lot is not a safe gathering place, though. (10) Students need an enclosed area in which they can sit and talk comfortably, and the student lounge would provide such an area. (11) The student lounge closes early. (12) If the lounge stayed open later, students could socialize safely.

(13) As Purdy’s article, “a note to valley administration: what your students need,” suggests, Valley students should have a safe place to gather. (14) Keeping the lounge open would solve the student loitering problem. (15) It would improve business at Tot’s convenience store. (16) Most importantly, the students of Valley Junior High would have an area in which to socialize in comfort and safety.

____ 33. Which sentence identifies the problem stated in the introduction?

a. Gordon Bancroft, the owner of Tot’s convenience store, has a concern.

b. Students’ socializing in Tot’s parking lot is harming business.

c. Tot’s customers are unhappy because they cannot find a place to park.

d. The student lounge closes as soon as the final class period ends.

____ 34. Choose the correct way to punctuate sentence 2 with a comma.

a. However, where can students do this?

b. However where, can students do this?

c. However where can students, do this?

d. However where can students do, this?

____ 35. Which transition would best connect ideas in sentences 2 and 3?

a. Lately

b. Instead

c. Regardless

d. Undoubtedly

____ 36. Which sentence functions as the essay’s thesis statement?

a. The store owner, Gordon Bancroft, has expressed concern about student loitering.

b. He claims that student loitering has kept customers from shopping and has hurt sales.

c. As a solution, Valley Junior High needs to extend the student lounge hours.

d. If the lounge stayed open later, students could socialize safely.

Name: ________________________ ID: A

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____ 37. Choose the correct way to capitalize the title in sentence 7.

a. valley Junior scout Courier

b. valley junior Scout Courier

c. Valley Junior Scout Courier

d. Valley junior Scout courier

____ 38. Choose the correct way to punctuate sentence 8 with a comma.

a. Currently, this place is Tot’s parking lot.

b. Currently this place, is Tot’s parking lot.

c. Currently this place is, Tot’s parking lot.

d. Currently this place is Tot’s, parking lot.

____ 39. Which sentence best uses precise words to express the problem in sentence 11?

a. The lounge closes when buses arrive.

b. At 2:30 P.M., the student lounge closes.

c. Bells signal the close of the lounge.

d. After lunch, the lounge shuts down.

____ 40. Which sentence best uses precise words to express the solution in sentence 12?

a. If the lounge stayed open until dinner, students could hang out safely.

b. The student lounge, if kept open later, could be used by students to talk.

c. If the lounge stayed open after classes ended, students could socialize safely.

d. Keeping the lounge open until 4:00 P.M. would allow students to socialize safely.

____ 41. Which detail could you add after sentence 12 to help explain the solution to the problem?

a. The student lounge could also be used for faculty meetings.

b. If students used the lounge after class, teachers could assign more homework.

c. Renovations to the student lounge would be enjoyed by students and faculty.

d. Students would not gather in Tot’s parking lot if they could meet in the lounge.

____ 42. Choose the correct way to capitalize the title in sentence 13.

a. “a Note to Valley Administration: What your Students Need”

b. “A Note to Valley Administration: What Your Students Need”

c. “A note to Valley Administration: What your Students Need”

d. “a note to Valley Administration: What Your Students Need”

____ 43. Which detail could you add after sentence 15 to help explain the solution to the problem?

a. Sale items would sell more efficiently.

b. The store could expand to other locations.

c. Deliveries could be dropped off quickly.

d. Customers would come back to shop.

____ 44. Which sentence best summarizes the solution to the problem identified in the conclusion?

a. Establishing new student lounge hours benefits both students and teachers.

b. Later lounge hours keeps students away from Tot’s and gives them a place to meet.

c. Students become customers of both Tot’s store and the student lounge.

d. Longer hours in the lounge solves issues between the school and local businesses.

Name: ________________________ ID: A

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Directions Read the following quotation. Then read the prompts that follow and complete one of the writing activities.

“Whatever creativity is, it is in part a solution to a problem.”- Brian Aldias

45. Prompt: Write a problem-solution essay that addresses any issue that you care deeply about. First state the problem; then identify past solutions that have failed. Finally, use your own creativity to suggest a solution and explain how it differs from past solutions.

Challenge Prompt: Write a problem-solution essay that offers three solutions to an issue affecting our country today. Each solution should resolve the problem creatively, but from a different perspective. Then, decide which solution best defines creativity, and argue for it as the best solution to the problem.

Now write your problem-solution essay. The following reminders will help you.

Reminders

- Be sure your writing does what the prompt asks.- State the problem in a clearly worded thesis.- Explain the causes and effects of the problem.- Give details to help explain the solution to the problem.- Conclude by summing up the best solution.- Check for correct grammar, spelling, and punctuation.

ID: A

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Unit Eight Test B/C

Answer Section

1. ANS: C PTS: 1 REF: 8720b0c0-dc3b-11dc-8feb-0016cfd7b5f9

TOP: Unit 8 Test B_C NOT: mllit8_2008

2. ANS: B PTS: 1 REF: 8722c4fa-dc3b-11dc-8feb-0016cfd7b5f9


3. ANS: D PTS: 1 REF: 8722ec0a-dc3b-11dc-8feb-0016cfd7b5f9TOP: Unit 8 Test B_C NOT: mllit8_2008

4. ANS: A PTS: 1 REF: 8723131a-dc3b-11dc-8feb-0016cfd7b5f9TOP: Unit 8 Test B_C NOT: mllit8_2008

5. ANS: D PTS: 1 REF: 87252754-dc3b-11dc-8feb-0016cfd7b5f9TOP: Unit 8 Test B_C NOT: mllit8_2008

6. ANS: C PTS: 1 REF: 87254e64-dc3b-11dc-8feb-0016cfd7b5f9TOP: Unit 8 Test B_C NOT: mllit8_2008

7. ANS: B PTS: 1 REF: 87257574-dc3b-11dc-8feb-0016cfd7b5f9TOP: Unit 8 Test B_C NOT: mllit8_2008

8. ANS: C PTS: 1 REF: 872789ae-dc3b-11dc-8feb-0016cfd7b5f9STA: R.03.8.1.6.PO4 TOP: Unit 8 Test B_C NOT: mllit8_2008

9. ANS: A PTS: 1 REF: 8727b0be-dc3b-11dc-8feb-0016cfd7b5f9STA: R.03.8.1.6.PO4 TOP: Unit 8 Test B_C NOT: mllit8_2008

10. ANS: B PTS: 1 REF: 8727d7ce-dc3b-11dc-8feb-0016cfd7b5f9STA: R.03.8.3.1.PO1 TOP: Unit 8 Test B_C NOT: mllit8_2008

11. ANS: D PTS: 1 REF: 8729ec08-dc3b-11dc-8feb-0016cfd7b5f9TOP: Unit 8 Test B_C NOT: mllit8_2008

12. ANS: A PTS: 1 REF: 872a1318-dc3b-11dc-8feb-0016cfd7b5f9STA: R.03.8.3.1.PO2 TOP: Unit 8 Test B_C NOT: mllit8_2008

13. ANS: B PTS: 1 REF: 872a3a28-dc3b-11dc-8feb-0016cfd7b5f9TOP: Unit 8 Test B_C NOT: mllit8_2008

14. ANS: D PTS: 1 REF: 872c4e62-dc3b-11dc-8feb-0016cfd7b5f9TOP: Unit 8 Test B_C NOT: mllit8_2008

15. ANS: B PTS: 1 REF: 872c7572-dc3b-11dc-8feb-0016cfd7b5f9

STA: R.03.8.3.1.PO1 TOP: Unit 8 Test B_C NOT: mllit8_2008

16. ANS: A PTS: 1 REF: 872c9c82-dc3b-11dc-8feb-0016cfd7b5f9


17. ANS: C PTS: 1 REF: 872eb0bc-dc3b-11dc-8feb-0016cfd7b5f9


18. ANS: B PTS: 1 REF: 872ed7cc-dc3b-11dc-8feb-0016cfd7b5f9


ID: A

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19. ANS: C PTS: 1 REF: 872efedc-dc3b-11dc-8feb-0016cfd7b5f9


20. ANS: D PTS: 1 REF: 87311316-dc3b-11dc-8feb-0016cfd7b5f9


21. ANS:

Students may summarize the lines in the following way: Winds blowing at different speeds make air spin, causing the rising warm air to pull air upward while sinking cold air moves downward. This process creates an air column known as a tornado.

PTS: 1 REF: 87313a26-dc3b-11dc-8feb-0016cfd7b5f9 STA: W.04.8.2.2.PO6 | W.04.8.2.5.PO1 TOP: Unit 8 Test B_C NOT: mllit8_2008

22. ANS:

The statement is a fact. The statement can be proved true by consulting tornado reports and weather records.

PTS: 1 REF: 87316136-dc3b-11dc-8feb-0016cfd7b5f9 STA: W.04.8.2.5.PO1 TOP: Unit 8 Test B_C NOT: mllit8_2008

23. ANS:

Responses will vary. Students may summarize the main ideas and details in the following way: a. Spring is often considered tornado season, but as evidenced in Indiana and Iowa, twisters can occur in the fall and originate from unusual storms. (lines 1–19) b. Tornadoes originate from thunderstorms that have a specific combination of climatological ingredients: moist air near the ground, cold air above, a trigger that makes the moist air rise, and wind shear (lines 11–27). c. The Great Plains area, or “Tornado Alley,” provides the mix of elements needed to produce tornadoes (lines 29–40). d. Tornadoes can form from supercells as well as from different kinds of storms called “squall lines” (lines 42–48). e. Robert J. Trapp studied squall lines and determined that they produce twisters far more often than scientists originally thought, especially in areas outside of “Tornado Alley” (lines 49–58).

PTS: 1 REF: 87337570-dc3b-11dc-8feb-0016cfd7b5f9 STA: R.03.8.3.1.PO2 | W.04.8.1.2.PO1 | W.04.8.2.1.PO1 | W.04.8.2.1.PO2 | W.04.8.2.1.PO3 | W.04.8.2.1.PO4 | W.04.8.2.2.PO4 | W.04.8.2.5.PO1 | W.04.8.2.5.PO2 | W.04.8.2.6.PO11 | W.04.8.3.6.PO1.bTOP: Unit 8 Test B_C NOT: mllit8_2008

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24. ANS:

Challenge Responses will vary. Students should identify that the author wants to inform and persuade. Students may offer the following examples as support: a. The author wants to inform the reader about the reason that the Great Plains and the United States as a whole experience more tornadoes than any other area (lines 6–14). b. The author wants to persuade the reader that the United States may only seem to experience more tornadoes than any other area (lines 15–16). c. The author wants to inform the reader about the features of the Great Plains that result in it producing so many tornadoes (lines 18–28). d. The author wants to inform the reader about how tornadoes form (lines 29–38). e. The author wants to inform the reader about other places in the United States that experience tornadoes (lines 39–46). f. The author wants to persuade the reader that his or her perception about the occurrences of tornadoes in the United States versus occurrences in other countries may be misguided (lines 47–57). g. The author wants to inform the reader about other areas in the world that experience tornadoes (lines 59–72).

PTS: 1 REF: 87339c80-dc3b-11dc-8feb-0016cfd7b5f9 STA: W.04.8.1.2.PO1 | W.04.8.2.1.PO1 | W.04.8.2.1.PO2 | W.04.8.2.1.PO3 | W.04.8.2.1.PO4 | W.04.8.2.2.PO4 | W.04.8.2.5.PO1 | W.04.8.2.5.PO2 | W.04.8.2.6.PO11 TOP: Unit 8 Test B_C NOT: mllit8_2008

25. ANS: A PTS: 1 REF: 8733c390-dc3b-11dc-8feb-0016cfd7b5f9

STA: R.03.8.1.4.PO2 | R.03.8.1.4.PO3 | R.03.8.1.4.PO4 TOP: Unit 8 Test B_CNOT: mllit8_2008

26. ANS: A PTS: 1 REF: 8735d7ca-dc3b-11dc-8feb-0016cfd7b5f9


27. ANS: B PTS: 1 REF: 8735feda-dc3b-11dc-8feb-0016cfd7b5f9


28. ANS: A PTS: 1 REF: 873625ea-dc3b-11dc-8feb-0016cfd7b5f9


29. ANS: C PTS: 1 REF: 87383a24-dc3b-11dc-8feb-0016cfd7b5f9


30. ANS: A PTS: 1 REF: 87386134-dc3b-11dc-8feb-0016cfd7b5f9


31. ANS: A PTS: 1 REF: 87388844-dc3b-11dc-8feb-0016cfd7b5f9


32. ANS: C PTS: 1 REF: 873a9c7e-dc3b-11dc-8feb-0016cfd7b5f9


33. ANS: B PTS: 1 REF: 873ac38e-dc3b-11dc-8feb-0016cfd7b5f9


34. ANS: A PTS: 1 REF: 873aea9e-dc3b-11dc-8feb-0016cfd7b5f9STA: W.04.8.2.6.PO2.f | W.04.8.2.6.PO2.h TOP: Unit 8 Test B_CNOT: mllit8_2008

ID: A

4

35. ANS: A PTS: 1 REF: 873cfed8-dc3b-11dc-8feb-0016cfd7b5f9

STA: W.04.8.1.3.PO1 | W.04.8.1.3.PO5 TOP: Unit 8 Test B_C NOT: mllit8_2008

36. ANS: C PTS: 1 REF: 873d25e8-dc3b-11dc-8feb-0016cfd7b5f9


37. ANS: C PTS: 1 REF: 873d4cf8-dc3b-11dc-8feb-0016cfd7b5f9

STA: W.04.8.2.6.PO1.a.1 | W.04.8.2.6.PO1.a.2 | W.04.8.2.6.PO1.a.3 | W.04.8.2.6.PO1.a.4 | W.04.8.2.6.PO1.a.5 | W.04.8.2.6.PO1.a.6 | W.04.8.2.6.PO1.a.7 | W.04.8.2.6.PO1.a.8 | W.04.8.2.6.PO1.b | W.04.8.2.6.PO1.c | W.04.8.2.6.PO1.d | W.04.8.2.6.PO1.e | W.04.8.2.6.PO1.fTOP: Unit 8 Test B_C NOT: mllit8_2008

38. ANS: A PTS: 1 REF: 873f6132-dc3b-11dc-8feb-0016cfd7b5f9

STA: W.04.8.2.6.PO2.f | W.04.8.2.6.PO2.h TOP: Unit 8 Test B_CNOT: mllit8_2008

39. ANS: B PTS: 1 REF: 873f8842-dc3b-11dc-8feb-0016cfd7b5f9

STA: W.04.8.1.3.PO1 TOP: Unit 8 Test B_C NOT: mllit8_2008

40. ANS: D PTS: 1 REF: 873faf52-dc3b-11dc-8feb-0016cfd7b5f9

STA: W.04.8.1.3.PO1 TOP: Unit 8 Test B_C NOT: mllit8_2008

41. ANS: D PTS: 1 REF: 8741c38c-dc3b-11dc-8feb-0016cfd7b5f9

STA: W.04.8.1.3.PO1 | W.04.8.1.3.PO2 TOP: Unit 8 Test B_C NOT: mllit8_2008

42. ANS: B PTS: 1 REF: 8741ea9c-dc3b-11dc-8feb-0016cfd7b5f9

STA: W.04.8.2.6.PO1.a.1 | W.04.8.2.6.PO1.a.2 | W.04.8.2.6.PO1.a.3 | W.04.8.2.6.PO1.a.4 | W.04.8.2.6.PO1.a.5 | W.04.8.2.6.PO1.a.6 | W.04.8.2.6.PO1.a.7 | W.04.8.2.6.PO1.a.8 | W.04.8.2.6.PO1.b | W.04.8.2.6.PO1.c | W.04.8.2.6.PO1.d | W.04.8.2.6.PO1.e | W.04.8.2.6.PO1.fTOP: Unit 8 Test B_C NOT: mllit8_2008

43. ANS: D PTS: 1 REF: 874211ac-dc3b-11dc-8feb-0016cfd7b5f9STA: W.04.8.1.3.PO1 | W.04.8.1.3.PO2 TOP: Unit 8 Test B_C NOT: mllit8_2008

44. ANS: B PTS: 1 REF: 874425e6-dc3b-11dc-8feb-0016cfd7b5f9STA: R.03.8.3.1.PO2 TOP: Unit 8 Test B_C NOT: mllit8_2008

ID: A

5

45. ANS:

Rubric: Problem-Solution Essay

1 States the problem in a clearly worded thesis2 Explains the causes and effects of the problem3 Discusses different solutions4 Gives details to help explain the solution to the problem5 Makes the importance of the problem clear in the introduction6 Uses transitions to connect ideas7 Concludes by summing up the best solution8 Maintains a tone that is suited to topic, audience, and purpose9 Uses precise words to express the problem and solution10 Varies sentence beginnings11 Uses correct grammar, spelling, and punctuation

PTS: 1 REF: 87444cf6-dc3b-11dc-8feb-0016cfd7b5f9 STA: W.04.8.1.2.PO1 | W.04.8.2.1.PO1 | W.04.8.2.1.PO2 | W.04.8.2.1.PO3 | W.04.8.2.1.PO4 | W.04.8.2.2.PO4 | W.04.8.2.2.PO6 | W.04.8.2.5.PO1 | W.04.8.2.5.PO2 | W.04.8.2.6.PO11TOP: Unit 8 Test B_C NOT: mllit8_2008

Documents

Unit Eight Test B/C - Dysart High School · Unit Eight Test B/C Directions Read the following selection. Then answer the questions that follow. from Tricky Twisters Jacqueline Adams