Chapter 5

Understanding Scientific Formats

Introduction

• One must be able to understand and interpret scientific writing pieces.

• There can be scientific textual passages, equations, maps, tables, and graphs.
• This chapter includes a variety of questions set out to test one’s ability to address, interpret
and answer the questions in a scientific style.

Understanding Scientific Formats

• As previously stated, the questions will be associated with different items.

• Questions can also be associated with more than 1 item.
• When data is illustrated in a figure of sorts, skim over the datasets to get a quick idea of what
the question could be asking.
• It is important to read through and understand the textual passage related questions, to be
able to answer more effectively.
• Once you have read through the question, read the answer choices and then through the
question again. This will give a very concise idea as to which will be the most accurate option
of all the given answer choices.
• When answering a “fill in the blank” question, read through the question or look over the
figures entirely before answering.

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 [[Link]

• Commonly, the answers can be found in the text, dataset and figures provided, there are no
hiding or tricking methods involved when constructing the exam.
• When questions ask for answers involving calculations, ensure to utilize the given formulas.
The formulas will also be presented at the beginning of the exam on a ‘Formula Sheet’.
• Remember to take educated guesses in a case where you do not know the answer. Incorrect
answers do not receive negative marks, so there will be nothing to lose even if an answer is
guessed incorrectly.
• The purpose of this chapter is to identify the various question formats and how to answer them
correctly.

Scientific Text-Based Questions

• These questions are associated with a textual passage.

• This means that students’ comprehension skills will be evaluated.

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 • Students can speed read through the text initially to obtain as much information as possible.
Then read the question and refer back to the passage or reread it to discern more information
to assist with answering the question.

Activity

Read the Following Passage:

There is a very high standard of biodiversity in particular biomes, these include tropical rainforests
and wetlands. Various different plant species occur in these regions and grown to enormous sizes.
Below is a picture of a typical food chain. As one can see, the producers are the base of the pyramid,
so provide a very important source of food for organisms. Especially in these wetter regions, it is
common that when plants eventually die, they will enter into the water system. Once they have done
this, they turn into, what is referred to as detritus. If we look on a smaller scale, it is illustrated that
smaller organisms, such as crabs, fish and shrimp actually eat this detritus matter, along with algae.
These species will then become a food source for another tier and so on. Thus, explaining the energy
pyramid.

Adapted from: [Link]

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 1) From reading the above passage, decide which of the following levels algae and detritus
matter would be found:
a. Primary Consumer (Herbivores).
b. Producer (Autotrophs).
c. Tertiary Consumer.
d. Secondary Consumer.
2) From the above illustration, plants are clearly considered Producers, which of the following
best describes the function of a producer:
a. Convert electrical energy into mechanical energy.
b. Convert thermal energy into nuclear energy.
c. Convert Hydraulic energy into radiant energy.
d. Convert radiant energy into chemical energy.

ANSWERS
1) The correct answer would be B because the algae and detritus matter are considered a food
source, they are known as producers.
2) The main function of plants is to produce food or energy to organisms higher up on the energy
pyramid. They are able to do this via photosynthesis, a process that converts energy from the
sun into chemical energy consumed during eating and passed through the energy pyramid.

The Scientific Way

• It is very important to understand the various terminology, phrasing and symbols that are
frequently utilized in scientific writing and illustrations.
• To properly form scientific associations that will help during the exam, it is best to read as
much scientific material as possible to familiarize oneself with the writing style, type of
expressions, different terminology and how different figures are illustrated.
• In this syllabus, we will cover many of the frequently used terminology, phrases, figures and
symbols commonly used in science, however; it is still a good idea to further one’s knowledge
as much as possible before writing the GED exam.
• Here are some of the topics we’ll be addressing in this chapter:
o Biomes and ecosystems.
o The flow of energy through these niches.
o The circulation and flow of water through a system.
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 o Physical components of force, work and motion
o The foundations and basics of the solar system.

ACTIVITY

This activity is as an example:

1) Which of the following confirms the differences between an exothermic reaction and an
endothermic reaction?
a. Exothermic reactions emit a large amount of heat, whilst endothermic reactions absorb
a great quantity of energy.
b. Exothermic reactions use a large quantity of heat and take a very long time to conquer.
c. Endothermic reactions emit a large quantity of heat and conclude after a shorter period
of time.
d. Exothermic reactions use up a large quantity of heat, whilst endothermic reactions need
very little energy for the reaction to take place.
2) Water tends to follow a concentration gradient, where water will move from a place with a high
concentration, to that with a low concentration. This process is known as:
a. Circulation
b. Osmosis
c. Homeostasis
d. Lipolysis

3) Explain the process of Osmosis verbally to a friend or family member.

ANSWERS
1) The answer will be option A, where exothermic reactions produce a large quantity of energy
and endothermic reactions do not. Instead, they absorb a large amount of energy.
2) The answer here will be B, the movement of water from a point of high concentration to a point
of low concentration, thus, following a concentration gradient is known as osmosis.
3) Osmosis can be defined as the spontaneous net movement of solvent molecules through a
selectively permeable membrane into a region of higher solute concentration, in the direction
that tends to equalize the solute concentrations on the two sides.

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It is important to note that sometimes there are no accompanying passages or figures for the
questions, so one’s individual knowledge needs to be better to understand multiple different factors
and aspects addressed in the exam.

Answering Illustrative Questions

• You have now seen what the comprehension type of question looks like.
• Illustrative questions are based on scientific figures, tables, maps, and graphs.
• These forms of illustrations are commonly used in science to demonstrate valuable
information.
• Below are a few examples…

ACTIVITY

1) The following question is based on the below figure on the life cycle of a tapeworm, adapted
from:
[Link]

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 Choose 2 of the following provided answers to indicate how one would go about preventing the
transmission and contamination of tapeworm in the human body:
a. Vaccinate animals used for slaughter.
b. Wash all food sources (especially vegetables) before consuming.
c. Cook all meat products.
d. Wash the animals before slaughter.

2) The following question is based on the below map on the hazards located on the ground that
could occur during a volcanic eruption. This illustration was adapted from;
[Link]

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 After observing the potentially hazardous regions in the map above, which 2 of the following
options would you choose when considering the safest areas during a volcanic eruption:
a. As close to the body of water as possible.
b. Within 100m of the center of eruption.
c. At the place marked, “Burlington”.
d. On one of the hilltops or mountains indicated.
3) Carefully observe the graph presented, look at the trend of the line, what this line (regression)
represents, which are the x-axis and y-axis, etc. The following graph was adapted from:
[Link]
and illustrates the effect of the boiling point of water at different altitudes.

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 After properly assessing the above graph, which of the following would be correct when
wanting to take water to its boiling point if you are situated at 6500 feet above sea level:
a. In order to get the water to boiling point at that altitude, the water must be boiled for a
longer period of time.
b. Less amount of time needs to be given for the water to reach its boiling point.
c. With higher altitude above sea level, less cooking time is required.
d. Adjust the settings on the stove to a higher temperature for the water to boil faster.

4) The following table is based on Newton’s second law, the law of motion, where the equation is
Force = Mass x Acceleration. Look at the table below and answer the following question:

Force (N) Mass (kg) Acceleration (m/s2)

10 5 2
10 2 5
10 1 10

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 Look at the numbers in the table carefully and consider what they represent. Now choose the
most accurate for this question:
a. When there is an increase in the force, there will be an increase in acceleration,
provided that the mass will stay the same.
b. Considering if mass stays the same, there will a decrease in force if there is a present
decrease in acceleration.
c. If the force remains constant and the mass shows a decrease, then the acceleration will
experience an increase.
d. Considering when force stays the same, and mass shows an increase, there will
ultimately also be an increase in acceleration.

ANSWERS
1) B and C, are the correct answers. By looking and analyzing the image, one can deduce that
tapeworm eggs are able to be transferred through contaminated vegetables and uncooked
meat.
2) A and D are the correct answers. When a volcano erupts, the safest place to be will be as
close to the water as possible and at the highest point of a hill or mountain to avoid the lava
eruption.
3) A is the correct answer. Water will need to boil for a longer period of time to get to that specific
temperature at that specific altitude.
4) C is the correct answer. Think of the equation, if the force is to remain the same and the mass
decreases, then by Newton's second law of motion, the acceleration of the object will have to
increase. Refer back to the equation the whole time when considering which of the options is
correct.

How to Read Data Correctly

• After all the previous questions, you should have a fairly good understanding of how data is
presented and how to decipher relevant information from them to answer the question
correctly.
• Data will always be shown in various means, the exam then tests one’s ability to be able to
extrapolate relevant data and then to analyze and come to a decisive and justifiable
conclusion.
• Most of the questions are logic-based, so can apply one’s livelihood thinking to answer the
question, for example; it was shown in one of the questions above (graph) that water has a
higher boiling point at higher altitudes. Now revert this back to reality, where food is produced
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 in a pressure cooker, what can one conclude from this? Because the pressure is higher, the
food will cook in a shorter amount of time.
• Think about how you would relate these different aspects to everyday living.
• There are 3 categories that allow one sufficient ability to analyze data:

o Analyzing the data efficiently to reach a justifiable conclusion.

o How a particular outcome can then be predicted based on the dataset provided.

o Using previous data and conclusions in a write-up to justify or add to the ‘evidence’ once
your own deductions have been concluded.

Making Efficient Deductions from Datasets

• When we’re younger, the classroom seems like the only place where any knowledge or
conclusions will be necessary, but this is not the case.

• There are multiple platforms that require constructive deductions to ensure proper operations.
For example, decisions made in the health sector, economic perspectives, and other relevant
processes to ensure living continues ‘as usual’.

• It is so vital to really read the datasets provided and absorb their meaning. What does this
dataset represent? How will the dataset be affected considering different aspects? How has
the dataset been presented in comparison to the way the experiment was executed? These
are all relevant questions to consider when answering questions in the exam.

• Another relevant aspect to consider is the designing and executing of experiments. Was the
experiment performed effectively and does it ask all the right questions? A badly constructed
and executed experiment will produce way more questions than it will answers!

ACTIVITY

1) Fish are remarkably interesting animals to study. They have a backbone but cannot control
their body temperature regulatory system. Recently, a new species of fish was discovered,
known as a moonfish. This fish defies these rules, whereby it maintains its body regulatory
system at a constant temperature. What about normal fish species makes the moonfish defy
the normal parameters?
a. Fish are invertebrates that can regulate their own body temperature.
b. Fish are vertebrates that can regulate their own body temperature.
c. Fish are vertebrates that cannot regulate their own body temperature.

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 d. Fish are invertebrates that cannot regulate their own body temperature.

2) Photosynthesis is a vital function of plants as producers. It entails the capturing and conversion
of radiant energy and carbon dioxide into oxygen, waste products and carbohydrates. The
energy is ‘revoked’ in terms of backward conversion after the consumption by primary
consumers. Energy will be consumed and absorbed from plants, then converted to waste
products, water, and carbon dioxide.
Which of the following is true regarding primary consumers?
a. Primary consumers obtain their energy from radiant energy.
b. Primary consumers obtain their energy from carbon dioxide.
c. Primary consumers obtain their energy from carbohydrates.
d. Primary consumers obtain their energy from proteins.

3) The graph below pertains to the relationship between the freezing point of water and the
concentration of ethylene glycol (coolant), adapted from; [Link]
most-coolant-be-mixed-with-water-before-putting-it-into-a-car.

Which of the following percentages represents the optimal percentage of Ethylene Glycol to
the freezing point of water?
a. 55%
b. 65%
c. 75%
d. 84%
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 4) Electrical devices, like cellphones and tablets, make use of radiofrequency radiation. They are
still harmful but have as much as x-rays (for example). Research has shown that
radiofrequency radiation can potentially cause health issues, such as; cancer, in later stages of
an individual’s life.
Which of the following are true regarding the above passage?
a. No evidence has been shown for the long-term health issues related to cellphone
usage.
b. Electronic devices are capable of causing cancer in humans.
c. Electronic devices release waves known as radiofrequency radiation.
d. Electronic devices release radioactive waves.

ANSWERS
1) C is the correct answer. Fish are classified as vertebrates because they consist of a backbone.
However, they are unable to maintain a constant body temperature because they are unable to
regulate their own body temperatures.
2) C is the correct answer. Primary consumers consume plants (producers), which convert
radiant energy, carbon dioxide and water into oxygen and carbohydrates. The carbohydrates
are processed within the primary consumer, resulting in the release of energy intracellularly.
3) B is the correct answer. The best concentration of Ethylene Glycol to the freezing point of
water is shown at the graphs turning point, which is at approximately 65%.
4) C is the correct answer. As stated in the passage, electronic devices release radiofrequency
radiation.

Deducing a Conclusion from a Dataset

• The main point to science overall is the possibility of creating educated probability factors for a
specific outcome based on data developed or produced from a study.
• Science plays a vital role in everyday life.
• An example is meteorology; the weather is a factor based on probability factors for every day.
It is based on barometric pressures, temperatures, different humidity readings, etc.
• In the same thought, the GED Science exam will provide relevant datasets and expect
students to deduce probable conclusions based on the provided evidence.

ACTIVITY
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 1) The graph illustrates the effects of salt on the boiling point of water. The graph was adapted
from the following; [Link]

From the above figure, is the following statement true or false? Less salt is needed to increase
the natural boiling point of water.
a. False
b. True

2) Referring to genetics. There are 2 parental plants, one has flat leaves and one has curly
leaves. Flat leaves are dominant and represented as “F”, whereas; curly leaves are recessive
and represented as “f”. The cross (Punnett square) will look like the following, representing the
potential offspring outcome:
F f
F FF Ff

f Ff ff

What percentage of the offspring are likely to have curly leaves?

a. 0%
b. 25%
c. 50%
d. 75%

ANSWERS
1) A is the correct answer. The graph shows a regression in an upward trajectory, therefore; it is
deducible that because the regression gets larger towards the ‘end’ of the curve, the boiling
point of water will get bigger with the larger the quantity of salt that is added.

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2) B is the correct answer. Because the curly leaf trait is recessive, the genotype for curly leaves
will be “ff”, which is shown in the Punnett square to represent 1 of 4, therefore; 25% overall
probability of the potential offspring.

Sampling in Science

• Sampling allows experiments and hypotheses to be made based on a smaller population size
or smaller dataset.
• An efficient study using sampling techniques includes a study to determine the effects of
different brands of toothpaste. This study uses the same toothbrush and brushing technique to
determine which of the toothpaste brands will last the longest and have the best effects.
• Remember, the sampling technique effectively uses datasets to make conclusions, many are
presented in a table form.

ACTIVITY

Mice Species
Environment Field mouse Desert Pocket False water rat Wood mouse
mouse

Desert 3 15 0 5

Wetlands 2 1 22 10

Forest 5 2 12 33

Grassland 14 2 5 11

1) Which of the above species would be expected to be

found in the feed-room of a farm?
a. Field mouse
b. Desert Pocket mouse
c. False water rat
d. Wood mouse

2) The development of infrastructure and

deforestation results in the decline in water-
ways and sources. Considering this, which of
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 the mice species would be in danger of
extinction with development and
deforestation?
a. Field mouse
b. Desert Pocket mouse
c. False water rat
d. Wood mouse

ANSWERS
A is the correct answer. This species is found mostly in grassland biomes. Because farms are
1) more correlated with grassland type biomes, it can be concluded that field mice will be more
likely to be present on a farm or in a feed storage area.
2) C is the correct answer. The false water rat is most prevalent in wetland type areas, thus; if
water-ways were to be degraded, this species would be the first to be faced with possible
extinction.

Citations in Scientific Writing or Articles

• This will enable the student to properly justify their conclusion and back up their opinions when
answering a question.
• Commonly, previous studies are cited when writing scientific journal articles. It is advised for
students to read various articles, however; you will not be asked about scientific articles in the
exam.
• Citations can be in the form of adapted phrasing with citing the author, or direct quotations
from the scientific source, with reference to the author.
• Citation is not required if the entire answer is written completely ‘in your own words’.

Collaborating Different Conclusions

• Science is not just based on a single hypothesis or conclusion.

• Multiple conclusions can be molded from a single theory.

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 • There may even be a question where you are asked to assess more than one theory from
more than one scientist and use different facts and aspects to justify your opinion and answer.
• A good way to start the structure for the answer is to draw out a mind map with all the different
factors you would like to include. Then interlink the different aspects and think of how you
would like to structure the answer to incorporate the various opinions and factual aspects
relating to your answer.

ACTIVITY

The following passage was adapted from both websites; [Link]

insights/podcast/are-fish-made-maple-leaves (there is a related podcast if listening would help in
understanding the context) and [Link]
It is a well-known fact that whatever leaves fall from trees into lakes or dams, are going to play a role
in the diet of fish. It is also lucrative to understand that the items that fish consume will directly affect
their internal functions, so when humans consume fish, they are in essence consuming the material
that forms part of the fish’s diets. There are both water plants and plants located on the banks of a
water source. Both are integral parts of a fish’s diet. Previous studies have indicated that the plant
species located on the banks of a water source will have a greater influence on the diet of fish, as
well as, other smaller aquatic species.
Water plants and plant species originating and surviving in water sources are also crucial to aquatic
species survival. These plants are responsible for the production of essential gases, like oxygen and
organic carbon. They are able to conduct the process of photosynthesis underwater, providing
essential molecules to the various aquatic species. Even though the aquatic plants are vital for overall
aquatic life, studies have shown that they are not the main source of food or nutrition in aquatic
organisms.
Plant species, including both trees and shrubs, that are in very close proximity to a water source form
integral parts of the diet of aquatic organisms. Leaves and branches falling into the water break down
and provide smaller particles for consumption. Scientists have indicated that because even though
there are aquatic plants, the diet is in essence ‘land-based’, so there are very blurry and fine lines
separating aquatic and land ecosystems. In nature, we can look at ‘multiple theories’ as domino
effects, where one theory will be significantly associated with other theories.

1) After reading the above textual passage, which of the following statements are most relevant
to the above passage?

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 a. Water plants are unable to produce enough material to provide efficient nutrition for the
aquatic organisms.
b. Fish tend to incorporate other aquatic vertebrate organisms in their diet because aquatic
plants do not produce enough material to sufficiently provide nutrition to all the aquatic
organisms.
c. Organic carbon is produced and introduced into the water system by plant species
located on the shores of the water source.
d. Plant species located on the shores of water sources provide sufficient nutrition and
other essential molecules to rule all aquatic plants useless.

2) Which of the following choices is most important when considering the above text and the
theories it compares?
a. Radiant energy is the main source of energy in a food chain.
b. Primary consumers are consumed by secondary consumers, thus; producers dictate the
type and quantity of energy within that specific food chain.
c. Plants are responsible for producing all the energy within a specific food chain.
d. Algae and detritus material form a lower and more fundamental base level in the food
chain.

3) Explain your reasoning for Question 2 to a friend or family member.

ANSWERS
1) A is the correct answer. From the passage, the correct answer is one that directly correlates
the inability of aquatic plants to provide enough food material for aquatic organisms, thus;
material from shore-lined plant species will also form part of the diet of multiple aquatic
organisms.
2) B is the correct answer. It is important to note the direct chain of the position of levels in the
food chain. The diet of the secondary consumer will be directly affected by the diet of the
primary consumer, which will then lead back to the producer and type of species involved.

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