1/24/2018 MyGED® : Study Guide
GED Study Guide
SCIENCE
What you need to know about the GED® Science Test
1 You should be familiar with basic science concepts, but you're not expected to have in-depth knowledge of each topic.
Remember, the science test is not a memorization test! You don’t need to know the entire periodic table of elements or the number of bones in the human
body.
2 You'll need to understand science concepts, use logic and reasoning to interpret information, and draw conclusions (which is using your
critical thinking skills in science).
This study guide and the example questions in it will help you get an idea of what’s going to be on the test.
3 You don’t need to know everything in this guide!
If you want to see how close you are to passing, the GED Ready® official practice test is a great way to help you determine if you’re ready.
Test Overview
Topics
Reading & Writing in Science
Applying Science Concepts
Applying Mathematical Reasoning in Science
Time (to take the test)
90 minutes
No Breaks
Format
Calculator Allowed
Access to calculator reference sheet
Multiple choice and other question types (fill in the blank, drag and drop, hot spot, and drop down)
What you'll be tested on
The GED test will measure your strength in the skills below. Click on a skill to learn more about it.
1/24/2018 MyGED® : Study Guide
Reading and Writing in Science
1 Claims and evidence in science
You'll be presented with science passages and be asked to:
Find evidence that supports a finding
Make sense of information that differs between various science sources
Science readings often discuss theories or draw conclusions from evidence that is presented. You should be able to read science passages
and identify the evidence that supports the theory, principle, or conclusion that has been drawn.
For example, global climate change is a science topic that is frequently discussed in the news. Articles about this topic generally present
evidence as to how humans either are or are not responsible for the changing climate. It's important for you to be able to read something
about climate change and identify the evidence that the authors cite to support their conclusions.
Example Questions
Claims and evidence in science
Two chemists are designing instant hot and cold packs for a sports medicine supply company. Their design uses chemicals that react
with water to either heat up or cool down the water inside the packs. They are investigating the reaction of ammonium chloride with
water to determine whether it is exothermic or endothermic.
Chemist A read a study done recently by the National Institute for Standards and Testing, which reported that 27.6 kilojoules of energy
are absorbed by 100 grams of ammonium chloride when it is mixed with water. Chemist B measured the temperature of the water in
which the reaction takes place before and after the reaction. The results are displayed in the table.
Question:
Does Chemist B's results support or contradict the evidence reported by Chemist A?
You may use the calculator.
A Chemist B's results supports Chemist A's data because the reaction gains less energy than the water does.
B Chemist B's results contradicts Chemist A's data because it indicates that the reaction gains energy instead of
losing it.
C Chemist B's results contradicts Chemist A's data because it indicates that the temperature of the reaction should go
up rather than down.
D Chemist B's results supports Chemist A's data because the lower temperature of the water indicates that energy is
absorbed by the reaction.
1/24/2018 MyGED® : Study Guide
2 Science vocabulary, terms, and phrases
You'll be shown different science passages and visuals and asked to:
Understand and explain information from the passages
Understand symbols, terms, and phrases in science
Use scientific words to express science information
Science readings often use special vocabulary and include elements such as charts and graphs in addition to standard text. You should be
able to read and explain what is discussed in a science passage including the different text and graphic elements that might be included.
You'll see questions that use common science symbols, terms, and phrases, such as degree signs, atomic element symbols, and scientific
formulas. You'll also see common scientific words.
For example, a science passage about the causes of earthquakes might include special geology terms or concepts like plate tectonics. It
might also include maps showing earthquake activity and charts that describe quake intensity in addition to the text provided. You should be
able to take all of these elements and understand and describe the key messages that the passage is trying to communicate.
Another example: in the molecular structure
CO2 + H2O → H2CO3
you will not need to know that CO2 is carbon dioxide or H2O is water, but you will need to be familiar with the idea that these are
representations of two distinct substances, which when combined (+), form a new substance (→) (carbonated water).
A third example: understanding the difference between a theory, a hypothesis, and a scientific law will help you determine when you can
draw conclusions and when you will need more information.
Example Questions
Science vocabulary, terms, and phrases
About 2.7 billion years ago, the lower atmosphere had almost no oxygen. It was long before plants existed to produce oxygen.
However, in the upper atmosphere, oxygen can be produced when carbon dioxide is split by sunlight into carbon monoxide and
oxygen.
Scientists examined 11 ancient micrometeorites, all older than 2.7 billion years old, and discovered that most of them had once been
particles of iron mixed with oxygen. In order for that to happen, there had to be almost as much oxygen in the upper atmosphere as
there is now. The scientists say that the new information about the upper atmosphere does not change what they know about the
lower atmosphere.
Question:
Which statement accurately summarizes the passage?
A Micrometeorite analysis proves that 2.7 billion years ago, there was no oxygen in the lower atmosphere or the upper
atmosphere.
B Micrometeorite analysis proves that 2.7 billion years ago, there was oxygen in the lower atmosphere but not in the
upper atmosphere.
C Micrometeorite analysis proves that 2.7 billion years ago, there was oxygen in the upper atmosphere but not in the
lower atmosphere.
D Micrometeorite analysis proves that 2.7 billion years ago, there was oxygen in both the lower atmosphere and the
upper atmosphere.
1/24/2018 MyGED® : Study Guide
Applying Science Concepts
1 Science investigations
You'll be asked to:
Design a science investigation
Identify and explain independent and dependent variables
Identify and improve hypotheses for science investigations
Identify possible errors in a science investigation and change the design to correct them
Identify the strengths and weaknesses of different types of science investigations
Key principles of science investigations include using and recording data, developing a hypothesis, setting up experiments, identifying
controls and variables, and drawing conclusions. You will be asked to evaluate investigations that may or may not have flaws in one or more
of these areas.
You'll also evaluate and improve a hypothesis, or make a prediction about the outcome of a science investigation that can be tested. You will
be asked to determine the independent variables (those that can be changed or controlled in a scientific experiment) and dependent
variables (things that are changed by the independent variable).
In the passage below, you will see the key principles of science investigations.
The lakes in a town have recently begun developing significant amounts of algae which are preventing people from enjoying recreational
activities on them. Environmental scientists are brought in to determine the origin of the algae. They develop a hypothesis that the
phosphorus content of the fertilizers used in nearby parks are stimulating excess algae growth. The scientists decide to discontinue the
fertilizer at one of the local parks. They then measure and record algae growth for four months at the lake near a park where fertilizer use
continues (control group) and the lake near another park where fertilizer has been discontinued (changing the variable of phosphorus
fertilizer). After four months, they observe that the algae has markedly decreased at the lake no longer using fertilizer. They conclude that
the phosphorus fertilizer was the origin of the excess algae growth and discontinue its use.
In this example, you won't need to know anything about algae growth, lakes, or fertilizer. The question will focus on whether the information
presented to you supports the principles of a good science investigation.
Another example:
If calcium supplements are believed to reduce bone thinning, an experiment might be created to give different groups of people differing
dosages of calcium over an extended time. The independent variable would be the ingested dosage (including a control group taking no
calcium) and the dependent variable would be the resulting bone loss.
If you are conducting this science investigation, you would want different groups of people ingesting different dosage amounts. It would also
be critical to have a control group that has not ingested calcium supplements. The results of the control group would be necessary to
compare with the groups consuming calcium.
A third example:
Say you purchase two identical raspberry fruit plants. You give one to your neighbor to plant in his backyard and you plant the other in your
backyard and at the same time. After a few weeks, you notice that your neighbor's raspberry plant is growing far more raspberries than
yours. How would you figure out why your neighbor's plant is producing more fruit?
An insufficient hypothesis would be: If I get lucky, then my plant will grow more raspberries. You cannot test that hypothesis because you
can't control "getting lucky."
However, a good hypothesis could be: If I give my plant fertilizer, it will grow as many raspberries as my neighbor's plants. This is a testable
hypothesis.
Example Questions
Science investigations
Dissolved carbon dioxide gas (CO2) creates carbonic acid in ocean water. Rising ocean acidity levels may harm marine life. For
example, high acid levels may cause hearing loss. Scientists conducted an investigation to study the effect of increased acidity on fish
hearing.
A group of fertilized fish eggs from the same parents were divided into four different aquariums, each with a different pressure of CO2.
One tank contained the normal atmospheric conditions of 390 microatmospheres of CO2. The other tanks contained 600, 700, and
900 microatmospheres of CO2, respectively. The same number of eggs was placed into each aquarium. The eggs hatched and the
fish lived in these aquariums until testing.
1/24/2018 MyGED® : Study Guide
To prepare for the experiment, one fish was placed into an aquarium containing the same CO2 pressure in which it was raised. The
fish's position was recorded every 5 seconds for 2 minutes. Then sounds from a predatory fish were played from an underwater
speaker at one end of the aquarium at a volume that was only audible to the fish when swimming near the speaker. The fish's position
was again recorded every 5 seconds for 2 minutes. Trials were repeated with fish from each tank.
The study showed that fish raised in elevated CO2 levels did not avoid the sounds of the predator fish. They spent approximately the
same proportion of time at the speaker end of the aquarium before and after the sounds of the predator fish were played. However,
the fish from the aquarium with the normal atmospheric CO2 pressure avoided the speaker end of the aquarium after the predator
sounds were played.
Question:
What are the independent and dependent variables in the investigation?
A Independent = CO2 pressure, Dependent = Position of fish
B Independent = Number of eggs in aquarium, Dependent = CO2 pressure
C Independent = Position of fish, Dependent = Number of eggs in aquarium
D Independent = Temperature of the water, Dependent = CO2 pressure
1/24/2018 MyGED® : Study Guide
2 Using evidence to draw conclusions or make predictions
You'll be asked to:
Decide whether conclusions are supported by data
Make conclusions based on data
Make predictions based on data
Based on the data presented, sometimes you may need to infer a conclusion or a prediction. The key to drawing valid conclusions is to
apply your logic and reasoning skills while using scientific methods.
You might be presented with a series of potential conclusions and asked which conclusion is supported by the evidence.
For example, the city of Palm Springs typically gets very little rain. On average, 10 or fewer days receive rainfall. The average precipitation
in April is .08 inches, in May is .06 inches, and in June is .05 inches.
Banana plants thrive in wet climates and require consistent rainfall to bear fruit. They require an average of 4 to 6 inches of water each
month.
Based on these data points, you can conclude that banana plantations will not thrive in Palm Springs.
Example Questions
Using evidence to draw conclusions or make predictions
A small woodland ecosystem consists of plants and small brush, rabbits, chipmunks, mice, and hawks.
Question:
Based on this simplified food web, what would most likely happen if a coyote were introduced to the ecosystem?
A The hawk population would increase.
B The mouse population would increase.
C The plant population would decrease.
D The rabbit population would decrease.
1/24/2018 MyGED® : Study Guide
3 Science theories and processes
You'll be asked to understand and apply science theories and processes.
Scientific theories are explanations of specific phenomena in the natural world. There are many scientific processes to investigate the
natural world, including observation and experimentation. All of the methods require posing a question, developing a hypothesis, and
collecting data.
Example Questions
Science theories and processes
Carbon-14 is a radioactive isotope of carbon that decays at a known rate. Plants take in both carbon-14 and carbon-12 for use in
photosynthesis. However, when the plant dies, it can no longer take in carbon and over time the radioactive carbon-14 decays while
the carbon-12 remains. This process results in the ratio of carbon-14 to carbon-12 decreasing. By measuring the amounts of carbon-
12 and carbon-14 in a sample, it is possible to determine the age of the sample. The age of the sample is inversely related to the
amount of carbon-14 present in the sample.
Since some tree species live for thousands of years, it is possible to count annual tree rings to determine the accuracy of radiocarbon
dating by measuring samples removed from a particular ring in a tree.
In the graph, the dots represent the comparison of one sample measured with both carbon-14 and tree ring dating. The line represents
a perfect match between the two measurements.
Question:
While the two age measurements agree for more recent dates, they often do not agree for samples dating back more than 3,000
years. Scientists attribute most of this deviation to changes in carbon-14 production caused by changes in Earth's magnetic field.
Which statement correctly analyzes the observed deviation?
A Radiometric carbon- 14 ages are too low, implying that less carbon-14 was present.
B Radiometric carbon-14 ages are too high, implying that less carbon-14 was present.
C Radiometric carbon-14 ages are too low, implying that more carbon-14 was present.
D Radiometric carbon-14 ages are too high, implying that more carbon-14 was present.
1/24/2018 MyGED® : Study Guide
Applying Mathematical Reasoning in Science
1 Science formulas and statistics
You'll be asked to:
Apply science formulas (the science formulas will be provided)
Use statistics to describe science data
For example, you may be presented with a data set (such as the daily high temperature in Phoenix, Arizona during the month of November).
You might be asked to determine the range of high termperatures during the month, the mean high temperature, the median high
temperature, or the mode high temperature based on the data set of temperatures.
Example Questions
Science formulas and statistics
A temperature change occurs when ammonium chloride is dissolved in a water solution. The table shows the temperature change
over a period of 120 seconds.
Time (seconds) Temperature (°C)
0 21.1
30 19.4
60 18.8
90 18.3
120 17.7
9
°F = °C × + 32
5
Question:
What is the appropriate temperature of the solution in degrees Fahrenheit at 60 seconds?
You may use the calculator.
A -24 °F
B -7 °F
C 42 °F
D 66 °F
1/24/2018 MyGED® : Study Guide
2 Probability and sampling in science
You'll be asked to:
Determine the probability or likelihood of something happening
Use a sample to answer science questions
Use counting to solve science problems
For example, you may be asked to:
Predict what may occur by examining a small part of a larger group
Count how many different ways objects can be ordered or arranged
Example Questions
Probability and sampling in science
A set of parents wants to determine the likelihood of the eye color of their offspring. The parents know that their genes for eye color
each have two alleles. The alleles are represented by letters in the form of a genotype.
One parent has a genotype of Bb with brown eye color and the other parent has a genotype of bb with blue eye color. Their offspring
will inherit one allele from each parent.
Question:
What are the possible genotypes of their offspring?
A 100% Bb
B 100% bb
C 50% Bb, 50% bb
D 25% Bb, 75% bb
1/24/2018 MyGED® : Study Guide
3 Presenting science information using numbers, symbols, and graphics
You'll be asked to:
Use graphics to display science information
Use numbers or symbols to display science information
Explain different ways in which scientific information is presented
For example, you may be presented with a set of data and be asked to place the data in a chart or graph. Or, you may be asked to interpret
a graph or chart.
Example Questions
Presenting science information using numbers, symbols, and graphics
A scientist was investigating if differences in the frictional work performed on a model car can change depending on its mass (in
grams) and whether the car moves up or down an inclined plane. They decided to measure the amount of frictional force experienced
by the model car and the distance it traveled in meters. The scientists were able to evaluate the frictional work using the following
data.
Mass (g) Distance (m) Force Work Done by Friction (J)
car going up the incline 100 39 0.063 2.457
car going down the incline 70 39 0.2309 ?
It is known that the relationship between force and distance determines the work done by friction (Wf).
Wf = fd
Wf = work done by friction
f = force
d = distance
Question:
How much work done by friction was exerted on the car as it moved down the inclined plane?
You may use a calculator.
A 2.457
B 9.005
C 11.46
D 16.16
1/24/2018 MyGED® : Study Guide