Be sure to complete ALL parts of the task. Answer with ...

Name:_____________________________________________ Date:________________________

1. The diagram shows a unit of water.

Part AIdentify the unit of water shown in the diagram as an atom or a molecule.

Part BExplain your reasons for your answer to Part A.

Part CIdentify water as a pure substance or a mixture. Explain your answer.

Part DExplain what would happen if the unit of water in the diagram was divided into smaller pieces.

Be sure to complete ALL parts of the task.Answer with complete sentences, and use correct punctuation and grammar.

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8th Grade Physical Science - Formative Items (8thGradePS-FormativeItems)

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2. Hydrogen and oxygen combine to form water, as shown in the diagram below.

Part AIdentify the pure substances shown in the diagram. Explain your reasoning.

Part BIs the diagram of the two hydrogens connected together a molecule or an atom? Explain your reasoning.

Part CIs the water in the diagram a molecule or an atom? Explain your reasoning.

Part DExplain the difference between a molecule, a compound and a mixture.


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3. Some students observe a meteorite and determine that it is magnetic, made mostly of iron, and has distinct silverypatches. The students also measure and record the mass and volume of the meteorite.

Part AIs the iron in the meteorite a pure substance or a mixture? Explain your reasoning.

Part BWhich physical property is based on the volume and mass of the meteorite?

Part CWhen a meteorite reaches Earth's atmosphere, it often burns in the air. Explain whether the ability to burn is achemical or physical property.

Part DAssume that the silvery patch in the sample is an element. Describe how you might determine what the element is.


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4. A teacher slowly stirs 40 grams (g) of table salt (NaCl) into a 100 milliliter (mL) beaker of water (H 2 O). The

beaker is heated on a hot plate until it boils.

Part AAre the salt and the water elements or compounds? Explain your answer.

Part BIs the resulting liquid a mixture or a pure substance? Explain your answer.

Part CIdentify the type of change that occurs to the water as it boils.

Part DDescribe the movement of the water molecules as the water is heated on the hot plate and boils.


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5. A student mixed powdered copper chloride (CuCl) with distilled water (H 2 O) and obtained a blue liquid. After a

few days, the water evaporated, leaving blue CuCl crystals in the beaker.

Part AWere the original two chemicals pure substances or mixtures? Explain your answer.

Part BWas the resulting liquid a pure substance or a mixture? Explain your answer.

Part CWhat type of change occurred to the water when it evaporated? Explain your answer.

Part DIf the student had heated the liquid to remove the water, would that have chemically changed the liquid? Why or whynot?


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6. Water boils in an open container as shown in the diagram below.

Part ADescribe how the movement of the molecules of water changes as the water boils.

Part BIdentify the type of change that occurs as the water boils. Explain your answer.

Part CWhat are the bubbles that form in the water as it boils?

Part DDescribe what happens to the water molecules when a container of water is placed in a freezer.


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7. Matter exists in four states–solid, liquid, gas, and plasma.

Part ADescribe the movement of particles in a solid.

Part BDescribe the movement of particles in a liquid as the temperature increases.

Part CCompare the movement of the particles in gas and plasma.

Part DExplain what happens to the particles of water when a cup of water is placed in a freezer.


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8. A teacher heats a sample of an unknown substance to determine whether it will burn.

Part AWhat property of the substance is being tested?

Part BIs the property being tested a physical property or a chemical property? Explain your answer.

Part CDescribe the difference between a physical and a chemical property.

Part DIdentify one other physical and one other chemical property that could be tested by heating.


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9. Some students in a science class are testing a property of water using a large beaker with a mixture of frozen andliquid water.

Part AWhich property of water is being tested?

Part BIs the property a physical or chemical property? Explain your answer.

Part CIf the water was heated until there were bubbles forming and the same equipment was used, which property was mostlikely being tested?

Part DWhen the teacher added a small piece of metal to the water, bubbles formed and the metal disappeared. Is this achemical change or a physical change? Explain your reasoning.


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10. Students in a science class determined the density of candle wax. Next, they burned the candle to melt some of thewax.

After the wax cools down, the students determine the density again.

Part ADescribe a physical change in the candle that occurred in this investigation.

Part BWere the students investigating chemical or physical properties in this investigation? Explain your answer.

Part CWould the density of the wax change after it melted and became solid again? Explain your reasoning.

Part DDescribe a chemical change that occurred in this investigation. Explain your answer.


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11. The highlighted elements are known as metalloids.

Part ADescribe one unique characteristic of metalloids.

Part BIdentify the three major categories that the elements in the Periodic Table are divided into.

Part CWhat types of properties would a scientist need to know to correctly place a new element into a group?

Part DIf a scientist tested the melting point and density of metalloids, what types of properties would she be testing?


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12. Noble gases are a group of elements highlighted in the part of the periodic table shown below. Over 60 elementshad been discovered by 1860, but the first noble gas was not discovered until 1895.

Part AWhat property of the noble gases most likely prevented the gases from being readily discovered?

Part BAre the elements in column 7 (F, Cl, Br, I, and At) likely to have similar properties to noble gases? Explain youranswer.

Part CAre the properties of the elements in column 7 (F, Cl, Br, I, and At) likely to be similar to each other? Explain youranswer.

Part DAre noble gases most likely found as atoms or as molecules? Explain your answer.


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13. The Periodic Table of the Elements is organized into metals, nonmetals, and metalloids, as shown below.

Part ADescribe two properties of the elements in the metal group.

Part BPredict two properties of the metalloid group. Explain your reasons.

Part CDescribe an additional way the Periodic Table of the Elements is arranged.

Part DSome elements were produced in labs and are not normally encountered in nature. Explain the importance ofincluding them in the Periodic Table of Elements.


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14. A teacher pours 10 grams of a clear solution of lead nitrate, Pb(NO 3 ) 2 , into a beaker containing 5 grams of a

clear solution of potassium iodide, KI. A bright yellow solid forms and settles to the bottom of the beaker. Theremaining solution is clear.

Part APredict the expected total mass of the yellow solid and remaining solution in the beaker. Explain your answer.

Part BIdentify the type of change that occurred in the beaker. Explain your answer.

Part CExplain why the contents of the beaker after the solutions were mixed are considered a mixture.

Part DThe bright yellow substance that formed in the beaker is lead iodide, PbI 2 . Is the lead iodide a mixture or a pure

substance? Explain your reasoning.


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15. Students investigate a reaction between vinegar and baking soda. The students measure and record the mass of thevinegar, baking soda, a graduated cylinder, and a balloon. The total mass is 47 grams as shown below.

One student places the baking soda in the graduated cylinder and then pours the vinegar on top of it. Another studentstretches the balloon quickly over the graduated cylinder. The students observe that the substances bubble and theballoon begins to inflate. After the reaction, the students determine the total mass of the graduated cylinder, contents,and balloon.

The students measure and record results five times as shown below.

Part ADescribe the type of change in matter that occurred in this investigation and provide evidence to support yourresponse.

Part BDescribe a chemical property of baking soda.

Part CExplain how the results of the investigation support the Law of Conservation of Matter.

Part DProvide a brief explanation why the investigation measurements differed.


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16. A student launches some paper airplanes and watches them fly across the room. To launch an airplane, the studentholds it in his hand and pulls his arm back. He then moves his arm quickly forward and releases the plane. Diagram 1shows the paper airplane before and during flight. Diagram 2 shows the different forces acting on the airplane while itis in flight.

Diagram 1

Diagram 2

Part ACompare the amount of the potential energy that the paper airplane has just before the student moves his arm forwardto the amount of potential energy the paper airplane has when it lands on the ground.

Part BExplain how the energy of the paper airplane is transformed as it is launched and flies across the room.

Part CDescribe the relationships between Forces 1 and 3 and between Forces 2 and 4 acting on the airplane as shown inDiagram 2.

Part DIdentify the force on the paper airplane in Diagram 2 that is caused by the plane moving through the air.



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17. A physical education teacher shows students how to hold a bow in one hand and pull the string and arrow with theother hand. When the string is released, the arrow flies through the air and hits the target. The students notice that thearrow makes a whistling noise as it moves through the air and that the bow feels warm where it had contact with thearrow.

Part ADescribe the potential and kinetic energy of the arrow during the activity.

Part BDescribe what occurs to the potential energy of the arrow as the string is pulled back. Explain your answer.

Part CIdentify one other type of energy present during the activity and provide evidence of its presence.

Part DIdentify and describe two forces that are acting on the arrow as it flies through the air.


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18. Students are investigating the path of a rubber band when it is launched using the launcher shown. The diagram ofthe rubber band shows the forces acting on the rubber band in flight.

Part ADescribe the energy transformation that occurs when the rubber band is released.

Part BDescribe why the rubber band eventually falls to the ground instead of continuing to fly through the air.

Part CDescribe the most likely cause of Force 4.

Part DExplain how the interaction between Force 2 and Force 4 affects the flight of the rubber band.


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19. Students are investigating the characteristics of white light.

Part AExplain the reason light waves can travel through space.

Part BDescribe what happens to light when it travels from air through clear plastic.

Part CExplain the reason an object looks green when it is struck by white light.

Part DDescribe an example of light diffraction.


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20. Students are studying sound and light waves.

Part AExplain the difference between a sound wave and a light wave.

Part BExplain the difference between sound waves in the air and in a metal rod.

Part CDescribe a situation when sound is being reflected.

Part DDescribe a situation when sound is being absorbed.


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21. There are different forms of energy. The light and heat released by a star move through space by radiation. Heatcan be transferred to other substances in several different ways.

Part ADescribe how heat transfer through radiation differs from heat transfer through conduction. Give examples of each.

Part BExplain how heat is transferred in a gas.

Part CExplain how radiation from the sun, a star, affects the area near the equator compared to other areas on the Earth'ssurface.

Part DHow are heat energy and sound energy similar?


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22. The velocity of a school bus over the course of a trip is shown below.

Part ADescribe the velocity of the bus during Section 1. Explain your answer.

Part BDescribe the acceleration of the bus during Section 1. Explain your answer.

Part CExplain the velocity and acceleration of the bus during Section 2.

Part DAre balanced or unbalanced forces acting on the school bus in Section 3? Explain which force opposes the motion ofthe school bus.


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23. A very small part of the electromagnetic spectrum is the spectrum of visible light. All the colors in the spectrumof visible light have different wavelengths and frequencies. All light travels at the same speed.

Part AExplain how the relationship between wavelength, frequency, and the speed of light of the visible spectrum is similarfor parts of the electromagnetic spectrum not visible to the human eye.

Part BDescribe the relationship between wavelength and frequency.

Part CExplain whether the relationship between frequency and wavelength is true for mechanical waves.

Part DExplain what happens to light waves when they pass through water.


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24. Earthquakes produce several types of seismic waves. Body waves move outward from the earthquake's focusthrough Earth's interior. There are two types of body waves: P waves and S waves. P waves are compression wavesand cause the earth to expand and contract in the direction of the wave. S waves are transverse waves and cause theearth to move up and down at right angles to the movement of the wave.

The other type of seismic waves is surface waves. They travel in a complex motion along the outer layer of Earth.Surface waves are usually the most destructive of seismic waves.

Part AAre P waves mechanical waves or electromagnetic waves? Explain your answer.

Part BAre S waves mechanical waves or electromagnetic waves? Explain your answer.

Part CExplain how a change in the amplitude of the P or S waves affects the damage from an earthquake.

Part DDescribe the difference between a wave moving through water and a wave moving through the earth.


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25. When white light is passed through one side of a prism, many colors are seen on the other side of the prism.

Part AExplain the appearance of many colors when white light passes through a prism.

Part BDescribe what occurs when light of a single wavelength passes through a prism.

Part CExplain the result seen by the human eye when all light is absorbed by an object.

Part DDescribe why a red object appears red.


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26. Some students are studying the visible light waves of the electromagnetic spectrum. They compare thecharacteristics and behavior of the red light waves with the blue light waves during an investigation.

Part ADescribe one similarity between the red light waves and the blue light waves as part of the electromagnetic spectrum.

Part BDescribe one difference between the red light waves and the blue light waves as part of the electromagnetic spectrum.

Part CDescribe the behavior of light waves as they pass through liquid water.

Part DExplain the importance of repeating investigations like the one that the students perform.


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27. A student performed an activity using light from a laser. The student placed a rectangular, transparent, glass blockon a piece of paper and then aimed the laser light at the glass block. The diagram shows the path of the laser light.

Part AIdentify the process that occurs when the laser light enters the clear glass block.

Part BIdentify the process that would occur if a mirror were put in the place of the clear glass block.

Part CDescribe the path of the laser light as it moves through the air towards the clear glass block.

Part DDescribe what most likely would occur to the light as it shines on a black object.


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28. In 1989, an earthquake occurred in the San Francisco area before Game 3 of the Baseball World Series. A manwho was in a blimp, a flying air ship, was broadcasting the game for television. The man reported that he felt theearthquake while he was in the air, fifty meters above the ground.

Part AExplain why the waves produced by earthquakes are mechanical waves.

Part BExplain why the man felt the earthquake while in the blimp.

Part CExplain how an earthquake wave changes as the wave moves from the ground to water.

Part DExplain why waves behave differently in liquids, gases and solids.


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29. A class of students is observing a magnet at the bottom of a metal container filled with water. The students aremeasuring the difference between the actual location of the magnet and the apparent location of the magnet. Themagnet appears to be 7.5 centimeters (cm) from where the magnet actually is.

Part AIdentify the process that causes the magnet to appear at a different location in the container than the actual location.

Part BExplain how water causes a change in the behavior of a light wave.

Part CWhat would happen to the apparent location of the magnet if it was put in a container of oil?

Part DDescribe another process that causes light waves to make objects appear to be in a different location.


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30. A student investigates sound in air and in a vacuum. The student uses a timer that rings and a Bell jar, a devicethat is able to remove most of the air in a container. The student sets the timer for one minute and listens for thesound. Then, the student sets the timer and places it in the Bell jar. The air is pumped out and the student listens forthe sound of the timer again.

Part ADescribe the most likely hypothesis for this investigation.

Part BExplain how the timer and the Bell jar help the student investigate sound.

Part CPredict what will happen when the timer rings before and after the timer is placed in the Bell jar. Explain youranswer.


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31. Monorails, like the one shown below, are used for transportation in many places.

A student placed his ear up to the support beam when the monorail was in the distance and kept it there until themonorail had passed overhead. He also observed the movement of the water and touched the support beam with hishand as the monorail went by.

Part AWhy did the student hear a change in loudness of sound as the monorail approached the support beam?

Part BDescribe what the student probably observed in the water as the monorail approached and passed over the water.

Part CDescribe the evidence of waves transmitting through air, water, and a solid.


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32. Two students are playing identical drums. One student strikes Drum 1 rapidly. The other student strikes Drum 2slower than the first student. The sound waves from each drum are shown below.

Part AWhich characteristics of waves are different for the sound waves produced by the drum that is hit slowly compared tothe drum that is hit rapidly? Explain your answer.

Part BWhen a student strikes the drum with greater force, what part of the wave produced increases? How does it affectsound?

Part CWhat type of wave was produced by the drums? Explain two wave properties shown in the diagram for this type ofwave.


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33. Two types of electrical circuits are used in machines and in homes. A diagram of each type of circuit is shownbelow.

Part AIdentify the Type 1 Circuit. Explain what occurs if one bulb does not light.

Part BIdentify the Type 2 Circuit. Explain what occurs if one bulb does not light.

Part CExplain an advantage and a disadvantage of using Type 2 circuits in homes.


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34. Some students draw circuit diagrams to demonstrate the movement of energy in each circuit. The students labeleach part of the circuits.

Part AThe battery in Circuit 1 is new, and the circuit is complete, but the bulbs will not light. Identify the type of circuit andexplain possible reasons when neither bulb will light in this circuit.

Part BBulb 1 is removed from Circuit 2. Identify the type of circuit and explain how this will affect the second bulb.


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35. Most strands of holiday lights have many light bulbs in a circuit.

Part AIdentify the two types of circuits shown by the two strands. Explain the difference between the two circuits.

Part BExplain which strand of lights will be best to use if saving energy is important.

Part CExplain the results if Strand 2 has a broken light bulb.

Part DWhich strand will provide the brightest lights? Why?


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36. Wind farms have windmills that turn turbines. This type of energy generation is becoming popular.

Part ADescribe the type of energy that the windmills produce after the wind begins to turn the windmill blades.

Part BWhat type of energy is the end-product of the wind turbines, which is then transferred to homes and businesses as apower source?

Part CCompare how the windmills generate electricity with how coal generates electricity.

Part DDiscuss two other types of energy generation found in nature that do not use fossil fuels.


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37. A student examines two different types of magnets. A diagram of each is shown below.

Part AIdentify the two types of magnets the student examines, and explain why a bar magnet is called a permanent magnet.

Part BCompare the two types of magnets and discuss one similarity.

Part CThink about how the electromagnet is constructed and describe how to make it a stronger magnet.

Part DOne type of magnet shows an "S" for one end and an "N" on the other end. Explain why only one end will beattracted to the point of the nail in the other type of magnet.


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38. A student is given two rock samples. Each sample has a mass of 5 grams (g), and appears very similar. Thestudent is asked to determine which sample is gold and which is iron pyrite. Iron pyrite is sometimes called fool'sgold. The results of the investigation are shown in the table below.

Part ADescribe how the density of the two rocks can be determined.

Part BExplain why the density of the samples is different from each other.

Part CThe student performed only physical tests on the samples. Identify one other physical test that might have helped toidentify the samples.

Part DDescribe a tool the student could use to determine which sample is composed of atoms of all one kind, and which iscomposed of atoms of different kinds.


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39. Lucy collected the following information about the element hydrogen.

Part ADescribe the movement of particles of hydrogen at

Part BDistinguish between the physical and chemical properties of hydrogen.

Part CExplain why the melting point of hydrogen is a physical property.

Part DExplain the difference between an atom of hydrogen and a molecule of hydrogen.


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40. Some students in a science class made a list of properties for copper, as shown below.

Properties of Copper

Electrical conductivity: Excellent®

Magnetism: Nonmagnetic®

Melting point: ®

Boiling point: ®

Atomic mass: 63.5®

Density: 8.96 g/cm 3®

Part AIdentify the properties on the list as physical properties or chemical properties.

Part BCopper nails can be quickly separated from nails made of iron. What property of copper helps with this? Is theproperty a physical or a chemical property of copper? Explain your answer.

Part CCopper wire is a good choice for wiring houses. What property of copper helps it be a good choice for wiring? Is it aphysical or a chemical property of copper? Explain your answer.

Part DIdentify the temperature that gaseous copper would become a liquid state. Explain your answer.


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41. Some students on a field study are asked to identify an unknown mineral by its physical properties. The darkmineral reflects light like a mirror, has a density of 5.3 g/mL, can be scratched with a diamond file, and makes areddish streak on the porcelain streak plate.

The students look for a similar mineral in their field book and find this:

Part ADetermine whether or not hematite could be the unknown mineral. Explain your answer.

Part BIs being magnetic a physical or chemical property of hematite? Explain your answer.

Part CIdentify another physical property not listed that the students could use to identify this mineral.

Part DThe students combine hematite with another substance to determine if there will be a chemical change. The studentsmake observations. How will the students know if there has been a chemical change?


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42. A class of students makes two solutions for an investigation. One solution contains 5 grams (g) of sodiumcarbonate (NaHCO 3 ) dissolved in 50 milliliters (mL) of water and is stirred until clear. The other solution contains

10 g of magnesium sulfate (MgSO 4 ) in 100 mL of water and is stirred until clear. When the two solutions are

combined, a white solid substance forms. It cannot be dissolved. The new solid is magnesium carbonate (MgCO 3 ).

Part AExplain the difference between a pure substance and a mixture.

Part BIdentify the type of change that occurred in this investigation when the solid substance formed.

Part CExplain whether or not this change can be reversed by physical means.

Part DDescribe what occurred in terms of the Law of Conservation of Mass.


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43. During an investigation, Karen pours vinegar into one cup and pours water into another cup. She observes thatboth cups have clear liquids in them. She adds 1 gram (g) of baking soda, which is a white powder, to both cups. Sheobserves that many bubbles form on the surface of the vinegar. After a minute, bubbles stop forming. A clear liquid isin the cup. She observes that the baking soda disappears in the water, but there are not any bubbles.

Part ADescribe the physical properties of the three substances used in the investigation that were observed by Karen.

Part BIdentify the chemical change in the investigation. Explain your answer.

Part CExplain if the process that occurred in the cup of water with baking soda can be reversed by physical means.

Part DDescribe an indicator of a chemical change and an indicator of a physical change in matter.


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44. A group of elements, called the rare earth elements, are very important in our modern world. These elements areused in everything from lasers to cell phones and other electronic equipment.

Rare earth elements share several important characteristics. They are silver, silver-white, or gray metals with a highluster, but tarnish easily. Rare earth elements also have high electrical conductivity.

Part AIdentify a property that enables rare earth elements to be used in electronics.

Part BIs the property you identified in Part A a physical or chemical property? Explain your answer.

Part CExplain why the rare earth elements are grouped together on the Periodic Table of the Elements.

Part DExplain how knowledge of the Periodic Table of the Elements assists scientists and researchers.


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45. A student investigated the change of mass when a candle burns. The student determined the mass of the candlebefore it burned and after the candle stopped burning. The mass of the candle and melted wax was less than theoriginal mass of the unburned candle.

Part AIdentify one physical property of the candle that was important in this investigation.

Part BDescribe the type of change that occurred as the candle wax melted. Explain your answer.

Part CDescribe the type of change that occurred as the candle burned. Explain your answer.

Part DExplain how the Law of Conservation of Matter applies to this investigation.


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46. Students perform an experiment with different sized balls. The students roll the balls down a playground slide allat the same time. The balls seem to reach the ground at the same time. The students did not follow any specificprocedures, nor did they record measurements.

Part AIs this an experiment that could be accurately replicated by another group of students? Support your answer.

Part BDescribe the transformation of the potential energy to kinetic energy of the balls during the experiment.

Part CCompare the total energy at the beginning of the experiment with the total energy at the end of the experiment.

Part DExplain what the students could have done differently if they wanted to use this activity as a science fair project.


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47. An archery student studies the physics of bows and arrows. The student pulls back on the bowstring and the bowbends in a curved shape. When the student releases the bowstring, the arrow flies forward.

Part AIdentify the type of energy added to the bow and bowstring when the student pulls back on the bowstring. Explainyour answer.

Part BDescribe the transfer of energy from the bow to the arrow.

Part CDescribe the effect of two forces acting on the arrow after the arrow is released.

Part DExplain what happens to the energy in the arrow when the arrow strikes the target. Use the Law of Conservation inyour explanation.


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48. Students in a science class investigate how heat is conducted through various materials: copper, glass, andceramic. They use a small surface thermometer and measure the temperature of each surface. The first results areshown below.

Next the students shine a heat lamp on the materials for five minutes. At the end of the five minute period, theymeasure the surface temperature again. The next results are shown below.

Part AExplain which of these materials is the best conductor.

Part BExplain which of these materials is the poorest conductor.

Part CDescribe a beneficial use of copper based on the characteristic demonstrated in this investigation.

Part DDescribe the movement of particles in a solid when it is heated.


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49. John hurt his leg playing soccer. John tried several methods of heat therapy to relieve his pain. The methods aredescribed below.

Infrared heat therapy: infrared electromagnetic rays were aimed at John's injury to heat the tissue.®

Heating pad: John applied a warm heating pad directly to the injured part of his leg.®

Hot tub: John sat in a hot tub in which the warm water was in direct contact with his skin.®

Part AWhich of the methods used transferred heat to John's injury by conduction? Explain how the process occurs.

Part BWhich of the methods used transferred heat to John's injury by radiation? Explain how the process occurs.

Part CDescribe one example of heat transfer by radiation that occurs in nature.

Part DThe water in the hot tub is heated near the bottom of the tub. Describe the heat transfer in the water of the hot tub.What is this type of heat transfer called?


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50. The energy generated by the sun travels through space to Earth. The sun's energy evaporates water in oceans. Thisheated air rises and moves toward the cooler North and South Poles. The air at the poles cools and sinks, as shown inthe diagram.

Part ADescribe the type of heat transfer that occurs when sunlight travels to Earth. Explain your answer.

Part BExplain how heat is transferred within the atmosphere and name this type of transfer.

Part CHeat from Earth's surface is transferred to the air that is just above Earth's surface. Identify and explain this heattransfer and the type of energy transfer this leads to.

Part DIdentify the type of energy transfer that occurs in both the atmosphere and in the ocean. Describe the characteristicsof the atmosphere and ocean that allow this type of heat transfer.


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51. In a science class, a group of students work with a battery-operated car. The students record the time needed forthe car to either travel 100 centimeters or to stop on each of three different surfaces. All other conditions in theinvestigation were kept constant.

Trial 1: tile®

Trial 2: wood®

Trial 3: carpet®

The students construct the graph shown below.

Part AWhich trial(s) shows constant velocity of the car for the total trial? What is happening to the acceleration of the carwhile it is at constant velocity? Explain your answer.

Part BExplain how the different surfaces most likely affected the distance and speed at which the car traveled.

Part CDescribe the shape of the graph from 8–10 seconds during Trial 3. Propose a hypothesis that explains why the car'smovement changed this way.

Part DDescribe one way that the students could change the investigation so that they would have more confidence in theirresults.



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52. Some students investigate forces in three scenarios:

Scenario 1: A baseball is placed on a desk.

Scenario 2: A pencil is rolled to the edge of a desk and it falls to the floor.

Scenario 3: Students push on the wall of the room and the wall does not move.

Part AExplain which scenario(s) has unbalanced forces. Identify the forces acting on the object.

Part BExplain which scenario(s) has balanced forces. Identify the forces acting on the object.

Part CExplain how it can be determined that balanced forces are acting on these objects.

Part DExplain when the pencil had the greatest potential energy and when it had the greatest kinetic energy.


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53. Students place the end of a wooden board on some books so that the board can be used as an inclined plane. Thestudents release a ball at the top of the inclined plane and measure the time for the ball to reach the bottom of theramp. The students perform three trials. The students then cover the board with a cloth and follow the same procedureas before. The data are graphed below.

Part ADescribe two forces acting on the ball during the investigation.

Part BExplain why the ball takes more time to roll down the ramp with a cloth surface.

Part CExplain why the students repeated the investigation three times.

Part DExplain how the ball's energy changes as the ball moves down the ramp.


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54. During an investigation, a student sets a timer to ring in one minute. After the timer rings, the student sets thetimer again and puts the timer in a clear Bell jar as shown below. Next, the student uses a vacuum pump to create avacuum in the jar.

Part AIdentify the type of wave produced by the timer's ring.

Part BExplain the result of the investigation when the timer rings in the Bell jar and why this occurs.

Part CIdentify the type of wave that allows students to see the timer in the Bell jar. Explain your answer.

Part DDescribe another location that would have the same result as the timer in the Bell jar.


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55. A student notices the ocean waves coming into shore and moving past a jetty barrier made of rocks. The studentwonders if light waves behave like the ocean waves when there is a barrier. The student investigates and constructstwo models. Model 1 represents the ocean waves and a jetty barrier and Model 2 represents light waves movingthrough a tiny slit in a barrier.

Part AIdentify the type of waves in both Model 1 and Model 2.

Part BIdentify the process that causes the waves in Model 2 to move in a semi-circle pattern on the other side of the barrier.

Part CExplain the difference in how the types of waves in Part A transfer energy.

Part DDescribe how the ocean waves would behave if there was an opening in the middle of the rock jetty. Explain youranswer.


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56. Students fill a small clear plastic container with water. The students aim a flashlight at the water at a angle.

Part AExplain what happens when the light from the flashlight enters the water.

Part BDescribe a change the students could make to the set-up that would change the result of the investigation.

Part CDescribe a way in which the students could prevent the light from entering the water.

Part DDescribe an example of diffraction.


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57. In an investigation, a white light from a flashlight was pointed at a rock. A shadow formed behind the rock. Next,the white light was pointed at a glass prism. The light leaving the prism was separated into many colors.

Part AExplain the difference between absorption and refraction of light.

Part BIdentify the type of wave produced by light.

Part CExplain what happens to light waves when there is not a medium to move through.

Part DExplain how light entering a plastic prism would behave differently than the light entering the glass prism.


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58. Below is a diagram of sound waves.

Part AIdentify the type of wave that is produced by sound. Explain your answer.

Part BDescribe how the diagram of the sound wave shown above would change if the pitch became higher.

Part CDescribe what part of the wave changes when the force used to produce the sound increases.

Part DExplain how the behavior of sound waves in water and air are different.


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59. Cell phones depend on both mechanical and electromagnetic waves to be useful.

Part ADescribe the difference between mechanical and electromagnetic waves.

Part BDescribe an environment in which the sound of a ringing cell phone could not be transmitted, and explain why theringing wouldn't be heard.

Part CExplain what happens to the pitch of a cell phone ring when the amplitude of the sound wave increases.

Part DExplain the relationship between pitch and frequency.


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60. The students design a protective container for a raw egg that will prevent the egg from breaking when it reachesthe ground. The students use a milk carton made of paper, glue, and other materials to make the container. Thecontainer and egg will be dropped from a window ledge on the second floor of the school building.

Part AName the unbalanced force that moves the egg to the ground when it is dropped from the window.

Part BDescribe another unbalanced force acting on the egg as it moves down to the ground.

Part CGive the name of the form of energy in the egg sitting on the window ledge and the form of the energy as the eggmoves to the ground. Explain the relationship between these two forms of energy.

Part DExplain the relationship between velocity and acceleration of the dropping egg.


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61. The relationship of Earth, the moon, and the sun affects the tides on Earth. The gravitational force on the watersof Earth is much stronger from the moon than the gravitational force from the sun.

Part AExplain why the gravitational force from the moon is greater on Earth than the gravitational force from the sun.

Part BDescribe how the gravitational force of an object could be increased.

Part CDescribe the alignment of Earth, the moon and the sun that produces the largest gravitational force upon Earth'swater.

Part DExplain the forces that keep the moon orbiting Earth instead of the sun.


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62. Students work together to construct a circuit that can have a maximum of three light bulbs and can be changedfrom a complete to an incomplete circuit. One type of circuit is shown here.

Part AIdentify the circuit shown as either a series circuit or a parallel circuit and either a closed or open circuit. Explain youranswers.

Part BDescribe an advantage of a series circuit.

Part CDescribe an advantage of a parallel circuit.

Part DExplain the Law of Conservation of Energy and describe the energy transformations in the circuit shown above.


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63. Students construct two different circuits during an investigation. A battery provides the energy for each circuit.When the students connect the wires to each end of the batteries they observe that the bulbs release light and that thebattery becomes warm. A diagram of each circuit is shown below.

Part AConsider Circuit 1. Compare the amount and form of energy in the battery before it is connected to the circuit to theforms and amount of energy in the completed circuit.

Part BIdentify Circuit 1 and Circuit 2 as series or parallel and explain how they are different.

Part CThe students remove Bulb 2 from Circuit 1. Describe what most likely happens and why.

Part DThe students remove Bulb 2 from Circuit 2. Compare what happens to Circuit 2 with what happens when Bulb 2 isremoved from Circuit 1. Explain your answer.


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64. Students investigate building an electromagnet. The students use copper wire, an iron nail, several paper clips,four batteries, and a battery holder in their investigation. The holder has in and out connectors for the wire. A studentplaces the four batteries in the holder and plugs one end of the wire into the holder. Then, the student wraps the wireeight times around the nail and then plugs the other end of the wire into the holder. Then the students test the strengthof the electromagnet by counting the number of paper clips the electromagnetic nail attracts. The electromagnetic nailpicks up three paper clips.

Part ADescribe why the electromagnet does not attract any paper clips when the wires are not connected to the batteries.

Part BThe students place one end of a bar magnet next to the working electromagnet and observe what happens. They thenplace the opposite end of a bar magnet next to the electromagnet and observe what happens. Describe what thestudents most likely observed.

Part CDescribe the type of circuit that is formed when the electromagnet is assembled. Explain your answer.

Part DDescribe one way to change the design of the electromagnet that might increase the number of paper clips the magnetcan pick up, without increasing the number of batteries.


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65. Compare the molecules of a substance in its solid state to the molecules of the same substance in its gaseous state.

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66. A student places a ball at the top of an inclined plane and releases it. The ball keeps rolling along the floor after itreaches the bottom of the inclined plane.

What is the relationship between the kind of energy the ball has at the top of the inclined plane before it is released,and the kind of energy the ball has when it rolls along the floor?

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67. A student compares an infrared lamp and a mercury vapor lamp. The infrared lamp gives off a dark red light. Themercury vapor lamp gives off a blue light. The student notices that the part of a desk lit by the mercury vapor lamp ismuch warmer than the part of the desk lit by the infrared lamp.

Explain the most likely reason the desk becomes warm. Which light carried the most energy?

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68. A student describes his recent trip to Africa, and makes the following statement: "I traveled with a native huntingtribe for nearly a month. They did not bring along any supplies, because the hunters see the heat of the prey asinfrared radiation. So even in the dark, there was always fresh meat."

Do you take his claim seriously? Explain your answer.

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69. How does the force of gravity on a man change when he is in an airplane 12.2 kilometers above Earth?

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70. A student rubs an inflated rubber balloon on another student's head. The balloon is released, but it clings to thesecond student's hair. This is caused by one of the major forces acting in nature.

Identify the force that holds the balloon to the student's hair.

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71. Which is the best description of a molecule?

A. A molecule contains two or more atoms.

B. A molecule is made up of protons and neutrons.

C. A molecule is smaller than an atom of hydrogen.

D. A molecule contains a nucleus with protons and electrons.

72. Students rolled a glass marble and a baseball down an inclined plane, as shown below, and made observations.

What inference can the students make about the relationship between the potential and kinetic energy as the objectsrolled down the inclined plane?

A. As the kinetic energy decreases, the potential energy decreases.

B. As the potential energy decreases, the kinetic energy increases.

C. When the kinetic energy remained the same, the potential energy increased.

D. When the potential energy remained the same, the kinetic energy increased.


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73. Electromagnetic and mechanical waves both transfer energy.

How is an electromagnetic wave different from a mechanical wave?

A. An electromagnetic wave has frequency.

B. An electromagnetic wave is made of atoms.

C. An electromagnetic wave can travel in a vacuum.

D. An electromagnetic wave has a definite wavelength.

74. Scientists have found evidence that Earth's magnetic field, which extends to Earth's magnetic poles, has reversedmany times throughout geological time.

Which change would most likely be caused by a reversal of Earth's magnetic field?

A. speed of rotation

B. speed of revolution

C. position of the poles

D. position of the continents


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Simple machines lessen the work needed to perform a task and increase efficiency. The factors of distance and forceare always involved. Simple machines may transfer force from one place to another. They can change a force'sdirection, change the magnitude of the applied force, or increase the distance that the force is applied. They can alsoincrease speed or intensity.

Examples of simple machines are all around us. Inclined planes help movers load their trucks without lifting. Simplemachines were used by ancient Egyptians to move giant boulders. A catapult has been used in warfare for centuries.Wheels and axles have helped ancient peoples, American pioneers, and are still used today.


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75. A man attempts to move a large boulder. The boulder is too heavy for him to lift by himself. The man then uses ametal pipe and a smaller rock to help move the boulder.

Part AIdentify the simple machine the man is using.

Part BExplain how this simple machine will help get the boulder off the ground.

Part CIdentify the function of the smaller rock.

Part DIdentify the force the man is trying to overcome.


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76. Scientists hypothesize that, in ancient Egypt, heavy blocks of stone in the pyramids were pushed into position bymoving the blocks of stone over logs to roll them up ramps around the pyramid.

Part AIdentify two simple machines that might have helped the Egyptians build the pyramids.

Part BExplain how the simple machines made moving the large blocks of stone easier.


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77. A house painter needs to move a bucket of paint to the top of a ladder safely and with little energy. The painteruses a simple machine to lift the bucket of paint.

Part AIdentify the simple machine most likely used by the house painter.

Part BThe house painter decides to use several of the same simple machines together in a system. Explain how using severalsimple machines of the same kind would better help the painter move a five-gallon bucket of paint to the top of theladder than using just one.

Part CExplain the potential energy changes for the bucket of paint as the bucket is moved from the ground to the top of theladder.

Part DDescribe the type of energy used to pull the bucket of paint to the top of the ladder and whether the type of simplemachines would change the type of energy used.


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78. Two students are given the task to move two boxes of printer paper from the classroom floor to the top of a table.The students are not able to lift the boxes, but are able to make a simple machine that will help get the task done. Thematerials listed below are available for the students to use.

wooden doorstop®

1 piece of wood (30 centimeters wide and 1.5 meters long)®

2 pulleys®

7 meters of rope®

books®

Part ADescribe how to make a simple machine using the piece of wood with the books as a fulcrum.

Part BDescribe how the students could use only the piece of wood leaning against a table as a simple machine. Be sure togive the name of the simple machine.

Part CDescribe the advantage of using a single pulley to lift the boxes of printer paper.

Part DDescribe how the forces on the box change from balanced to unbalanced as it is moved up the piece of wood in PartB.


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You probably easily remember the opening lyrics to your favorite song or a hilarious joke your friend told. Theseauditory experiences begin as simple waves of sound carried through the air.

Your ear is shaped like a funnel to collect sound waves. When the sound waves enter the ear canal, they hit theeardrum. The eardrum vibrates, sending sound waves through the middle ear. The small bones (ossicles) in themiddle ear vibrate and conduct the sound wave to a sensory nerve that sends a signal to the auditory nerve. Thissignal is received by the brain, and we hear!


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79. In an investigation of sound waves, two students use a stopwatch with an alarm to observe sound at differentlocations around the room. Student 1 rings the alarm close to Student 2, at a distance, and with the sound behindStudent 2. Student 1 then stands several feet away and rings the alarm while rotating the stopwatch in a circleoverhead. Student 2 listens for the sound.

Part AWhy did Student 1 use the alarm on the stopwatch in different places in the room for Student 2 to hear?

Part BExplain the difference in the sound Student 2 heard when the alarm was close and at a distance.

Part CExplain what Student 2 heard when the alarm that was rotated over Student 1's head was closest to Student 2.

Part DWhat can the students infer about sound from this investigation?


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80. A music company is building a new recording studio next to a conference room that hosts many large businessmeetings. Currently, there is a space between the wall of the recording studio and the wall of the conference room.

Which solution would best reduce the interruption of sound waves created in one room by the sound waves created inthe other room?

A. Fill the space between the two walls with a soft solid medium.

B. Fill the space between the two walls with water-filled insulation.

C. Remove the space between the walls of the two rooms, allowing less air between them

D. Add a meter of space between the walls of the two rooms, allowing more air between them.


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Humans experience different types of waves through the senses. Waves in water and sound waves from a radio areexamples of waves experienced through different senses.


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81. A musician prepares for a concert by replacing the strings on the guitar so that the strings produce a certain sound.The guitarist tightens one of the strings on the guitar to produce a different sound.

Part AExplain how the strings on the guitar are able to produce sound.

Part BThe new strings are tighter than the old strings because they are slightly shorter. What part of the sound wave isaffected by the length of the old strings?

Part CDescribe the change to the amplitude of the wave before the guitar string was tightened compared to the waveproduced after the string is tightened if the same amount of force is used on the string before and after tightening.

Part DIf the guitarist strums the string that has been tightened harder than the other strings, describe the change in the pitch.


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82. At a sporting event, fans in one section stand up and wave their hands in the air and then sit down. Other sectionsfollow, and soon the wave moves all around the stadium, back to the fans who started the motion.

How is the stadium wave similar to a mechanical wave?

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A cyclist uses energy to slowly pedal to the top of a hill. She stops to rest briefly at the top of the hill before movingvery quickly down the hill.


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83. Examine the diagram shown in the passage.

Part AAt which of the labeled positions does the cyclist have the most potential energy? Explain your answer.

Part BAt which of the labeled positions does the cyclist have the most kinetic energy? Explain your answer.

Part CCompare the total energy of the cyclist at Position 2 with the total energy of the cyclist at Position 3. Explain youranswer.

Part DDescribe a position on the diagram where the cyclist has more kinetic energy than she has at any of the labeledpositions. Explain your answer.


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Heat energy transfer is important to many life processes. It is a necessary part of chemical reactions. Heat energy canbe transferred in three different ways: conduction, convection and radiation. More than one type of heat transfer canexist when heating an object. All three types of heat transfer are shown in the diagram.


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84. Students are studying conduction and convection. The students perform an investigation using the followingprocedure:

Fill a beaker with cold water.®

Use a ring stand to hold the beaker and to hold a thermometer just above the beaker.®

Record the starting temperature shown on the thermometer above the beaker as ®

Using proper safety procedures, light a Bunsen burner about 30 centimeters below the bottom of the beaker.®

Place a second thermometer touching the bottom of the beaker.®

Heat the water to for 10 minutes.®

After ten minutes, the students note that the thermometer above the beaker reads

Part AWhich of the two thermometers measured conduction heat and which measured convection heat? Explain.

Part BWhy was the temperature on the thermometer above the beaker lower than the temperature on the thermometer in thebeaker?

Part CWhy was the temperature on the thermometer above the beaker lower than the temperature on the thermometer in the


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beaker?

Part DExplain how heat is transferred through a liquid.


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80. A) Fill the space between the two walls with a soft solid medium.

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