Science Olympiad - Science Bowl #2

Some ways to separate mixtures are listed below. A student is given a beaker containing gravel and water. Which of these ways could the student NOT use to separate the gravel from the water?

• 1

• 2

• 3

• 4

A student combined powdered paint with water to make a small amount of a blue liquid paint mixture. The student left the paint mixture in a open container. Several days later the student found the container and observed that changes had occurred. What most likely happened to the mixture?

• The container was empty after the mixture evaporated into the air.

• The paint evaporated, leaving only clear water in the container.

• The water evaporated, leaving only a dry blue solid in the container.

• The liquid paint mixture was lighter in color after some water evaporated.

Tags

NGSS.MS-PS1-4

A worker built a sidewalk and pressed some large salt particles into the concrete while it was still wet. When the concrete was dry, the worker washed the sidewalk with water. The picture below shows the sidewalk after it was washed. What most likely happened to the salt?

• It evaporated into a gas.

• It turned into concrete.

• It dissolved in the water.

• It turned into a solid.

Tags

NGSS.MS-PS1-2

Some students put two ice cubes on separate plates. One ice cube had a mass of 80 grams. The other had a mass of 40 grams. Which result would be the same for both ice cubes in this investigation?

• The time it took each ice cube to melt completely.

• The temperature at which each ice cube melted.

• The amount of liquid produced on each plate.

• The total volume of each ice cube.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

A student made a mixture using equal amounts of salt and pepper. The salt grains were the same size as the pepper grains. What should each student do to most easily separate the pepper from the salt?

• Use a pair of tweezers to remove each grain of pepper.

• Run a small magnet through the mixture to attract the pepper.

• Put the mixture in water and filter the pepper out of the water.

• Use a strainer with a fine wire screen to remove the pepper.

A student is asked to design a sleeve for a cup that will insulate thermal energy and not feel hot to the touch when the cup is filled with hot liquid. The student has four materials to choose from. Which of these materials is least useful as an insulator?

• Cardboard

• Aluminum

• Rubber

• Plastic

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

NGSS.MS-PS3-3

A student was asked to compare the masses of four blocks that were all the same size but made of different materials. The student used a balance to compare the masses of two blocks at a time. The student repeated this process three more times with different pairs of blocks and recorded observations. Which list shows the blocks in order from least to greatest mass?

• Blocks N, M, L, P

• Blocks P, M, L, N

• Blocks N, L, M, P

• Blocks P, L, M, N

A student classifies the objects shown based on their physical properties. Which properties cannot be used to classify these objects into more than one group?

• magnetism

• mass

• electrical conductivity

• solubility in water

Tags

NGSS.5-PS1-3

A science class tested three properties of different materials. The results are shown in the table below. Based on the table, which materials would be best to use to insulate electrical wires?

• Wood

• Plastic

• Copper

• Steel

Tags

NGSS.MS-PS2-3

A student measures the mass of several substances and records the results in the table below. What is the difference in grams between the total mass of the liquid substances and the total mass of the solid substances used in the investigation? (just write the number)

• 188

• 168

• 20

• 428