Radiant Energy 6.1

On a summer day, Marta held a picnic at the park. She placed one bag of ice on a table in the shade. She placed a second bag of ice on a table in full sun. Both bags of ice were the same size and shape. She saw that the ice placed in the sun melted very quickly. The ice placed in the shade did not melt as quickly. What could explain this difference?

• The bags of ice were two different brands.

• A summer day is usually warmer than a winter day.

• One picnic table was larger than the other picnic table.

• Things heat up more quickly in the sun than in the shade.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

Each science group in Mr. Diaz’s class put a thermometer in a jar of water. Then they took their jars outdoors. Each group wrote down the temperature of the water every 30 minutes. The table shows the temperatures of the water for each of the three groups.

Where did each group most likely place its jar?

• Group 1—full shade

  Group 2—full sun

  Group 3—part shade

• Group 1—full sun

  Group 2—full shade

  Group 3—part shade

• Group 1—full sun

  Group 2—part shade

  Group 3—full shade

• Group 1—part shade

  Group 2—full sun

  Group 3—full shade

Tags

NGSS.MS-PS3-4

NGSS.MS-PS3-5

Samantha’s family has a thermometer on their porch. The thermometer is always in the shade. Samantha checks the temperature every hour from noon until her bedtime. Then she draws the bar graph shown below.

What does the line graph show?

• The air temperature in the shade was the same from noon to 9 p.m.

• The air temperature in the shade fell until 3 p.m. and then rose every hour until 9 p.m.

• The air temperature in the shade rose until 3 p.m. and then fell every hour until 9 p.m.

• The air temperature in the shade was the same until 6 p.m. and then fell every hour until 9 p.m.

Tags

NGSS.MS-PS3-4

NGSS.MS-PS3-5

Emilio’s science team wanted to see how temperature changes during the day. They put a thermometer in the shade outside their classroom window. They recorded the temperature every 30 minutes in the table below.

Which statement is true?

• The temperature went down 4 degrees from noon to 2 p.m.

• The temperature went up 10 degrees in the first half hour.

• The temperature went down 4 degrees each half hour after noon.

• The temperature went up 11 degrees from 11:00 a.m. to 2:00 p.m.

Tags

NGSS.MS-PS3-5

Sarah uses a string to hang a thermometer outdoors in the shade. What will the thermometer measure?

• the brightness of the sun

• the temperature of the air

• the temperature of the sun

• the temperature of the string

Tags

NGSS.MS-PS1-4

A weather forecaster measures the air temperature every hour in Tampa. The bar graph shows her data from 9:00 p.m. on March 10 to 5:00 a.m. on March 11.

Which statement best explains the data?

• The air loses heat after 9 p.m.

• The air gains heat after 9 p.m.

• The air temperature stays the same after 9 p.m.

• The air gains heat right before sunrise.

Tags

NGSS.MS-ESS2-5

A black car and a white car are parked in a parking lot for one hour. The black car was parked in the shade. The white car was parked in direct sunlight. After an hour, the black car has a cooler temperature than a white car does. What could explain this difference?

• Black cars heat up more quickly than white cars.

• Small cars heat up more quickly than large cars.

• Objects left out in direct sunlight heat up more quickly than objects left in the shade

• Objects left out in sunlight for a long time heat up more quickly than objects left out for a short time.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

Two students are deciding where to place picnic tables outside during lunchtime. They want to put them in a place that is the coolest from 11:00 a.m. to 1:00 p.m. One student thinks that it will be cooler in the shade. The other student thinks that a sunny spot will be just as cool. They have two thermometers. How could they use the thermometers to find out which student is right?

• Compare the temperature of the shady spot with the temperature of a classroom from 11:00 a.m. to 1:00 p.m.

• Compare the temperature of the sunny spot with the temperature of a classroom from 11:00 a.m. to 1:00 p.m.

• Compare the temperature of the shady spot with the temperature of the sunny spot from 11:00 a.m. to 1:00 p.m.

• Compare the temperature of the shady spot from 11:00 a.m. to 1:00 p.m. with its temperature from 9:00 a.m. to 11:00 a.m.

Tags

NGSS.MS-PS3-4

Ang measures the temperature of soil in a compost pile. He notices that the compost pile is in the shade in the morning. In the afternoon, it is in direct sunlight. How could the time of day that Ang makes his measurement affect his results?

• The thermometer might work better in the morning.

• The thermometer might work better in the afternoon.

• The afternoon sunlight could increase the temperature of the soil.

• The afternoon sunlight could decrease the temperature of the soil.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5

The amount of sunlight during the day helps make the temperature outside warmer. The chart below shows the amount of sunlight in Jacksonville, Fla., a month after the first day of each season. Which season most likely had the warmest day?

• Season A

• Season B

• Season C

• Season D

Tags

NGSS.MS-ESS1-1