Jupiter has about 317 times more mass than Earth. What can you infer from this fact?

That Jupiter’s gravitational force is much stronger than Earth’s gravitational force.

That Jupiter’s and Earth’s gravitational forces are equal.

That Jupiter’s gravitational force is much weaker than on Earth’s gravitational force.

Mass has no effect on the gravitational force between two objects

the distance covered per unit of time

the time it takes something to move a certain distance

How will this object move?

It will move in both directions.

Which could be an example of a balanced force?

An asteroid moving at a constant speed through space

A car accelerating from a stop sign

A box of dishes falling from a counter

Which could be an example of an unbalanced force?

A baseball that has been thrown to home plate.

A plate sitting on a dining table

A ball at the top of a hill that is not moving

You can make an electromagnet stronger by...

increase the number of loops around the core

increasing the current through the wire

What characteristics do magnetic substances have?

They can push or pull objects without touching them

They fall faster than other objects when you drop them

They are always black and cold to touch

They can give you a 'shock' when you touch them

Which method could the students use to separate the mixture into its individual components?

stir the mixture with a bar magnet

cool the mixture in a refrigerator

pour the mixture through a filter

place the mixture in a container of water

Select all the characteristics that help a porcupine survive in its environment.

has pointed spines called quills.

Which statement BEST explains whether the student is correct or incorrect?

The student is incorrect because the scar on puppy's paw is not inherited.

The student is correct because the length of the puppy's fur was inherited.

The student is correct because everything on an animal's body is inherited.

The student is incorrect because the color of the puppy's nose was not inherited.

Which investigation setup would BEST help the student separate the white sugar from the water?

Heat the liquid over a source of heat. Allow the water to evaporate. White sugar can be collected after all the water has evaporated.

Pour the liquid into a container and place a lid on it. All the liquid in the container to sit overnight. White sugar will float to the top of the water and can be scooped out.

Pour the liquid through the screen. Allow the particles left on the screen to completely dry. White sugar can then be collected from the screen.

Stir the liquid with a powerful magnet. Allow the magnet and the particles stuck to it dry off on a paper towel. White sugar can then be scraped off the magnet.

Which statement describes how the student's plan will MOST LIKELY work?

The student's plan will work. The screen will allow the smaller particles (flour, salt, and brown sugar) to pass through the openings.

The student's plan will not work. The screen can only used to separate liquids from solids.

The student's plan will not work. The screen will only separate the larger particles (chocolate chips) from the other ingredients.

The student's plan will work. The screen is designed to separate solids from other solids.

Which two would you circle for changes to the investigation?

Use the same amount of butter in both procedures

Combine the ingredients with a different tool

Use different ovens for both procedures

Bake the mixtures for the same amount of time.

Which one observation would you circle that would help the student decide whether new substance was formed during the investigation.

The baked result has properties different from those of the original ingredients.

Both of the original ingredients can be seen in the baked results.

The color of the original ingredients did not change during baking.

The oven is warmer after baking than it was before baking.

The student wants to develop a model to represent how the baking soda is affected in step 3 of the procedure. Which description of a model would BEST represent this process?

A balloon fills up with air. The balloon can be seen, but the air is too small to be seen.

Salt and pepper are mixed together. The salt and the pepper become too small to be seen.

A balloon fills up with air. The balloon and the air remain large enough to be seen.

Salt and pepper are mixed together. The pepper and the salt remain large enough to be seen.

Refer to the Galveston Hurricane of 1900 article to answer the following question. Which statement explains why the Galveston hurricane of 1900 caused so much damage?

The storm surge caused flooding that washed away many buildings.

Most buildings were destroyed by tornadoes resulting form the hurricane.

The thunderstorms were so strong that many buildings were struck by lightning.

Most buildings were hit by flying objects picked up by high winds.

Part B: Which statement describes a cause-and-effect relationship between atmospheric pressure and a characteristic of a hurricane?

As the atmospheric pressure decreases, the wind speed changes from low to high.

As the atmospheric pressure increases, the weather changes from a drizzle to heavy rain.

As the atmospheric pressure decreases, the skies change from cloudy to partly cloudy.

As the atmospheric pressure increases, wave activity changes to calm to active.

Science Map questions 2025

Quiz

•

Science

•

7th Grade

•

Practice Problem

•

Hard

zohaib qureshi

Used 8+ times

FREE Resource

84 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is happening at D?

Slower steady speed; moving away from the starting position

Stationary

Accelerating

Fast steady speed; moving away from the starting position

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is happening at A?

Accelerating

Slower steady speed; moving away from the starting position

Steady speed; returning to start position

Stationary

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is happening at B?

Accelerating

Stationary

Slower steady speed; moving away from the starting position

Steady speed; returning to start position

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which runner won the race?

B

C

A

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How long did it take this object to travel back to its reference/starting point?

30 s

100 s

60 s

20 s

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is this graph showing?

Deceleration (slowing down)

Acceleration (speeding up)

Constant Speed

No motion

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

This type of force is an attraction between two objects

friction

inertia

gravity

contact

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Science Map questions 2025

84 questions

What is happening at D?

What is happening at A?

What is happening at B?

Which runner won the race?

How long did it take this object to travel back to its reference/starting point?

What is this graph showing?

This type of force is an attraction between two objects

This type of force resist motion between two surfaces that are pressed together

If the net force is equal to zero, the forces acting on the object are

What is defined as a push or pull?

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