Science Energy

Carlos made a mistake on his list comparing conduction, convection, and radiation. Which mistake did he make?

• Radiation can also travel through matter.

• The rate of conduction is only dependent on time.

• Currents in the ocean are an example of radiation.

• Convection is also caused by electromagnetic waves.

Tags

NGSS.MS-PS3-4

NGSS.MS-PS4-2

A student conducts an experiment using a metal ball and ring attached to a stand. The metal ball moves through the ring at room temperature. The student then heats the ball on a burner and tries to pass it through the ring again. Which BEST explains why the metal ball cannot pass through the ring after being heated?

• The ball expands and becomes larger in size.

• The ring expands and becomes larger in size.

• The ball contracts and becomes smaller in size.

• The ring contracts and becomes smaller in size.

Tags

NGSS.MS-PS1-4

Four different colored pieces of fabric were placed under direct light. After five minutes the temperature for each piece of fabric was measured. The table below shows results from the experiment. Why did Fabric X experience the greatest temperature increase?

• because it scattered the most heat energy

• because it refracted the most heat energy

• because it reflected the most heat energy

• because it absorbed the most heat energy

Tags

NGSS.MS-PS1-4

The image shows a thermometer measuring the temperature at 35°C and –20°C. Which BEST describes why the liquid in the thermometer falls when the temperature decreases?

• the liquid inside the thermometer solidifies

• the liquid inside the thermometer expands

• the liquid inside the thermometer contracts

• the liquid inside the thermometer evaporates

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5

A person wants to raise the temperature of water in a glass jar. Which would result in the largest temperature increase?

• placing the jar in the shade with black paper around the glass

• placing the jar in the sunlight with black paper around the glass

• placing the jar in the shade with clear plastic wrap around the glass

• placing the jar in the sunlight with clear plastic wrap around the glass

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5

Students are asked to design a hand warmer to use in gloves on a cold day. The students will make the hand warmer with several materials, including one type of salt. The salt needs to release thermal energy to help make the hand warmer work. The students use a coffee cup calorimeter to test three different salts. They test each salt over three trials (T₁, T₂, T₃). The table shows their data. Use the drop-down menus to construct an explanation of which salt should be used in the hand warmer. The students should use Salt 1, Salt 2, or Salt 3 in their hand warmer because it causes the temperature inside the calorimeter to increase or decrease the most.

• Salt 1

• Salt 2

• Salt 3

Tags

NGSS.MS-PS1-6

NGSS.MS-PS3-3

NGSS.MS-PS3-4

NGSS.MS-PS3-5

A solar box cooker can be made by using a sealed, glass-covered box lined with aluminum foil. Food is put into a thin-walled black pot. Placed in the sun, the box becomes an oven that can be used to bake or cook a meal. How does the cooker work?

• Radiant energy from the sun is absorbed by the glass, the black pot,

  and the aluminum foil.

• Radiant energy from the sun travels through the glass, is reflected by the black pot, and absorbed by the aluminum foil.

• Radiant energy from the sun travels through the glass, is absorbed by the black pot, and reflected by the aluminum foil.

• Radiant energy from the sun is absorbed by the glass, travels through

  the aluminum foil, and is reflected by the black pot.

Tags

NGSS.MS-PS3-3

Abby builds a circuit with two lightbulbs as shown.

• A. add a wire between the two bulbs

• B. add a second battery next to the first battery

• C. add a switch between the battery and one bulb

• D. add an insulator between one bulb and the battery

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

A student is asked to design a simple electric circuit that will light a light bulb. The student creates the four designs shown below.

• Design 1

• Design 2

• Design 3

• Design 4

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

Lilly builds a simple circuit to light up a light bulb. Her design is shown in the diagram.

• A. A switch is needed to allow energy to flow through the circuit.

• B. The circuit is missing a power source to provide energy to the battery.

• C. A second wire needs to connect the other side of the battery to the light bulb.

• D. The wire needs to run from the positive end of the battery instead of the negative end

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2