Test Prep Science

The graphs show the average global air temperatures and global fossil fuel consumption from about 1860 to 2000.

Describe the overall pattern of change in average global temperatures from 1860 to 2000.

Tags

NGSS.MS-ESS3-5

A student claims the change in average global air temperatures is a result of burning fossil fuels. Explain whether the student's claim is plausible based on the data.

Tags

NGSS.MS-ESS3-4

NGSS.MS-ESS3-5

Which statement best compares the two waves?

• Wave 1 has a higher frequency because it has a longer wavelength than wave 2.

• Wave 1 has a higher frequency because it has a higher amplitude than wave 2.

• Wave 2 has more energy because it has a higher amplitude than wave 1.

• Wave 2 has more energy because it has a higher frequency than wave 1.

Tags

NGSS.MS-PS4-1

Explain why the students would not see the light travel through the black iron backing.

Tags

NGSS.MS-PS4-2

Explain how the environment has changed over time at this location. Include evidence in your explanation.

Tags

NGSS.MS-ESS1-4

NGSS.MS-ESS2-2

NGSS.MS-LS4-1

A scientist claims that volcanic eruptions caused dinosaurs to become extinct at this location. Decide whether you agree or disagree with the scientist's claim and then explain your decision.

Tags

NGSS.MS-ESS1-4

NGSS.MS-LS4-1

A student makes a model of the solar system on a poster board. The student uses foam balls to represent objects in the solar system. The student's model is shown above.

Explain one error concerning the size of the foam balls in the model.

Tags

NGSS.MS-ESS1-1

NGSS.MS-ESS1-3

Describe two possible changes to the environment most likely caused by the pattern shown in the average global air temperatures.

Tags

NGSS.MS-ESS3-4

NGSS.MS-ESS3-5

Students want to design an investigation to learn about energy and motion. They start their investigation by making two setups. For setup 1 they attach three shelves at the following heights: 1 meter, 2 meters, and 3 meters. The students place a 1-kilogram ball at each shelf height. The students observe the ball stays at rest when set on each of the shelves. For Setup 2 they build a ramp using wood and a table. (See diagram above) They roll the 1-kilogram ball from the top of the ramp and record the speed of the ball as it travels down the ramp. See the results in Setup 2 Data (pictured above). On which shelf will the ball have the most potential energy?

• 1 meter tall shelf

• 2 meter tall shelf

• 3 meter tall shelf

Tags

NGSS.MS-PS2-2

NGSS.MS-PS3-2

Which type of force causes the ball to have the most potential energy?

• Electrical force

• Magnetic force

• Gravitational force

Tags

NGSS.MS-PS2-4

NGSS.MS-PS3-2