Cast Science Questions

Before riding the roller coaster, students are asked to look at a diagram of the track and evaluate the relative potential energy at four points on the roller coaster. The four points, along with their height in meters (m), are shown on the diagram. Which two statements correctly describe the relative potential energy at various points on the track?

• At (1) the potential energy is greater than the potential energy at (3)

• At (2) the potential energy is greater than the potential energy at (3)

• At (3) the potential energy is greater than the potential energy at (4)

• At (4) the potential energy is greater than the potential energy at (2)

Tags

NGSS.MS-PS3-2

Which statement best describes why the second hill of a roller coaster ride is lower than the first hill of a roller coaster ride? If the second hill wasn't lower than the first hill, the roller coaster train would...

• need more mass to absorb enough potential energy to move up the second hill

• have a higher velocity as it moved down the second hill, potentially creating a dangerous ride

• need a source of energy other than the potential energy from the first hill to make it up the second hill

• have even more kinetic energy as it moved down the second hill, potentially creating a dangerous ride.

Tags

NGSS.MS-PS3-5

NGSS.MS-PS3-2

NGSS.MS-PS2-2

NGSS.MS-PS2-4

A student creates the model shown of the water cycle for a class presentation. The student's main goal is to help the class understand how living organisms assist in the movement of water through the system. Based on the model, what should the student say about the role of living organisms in the water cycle?

• plants help move water from the soil to the atmosphere through transpiration

• animals generate heat that helps evaporate water from the land

• plant movements create wind that helps draw water into the atmosphere

• animals create pathways in the mountains that allow water to flow downhill

Tags

NGSS.MS-LS2-3

Students are designing a solar oven that can be made from materials found around their homes. Solar ovens take more time to heat food than regular ovens. The students would like to build a solar oven that heats food as quickly as possible. Which two characteristics should the students consider when addressing the time the oven takes to heat food?

• how often the oven will be used to heat food

• the type of food that will be heated in the oven

• possible ways of preventing or reducing heat loss from the oven

• constructing an oven that is portable and easy to transport from place to place

• designing an oven that will collect as much sunlight and absorb as much heat as possible

Tags

NGSS.MS-ETS1-3

NGSS.MS-ETS1-2

NGSS.MS-ETS1-4

NGSS.MS-PS3-3

To create a solar oven that heats more quickly, what design choices might a student need to include in their solar oven?

• covering the interior walls of the oven with a reflective material such as aluminum foil

• allowing outside air to circulate inside the oven

• having a mirrored surface that is adjustable in angle to reflect sunlight into the oven

• using cookware that is uncovered and open to the atmosphere

Tags

NGSS.MS-ETS1-3

NGSS.MS-ETS1-2

NGSS.MS-ETS1-4

NGSS.MS-PS3-3

NGSS.MS-ETS1-1

Measurements of the speed of the train at additional points on the ride indicate that energy is being lost. The students present two claims for the cause of this energy loss. CLAIM 1: The loss of energy is due to the air pushing back on the train as it moves down the track. CLAIM 2: The loss of energy is due to the friction of the train wheels with the track. Which observations support Claim 1?

• The train moves faster after the cars are streamlined.

• The tracks are warmer after the train has passed.

• The train moves faster after oil is applied to the wheels and tracks

Tags

NGSS.MS-PS3-5

Measurements of the speed of the train at additional points on the ride indicate that energy is being lost. The students present two claims for the cause of this energy loss. CLAIM 1: The loss of energy is due to the air pushing back on the train as it moves down the track. CLAIM 2: The loss of energy is due to the friction of the train wheels with the track. Which observations support Claim 2?

• The train moves faster after the cars are streamlined.

• The tracks are warmer after the train has passed.

• The train moves faster after oil is applied to the wheels and tracks

Tags

NGSS.MS-PS3-5

NGSS.MS-PS3-1

A scientist measures the amplitude and wavelength of waves in the ocean. The scientist also calculates the amount of energy contained in one square meter of water for each wave. The data and calculations for four different waves are shown in the table.

Which wave characteristics, if any, does the energy in the wave depend on?

• the amplitude only

• the wavelength only

• both the amplitude and the wavelength

• neither the amplitude nor the wavelength

Tags

NGSS.MS-PS4-1

Based on the model, ocean acidification occurs because there is:

• less CO2 in the atmosphere than in the ocean

• more CO2 in the atmosphere than in the ocean

• less CO2 leaving the ocean than entering the ocean

• more CO2 leaving the ocean than entering the ocean

Answer explanation

Acids contain Hydrogen atoms and increase the H+ ions in water.

CO₂ + H₂O ---> H⁺ + HCO₂

H+ ion's make the aqueous environment acidic.

Tags

NGSS.MS-ESS3-4

Based on the graph, which method of obtaining copper is likely the most cost-effective?

• Using smelting has lower cleanup costs than bioleaching.

• Using smelting is cheaper and generates more profit than bioleaching.

• Bioleaching harvests the copper in a shorter time period than smelting.

• Bioleaching is more expensive at first but the returns are much higher than smelting.

Answer explanation

Find the change (difference) in cost to profit to determine the most cost effective

Tags

NGSS.MS-ETS1-3

NGSS.MS-ETS1-2