Eighth Grade Milestone

• step 5: Connect a test material to the open ends of wire 1 and wire 3.

  step 6: Make observations, and repeat step 5 with a different test material.

  conclusion: If the bulb lights up, the material is a conductor. If the bulb does not light up, the material

  is an insulator.

• step 5: Connect a test material to the open ends of wire 1 and wire 3.

  step 6: Make observations, and repeat step 5 with a different test material.

  conclusion: If the bulb lights up, the material is an insulator. If the bulb does not light up, the material

  is a conductor.

• step 5: Connect the open ends of wire 1 and wire 3 to each other to complete the circuit.

  step 6: Touch a test material to the completed circuit, and record observations.

  conclusion: If the bulb lights up, the material is an insulator. If the bulb does not light up, the material

  is a conductor.

• step 5: Connect the open ends of wire 1 and wire 3 to each other to complete the circuit.

  step 6: Touch a test material to the completed circuit, and record observations.

  conclusion: If the bulb lights up, the material is a conductor. If the bulb does not light up, the material

  is an insulator.

Tags

NGSS.MS-ETS1-3

Electricity and magnetism are connected to each other. Electricity can produce magnetism. When an electric current flows through a wire, the current creates a very small magnetic field.

• True

• False

Tags

NGSS.MS-PS2-3

NGSS.MS-PS2-5

The student uses only three of the materials available to build a complete circuit that conducts

electricity. Which THREE are necessary?

• battery to provide energy to the circuit

• light bulb to show that the circuit conducts electricity

• wire to connect parts of the circuit and conduct electricity

• switch to conduct electricity in the circuit

• compass to show that the circuit conducts electricity

Tags

NGSS.3-5-ETS1-2

• 
• 

List the steps of the scientific method

d

e

f

c

b

a

Ask a question

Communicate results

Draw conclusions

Conduct experiment

Analyze results

Form a hypothesis

Tags

NGSS.MS-PS2-2

• Magnet 1 should be used to pick up many small magnetic objects at once because the temporary magnet can pick up as many objects as the permanent magnet can.

• Magnet 1 should be used to pick up magnetic objects in one location and drop them off in another location because temporary magnets can be turned on and off.

• Magnet 1 can be used in all the ways magnet 2 is used because temporary magnets can be made stronger or weaker and permanent magnets cannot.

• Magnet 2 should be used to pick up magnetic objects in places where there is no power supply because permanent magnets do not run out of energy.

• Magnet 2 should be used to pick up large magnetic objects because permanent magnets are stronger than temporary magnets.

How will the amount of thumbtacks picked up compared to plastic wrap change with each material?

• more

• fewer

• no change

Tags

NGSS.MS-PS2-5

A student is investigating chemical changes by using different materials. Which investigation would provide evidence of a chemical change and why?

• Melting a solid with fire would provide evidence of a chemical change because the solid would change

  shape.

• Cutting cardboard into many smaller pieces would provide evidence of a chemical change because the

  pieces cannot be put back together.

• Placing a solid into hot water and stirring while the solid dissolves would provide evidence of a

  chemical change because the dissolved material is lost.

• Combining two liquids that give off heat and gas would provide evidence of a chemical change because

  the particles react to make a new material with different properties.

Tags

NGSS.MS-PS1-2

Students are investigating chemical changes that occur in different materials. Which TWO investigations would provide evidence of a chemical change?

• Placing a liquid in a freezer until the liquid becomes a solid would provide evidence of a chemical

  change because the state of matter changes.

• Using a saw to cut a solid into two different pieces would provide evidence of a chemical change

  because the pieces cannot be put back together.

• Using a hot plate to heat a solid until it changes color and releases an odor would provide evidence of

  a chemical change because the particles cannot be changed back.

• Placing two different liquids together in a beaker and observing that a solid forms when they mix would

  provide evidence of a chemical change because a new material is formed.

• Placing a mixture containing a solid and a liquid on a windowsill and letting the liquid evaporate would

  provide evidence of a chemical change because the evaporated material is lost.

Tags

NGSS.MS-PS1-2

• The student’s claim is correct; the evidence in the picture shows that both valleys were formed by the

  constructive force of deposition because flowing water carries large rocks from far away and drops

  them along a river, making the banks taller.

• The student’s claim is correct; the evidence in the picture shows that both valleys were formed by the

  destructive forces of weathering and erosion because flowing water breaks down rock and carries the

  small pieces downstream.

• The student’s claim is not correct; the evidence in the picture shows that valley 1 was formed by the

  destructive forces of weathering and erosion because flowing water breaks down rock and carries the

  small pieces downstream, but valley 2 was formed by the constructive force of deposition because

  flowing water carries large rocks from far away and drops them along a river, making the banks taller.

• The student’s claim is not correct; the evidence in the picture shows that valley 1 was formed by

  the constructive force of deposition because flowing water carries large rocks from far away and

  drops them along a river, making the banks taller, but valley 2 was formed by the destructive forces

  of weathering and erosion because flowing water breaks down rock and carries the small pieces

  downstream.

Tags

NGSS.MS-ESS2-2