Spring Interim Review - Study Guide

Science Spring Interim Review

Complete this assessment as many times as it will take to score and 80 or above.

Speed

Multiple Choice

Rigby runs 70 feet in 35 seconds. What is his speed? (distance/time)

• 35 m/s

• 2 feet per second

• 70 meters per second

• 2 meters per second

Multiple Choice

40 miles per hour is an example of

• speed

• acceleration

• velocity

Velocity

Multiple Choice

Harrison drives north to the store, which is 12 miles away and it takes him 4 minutes to get there. What is his velocity?

• 12 miles

• 3 miles per minute

• 3 miles per minute north

• can't tell from the information

Multiple Choice

60 meters per second South is an example of

• speed

• acceleration

• velocity

Look carefully at the table. What do you notice about the data? What relationships do you see?

​

​Relationship between Force and Acceleration

​

Multiple Choice

How do the values for force change as you read down the table?

• The values increased

• The values decreased

• The values stayed the same

Multiple Choice

How do the values for acceleration change as you read down the table?

• The values increased

• The values decreased

• The values stayed the same

Multiple Choice

The velocity is greatest at how many seconds?

• 0 seconds

• 2 seconds

• 5 seconds

• 8 seconds

Multiple Choice

The velocity is the same at which two points?

• 0 and 2 seconds

• 2 and 5 seconds

• 5 and 8 seconds

• 0 and 8 seconds

Multiple Choice

Acceleration happens when something

• speeds up

• slows down

• changes direction

• all of the above

Multiple Choice

The Olympian swam 200 meters in 20 seconds.

• speed

• velocity

• acceleration

Multiple Choice

The geese fly 23 mph to the south when they migrate for the winter.

• speed

• velocity

• acceleration

Multiple Choice

You ride your bike in a straight line at a constant speed of 10 km/h.

• Acceleration occurred because speed increased.

• Acceleration did not occur because neither speed nor direction changed.

• Acceleration occurred because you changed directions.

• Acceleration occurred because speed decreased.

Multiple Choice

The geese fly 23 mph to the south when they migrate for the winter.

• speed

• velocity

• acceleration

Multiple Choice

The graph above shows the motion of two runners in a race. Which runner was moving faster? How do you know?

• Kathy is moving faster because the slope of her line is steeper.

• Kathy is moving faster because the slope of her line is less steep.

• Rachel is moving faster because the slope of her line is steeper.

• Rachel is moving faster because the slope of her line is less steep.

Multiple Choice

Students are investigating the motion of four cars on a race track. The graph shows the distance traveled by the four cars.

Which THREE statements correctly compare the motion of the cars?

• Car B is traveling faster than Car C but slower than Car A.

• Car B and Car C move at a same speed as each other for the entire distance.

Multiple Choice

Students are investigating the motion of four cars on a race track. The graph shows the distance traveled by the four cars.

Which THREE statements correctly compare the motion of the cars?

• Car A is traveling faster than Car B but slower than Car C.

• Car C is traveling slower than Car A and Car B.

Multiple Choice

Students are investigating the motion of four cars on a race track. The graph shows the distance traveled by the four cars.

Which THREE statements correctly compare the motion of the cars?

• Car A is traveling faster than Car B but slower than Car C.

• Car A and Car B are moving at a constant speed for the entire distance.

Formula

Acceleration =

Change in velocity

Change in time

a = Δv

Δt

vf - vi

=

Δt

Ariel dropped a golf ball from her second story window.

The ball starts from rest and hits the sidewalk 1.5 s later
with a velocity of 14.7 m/s. Find the average acceleration
of the golf ball.
vf - vi

Δt

14.7 m/s - 0 m/s

1.5 s

a =

= 9.8 m/s2

Multiple Choice

What are the units for acceleration?

• m/s²

• m

• sec

• s/m

Carlos’s car accelerates from 30m/s (V_i) to 60 m/s (v_f)

northward in 15 seconds. What is the
acceleration of the car?

vf - vi

Δt

60 m/s - 30 m/s

15 s

a =

=

2 m/s2

Match

Match the following graphs to the right description.

Speeding up

No acceleration (constant speed)

Slowing down

• Speeding up

• No acceleration (constant speed)

• Slowing down

What part of the graph shows no
acceleration?

What part of the graph shows the highest
acceleration?

Multiple Choice

What is the acceleration in the first ten seconds?

(15m/s - 0m/s) / 10s =

• 4 m/s2

• 1.5 m/s²

• 10 m/s2

• 0 m/s2

Multiple Choice

In which part of the graph is the object slowing down?

• A

• B

• C

• D

Multiple Choice

Which graph BEST represents the relationship between velocity and time for an object that accelerates uniformly for 2 seconds, then moves at a constant velocity for 1 second, and finally decelerates for 3 seconds?

Multiple Choice

The graph above represents the motion of an object over time. What is the average acceleration of the object over the first 4 seconds?

• 1 m/s²

• 2 m/s²

• 4 m/s²

• 8 m/s²

Multiple Choice

A junk yard owner needs a device to locate and attract junk yard items made of iron. You recommend an electromagnet and provide him with an explanation for this choice.

Which claim BEST supports your argument that an electromagnet will be able to locate iron?

• Claim 2: An electromagnet has an electric motor to give it more power to sustain the time needed to find the iron.

• Claim 4: An electromagnet has a wire coil wrapped around an iron core which allows one to locate iron by attracting the metal.

• Claim 1: An electromagnet has a coil of wire which allows for one to locate iron.

• Claim 3: An electromagnet has a magnetic force which allows one to locate the iron since the force attracts the metal.

Electromagnets!

Magnet facts

• A magnet has two ends called poles, North and South.

• Different poles attract (N sticks to S)

• The same poles repel each other (push each other away)

• Invisible field line connect the north to the south

Multiple Choice

What will happen when these magnets are brought close together? (image shows two magnets with the N end pointed towards each other)

• They will attract each other.

• They will repel each other.

• Both the magnets will turn to the left.

• Both the magnets will turn to the right.

Multiple Choice

Looking at the drawing. If you tried to move these 2 magnets closer together, what would you feel? (image shows two magnets with the N end pointed towards a S end)

• Push Away

• Pull Closer together

• No Force

• Let the Force be with YOU

Multiple Choice

The force of magnetism is stronger when magnets are ________________

• cold

• round

• closer together

• farther apart

What makes a magnet magnetic?

• Inside magnetic materials are "domains"

• Each domain has its own North and South pole

• When all the domains line up in the same direction a stronger magnetic field is made

What is a domain?

• The spinning of electrons around an atom's nucleus creates a magnetic field

• In some materials like iron the atoms can get lined up so that their atoms generate a magnetic field in the same direction

• Each section of atoms spinning the same direction is a domain

Multiple Choice

Would this substance be magnetized? (picture shows magnetic domains lined up in the same direction)

• Yes because they all point to the left

• Yes because they all point in the same direction

• No because they all point in the same direction

• No because magnets always point East not West

Multiple Choice

Magnetism is generated by moving

• protons.

• electrons.

• neutrons.

• elements.

Electricity

Electricity is the energy of moving electrons

Electromagnetism

An electrical current moving through a wire creates a magnetic field

Multiple Choice

Electric currents produce _____________

• electron clouds

• magnetic fields

• sound waves

Why do it?

Electromagnets are useful because they can easily be turned on and off and they can be made stronger or weaker as needed

Multiple Choice

Why does the compass needle move when the electricity flows through the coiled wire?

• Because a magnetic field is not produced, which do not attract to the needle.

• Because a magnetic field is produced, which attracts the compass needle.

• Because the battery produced magnetic field.

Multiple Choice

More coils of wire gives you a

• weaker magnetic field

• stronger magnetic field

• Doesn't change the field

Multiple Choice

A bigger battery gives you a

• weaker magnetic field

• stronger magnetic field

• Doesn't change the field

Multiple Choice

what is the advantage of using electromagnets?

• they are stronger

• they can be turned off

• the use less energy

• they look better

Multiple Choice

Richard suspends a piece of wire in front of the poles of a strong magnet. The wire is connected to a current source, and when it is turned on, the wire swings toward the inside of the magnet without any force pushing it.

Scientists claim that a strong magnetic field is responsible for the moving of the wire. Which argument BEST supports this claim?

• The magnet exerts a force on the charged wire as evidenced by the movement of the wire.

• The current-carrying wire exerts a force on a magnet as evidenced by the magnet attracting it.

• The moving charges inside the wire create a magnetic field as evidenced by it moving toward the inside of the magnet.

• The current-carrying wire exerts a force on a magnet as the magnet exerts a force on the current-carrying wire

Multiple Select

A magnet is placed near a pendulum that has a metal ball hanging from it and a ruler to measure distance. A group of students wants to investigate how much closer the ball will move to the magnet by trying some changes.

Which TWO changes should the students make to BEST investigate how the ball moves in relation to the magnet in the setup?

• Make the rope that hangs the ball longer

• Move the magnet farther away from the ball.

• Wrap half of the rope holding the ball around the pole.

• Remove the bar magnet and replace it with a horseshoe magnet.

• Reduce the height of the pole which holds the pendulum.

Multiple Select

When the wire moves up and down what changes?

• Electric Current

• Magnetic Field

• Wire

Multiple Choice

A generator uses motion in a magnetic field to produce what?

• current

• magnet

• energy source

Multiple Choice

What transforms electrical energy to mechanical energy?

• Generator

• Electric Motor

• Gas Motor

• Galvanometer

Multiple Select

What is a transformer?

• A device that increases voltage

• A device that decreases voltage

• A device that increases current

Multiple Choice

What creates the current in the secondary coil?

• Changing magnetic field

• Changing current

• Changing voltage

Multiple Choice

What does a step up transformer do?

• Transmits electricity from a generating plant

• Transmits electricity from a power pole to your house

Multiple Choice

What does a step down transformer do?

• Decreases the voltage

• Increases the voltage

• Makes it stays the same

Multiple Choice

Generating electric current from the motion of a conductor through a magnetic field is called what?

• Electromagnetic Induction

• Electromagnetic Deduction

• Electromagnetic movement

Multiple Select

When the wire moves up and down what changes?

• Electric Current

• Magnetic Field

• Wire

Multiple Choice

What transforms mechanical energy to electrical energy?

• Generator

• Electric Motor

• Gas Motor

• Galvanometer

Multiple Select

What is a transformer?

• A device that increases voltage

• A device that decreases voltage

• A device that increases current

Multiple Choice

What does a step up transformer do?

• Transmits electricity from a generating plant

• Transmits electricity from a power pole to your house

Multiple Choice

What does a step down transformer do?

• Decreases the voltage

• Increases the voltage

• Makes it stays the same

Multiple Choice

Students are studying electrical induction. The students have learned that transformers are used to step-up voltage and to step-down voltage. The students are given the core from an old step-down transformer, and they would like to use it to increase the voltage from a 100 volt source (input) to a higher voltage (output).

How can the students increase the output voltage of the transformer?

• Increase the number of wire coils on the input side of the transformer.

• Increase the number of wire coils on the output side of the transformer.

• Increase the size of the iron core but keep the number of wire coils the same on both the input and output sides of the transformer

• Increase the size of the iron core and increase the number of wire coils on the output side so that it is equal to the input side of the transformer.

Multiple Choice

Andrew rubs a glass rod with a piece of wool cloth. The glass rod acquires a positive charge. He then brings the glass rod close to an aluminum sphere that is attached to a wood post. The wood post is attached to an aluminum base that is connected to the ground by a copper wire. The aluminum sphere becomes negatively charged.

If Andrew removes the glass rod, which BEST describes what happens to the negative charges on the surface of the aluminum sphere?

• The negative charges, electrons, remain in a cluster near to where Andrew brought the positively charged glass rod.

• The negative charges flow through the wood post to the base and then to ground.

• The negative charges move to the other side of the aluminum sphere where they reform a cluster.

• The negative charges spread out across the surface of the aluminum sphere until they are uniformly spaced around the sphere.

Motion

• Force can cause a change in an object

• Motion is the change in direction, shape or position

• Forces change the position of objects

• Position describes where the object is in relation to another object

• The other object acts as a reference point.

• The reference point is used to support a change in position

Multiple Choice

According to Newton's 2nd Law of motion, if an equal force is applied to 2 objects with different masses, which object will experience greater acceleration?

• both will accelerate equally

• the object with more mass

• the object with less mass

• neither one

Multiple Choice

Balanced forces acting on an object will

• change the motion of that object

• not change the motion of that object

• do nothing

• make the object stop

Multiple Choice

Unbalanced forces acting on an object will

• change the motion of that object

• not change the motion of that object

• do nothing

• make the object stop

Multiple Choice

To find the net force when the forces are working in the same direction you will

• add the forces together

• subtract the forces from each other

• divide the forces

• multiply the forces

Multiple Choice

To find the net force when the forces are working in opposite directions you will

• add the forces together

• subtract the forces from each other

• divide the forces

• multiply the forces

Multiple Choice

What is the net force in this scenario?

• 5 Newtons Right

• 10 Newtons Right

• 15 Newtons Left

• 20 Newtons Left

Multiple Choice

What is the net force in this scenerio?

• 5 Newtons Right

• 10 Newtons

• 0 Newtons

• 15 Newtons Left

Multiple Choice

What is the net force in this scenario?

• 10 Newtons right

• 10 Newtons Left

• 15 Newtons Left

• 25 Newtons Right

Multiple Choice

A teacher placed marbles of different sizes at the same point at the top of an incline. She exerted different forces on them. Which marble is going to have the greatest acceleration and why?

Multiple Select

Investigation 2 The student has also noticed that a bowling ball moves slower than a tennis ball when pushed with the same force, and increasing the force of the pushes makes the balls move faster. He conducts a second investigation to study this.

Part A The student places a bowling ball and tennis ball on a wooden surface. He applies the same force to both the balls. He draws a diagram (Diagram 1) of his investigation. He labels the force as F, the mass of the bowling ball as m1 and the mass of the tennis ball as m2.The accelerations (a1 and a2) of each ball are shown by the lengths of the arrows drawn from each ball.

Part B Next, the student takes two plastic balls with the same mass (m) and places them on the same wooden surface. Now he applies different amounts of force (F1 and F2) on each. Again, the students draws a diagram showing his setup. The accelerations (a1 and a2) of the balls are shown by the lengths of the arrows drawn from each ball.

What are the questions that are being invesigated in Investigation 2? Select the two best answers.

• Does acceleration change with the mass of the object?

• Dose an unbalanced force affect the mass of an object?

• Does the mass affect the direction of the motion of the object?

• Does acceleration change with the force applied to the object?

• Does a balanced force affect the direction of the motion of an object?