3rd grade midyear science review

A student has a candy bar in a coat pocket. The coat is hanging on the coat rack. When the student went to eat the candy for a snack, it melted. Which question would help determine the source of heat that caused the candy bar to melt?

• Is the coat very thick?

• What is the temperature of the room?

• What size is the coat?

• How many students are in the room?

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5

A group of kids were riding their bikes after school. They were going really fast and then approached a large downward hill. They realized that they were going too fast, so they tried to slow down all the way down the hill with their brakes. They got off their bikes and realized their bikes were very hot. What question do the kids need to ask to determine the heat source that caused this?

• How steep was the hill?

• What was the temperature of the street?

• What was the speed the kids were going?

• Were the brakes of the bike on the entire way down the hill?

Tags

NGSS.MS-PS3-1

NGSS.MS-PS3-3

NGSS.MS-PS3-4

You have 4 plastic cups filled with water. Each cup is a different color. What is the best way to investigate to see which color will increase the temperature of the water the most when placed outside?

• Place all 4 cups on different surfaces in direct sunlight. After 20 minutes measure the temperature of the water in each cup. Compare the temperatures to see which is the highest.

• Place all 4 cups on the same surface in direct sunlight. After 20 minutes measure the temperature of the water in each cup. Compare the temperatures to see which is the highest.

• Place 2 of the cups on the sidewalk in direct sunlight and 2 of the cups in the shade in the grass. After 20 minutes measure the temperature of the water in each cup. Compare the temperatures of the cups in the sun to the temperature of the cups in the shade.

• Place 2 of the cups on the sidewalk and 2 of the cups in the grass. After 20 minutes in direct sunlight, measure the temperature of the water in each of the cups. Compare all of the temperatures to find the highest.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

A student wants to test out if sunlight does impact the temperature of her black jackets. She places three black jackets and records their temperatures after 30 minutes.

What can the student conclude based upon the results of the investigation?

• Sunlight impacts the temperature of the black jacket, but the shade and sitting in the classroom does not impact the temperature.

• Direct sunlight increases the temperature of the black jacket more than sitting in the shade and the classroom.

• The black jacket temperature increases just as much in the shade as it does in the direct sunlight.

• The temperature of the black jacket decreases in the classroom, shade, and the direct sunlight.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5

You put your water bottle down on the sidewalk while you were playing soccer with several of your classmates. When you came back to drink your water, you noticed it was really warm. This has been a problem for several of your friends in your class. What investigation could you perform to show your friends the best place to keep the water as cool as possible?

• Place the water bottles in the direct sunlight and record the beginning temperature and the temperature after recess.

• Place the water bottles in the shade and record the beginning temperature and the temperature after recess.

• Take the temperature of all the water bottles before practice and spread out the water bottles in different sunny areas. Compare the feel of the water bottles after practice.

• Take the temperature of all the water bottles before practice and spread out the water bottles in different sunny and shaded areas. Take the temperature after practice and compare the temperatures.

Tags

NGSS.MS-PS3-4

A solar cooker is a device that can be used to cook food outside using heat from the sun when electricity is not available. Ernest is going camping and wants to build a solar cooker to cook his hot dogs. Below is a table showing the choices of materials he can choose for his solar cooker.

What can Ernest conclude about his choices and which option should he use to cook his food the fastest and why?

• Choice #1 is the best insulator so he should use that.

• Choice #1 is the best conductor so he should use that.

• Choice #2 is the best insulator so he should use that.

• Choice #2 is the best conductor so he should use that.

Tags

NGSS.MS-ETS1-2

NGSS.MS-PS3-3

NGSS.MS-PS3-4

Lilly is trying to earn money by opening a sno-cone stand in her neighborhood, but she is having a problem with the sno-cones melting in the hot summer sun.

Lilly is trying to earn money by opening a sno-cone stand in her neighborhood, but she is having a problem with the sno-cones melting in the hot summer sun.

Lilly has a large box to keep the sno-cones in while she tries to sell them. She also has the materials listed in the picture to choose from to put in or on the box.

How could Lilly create a device to keep her sno-cones from melting in the sun?

• She should create a box with tin foil and black paper to block the sun’s reflection.

• She should create a box with black felt and black paper since black is a conductor.

• She should create a box with styrofoam and cotton balls since these materials are insulators.

• She should create a box with black paper and styrofoam since conductors and insulators built together can prevent the cones from melting.

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

NGSS.MS-ETS1-3

NGSS.MS-PS3-3

A student found a rock in his backyard and wants to figure out whether it is a rock or a mineral. Which is NOT a question that we can ask to identify if the sample is a rock or mineral?

• How big is it?

• Is it all one color?

• Is it smooth or rough?

• Is it made of one material?

There are several examples of rocks and minerals on a lab table. Bob chooses a sample that is gray, with black layers. When he uses a hand lens, he observes small crystals throughout the sample. The sample weighs about 12 grams and it breaks very easily.

What questions could Bob ask that would help him determine if the sample is a rock or a mineral?

• What does the surface of the sample feel like? Is the sample made out of only one material?

• How many materials make up the sample? How many grams does the sample weigh?

• Does the sample have crystals? How much does the sample weigh?

• Is the sample easy to break open? What is the color of the sample?

A group of students are testing the luster of a mineral to share the results with the rest of the class. Which question would the group of students test to determine the luster of the mineral?

• Is the mineral easy or difficult to scratch?

• Is the surface of the mineral smooth or rough?

• How many colors are identified in the mineral?

• How does the mineral shine when light shines on it?