Milestones Review

A student is shown a simple model of particles that make up a liquid, as shown .

How should the model be changed to show the particles of a solid?

(S8P1)

• Increase the velocities of the particles, and increase the space between the particles .

• Increase the velocities of the particles, and decrease the space between the particles .

• Decrease the velocities of the particles, and increase the space between the particles .

•  Decrease the velocities of the particles, and decrease the space between the particles .

Tags

NGSS.MS-PS1-4

How should the model be changed to show the particles of a liquid at a higher temperature?

(S8P1)

• Separate the particles into positive and negative charges, and increase the space between the particles .

•  Separate the particles into positive and negative charges, but maintain the same space between the particles .

• Decrease the velocities of the particles, and decrease the space between the particles .

• Increase the velocities of the particles, but maintain the same space between the particles .

Tags

NGSS.MS-PS1-4

Which of the following correctly describes the models? (S8P1)

• Model 1 is a pure substance and Model 2 is a mixture

• Model 1 and Model 2 are both mixtures because they contain different types of atoms

• Model 1 is a homogeneous mixture and Model 2 is a heterogeneous mixture

• Model 1 is a mixture and Model 2 is a pure substance

Tags

NGSS.MS-PS1-1

A student is planning an investigation in which different modes of heat transfer will be used to heat a thermometer . The diagram shows the setup used to conduct the first part of the investigation .

In this setup, the thermometer is being heated by conduction and convection . How should the student change the setup to heat the thermometer by using only radiation?

(S8P2)

• 
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• 
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A student is planning an investigation to explore different properties of matter.

Which investigation will help the student explore a physical property of matter?  (S8P1)

•  investigation: Place a solid in a beaker and add a small amount of liquid . observation: The beaker becomes warm to the touch .

•  investigation: Add a small amount of solid to a liquid in a beaker . observation: The solid dissolves in the liquid .

• investigation: Add a small amount of solid to a liquid in a beaker . observation: The solution starts to fizz and overflows the container .

• investigation: Place a solid in a beaker and add a small amount of liquid . observation: Bubbles form on the top of the solid .

A student is asked to conduct an investigation that will determine a physical property of a cube- shaped solid block of salt sample .

Which procedure BEST measures a physical property of the sample?

(S8P1)

•  1 . Measure 10 mL of vinegar (acetic acid) in a graduated cylinder . 2 . Pour the acetic acid into a beaker . 3 . Drop the sample into the beaker of acetic acid to determine what happens to the sample . 4 . Record your observations .

• 1 . Gently break the solid sample into smaller pieces using a hammer . 2 . Use long-handled forceps to pick up one of the small sample pieces . 3 . Hold the small sample piece in the flame of a Bunsen burner for a few seconds to determine what happens to the sample . 4 . Record your observations .

• 1 . Use a ruler to measure the length of one side of the sample . 2 . Record this value to the nearest millimeter . 3 . Cube the value in step 2 . 4 . Place the cubed sample on the digital balance .

  5 . Record this value to the nearest tenth of a gram . 6 . Divide the value in step 5 by the value in step 3 .

•  1 . Cut away two different-sized pieces of the sample and place into a container on a hot plate . 2 . Place two thermometers in the containers, one touching each sample . 3 . Record the time it takes the temperature of the smaller sample to increase 1°C . 4 . Continue to heat the sample .

  5 . Record the time it takes the temperature of the larger sample to increase 1°C . 6 . Subtract the value in step 3 from the value in step 5 .

Which model shows the structure and movement of particles in a solid? (S8P1)

• Model 1

• Model 2

• Model 3

• Model 4

Students are exploring the relationship between velocity and acceleration . This graph shows the acceleration of a remote-controlled toy car .

Which statement is TRUE based on the graph?

(S8P3)

• Segment BC and segment EF show constant speed .

• Segment OA and segment BC show constant speed .

• Segment AB and segment CD show positive acceleration .

•  Segment OA and segment DE show positive acceleration .

Tags

NGSS.MS-PS3-1

Which pair of statements is a valid description and explanation of the motion of the ball based on evidence from the diagram? (S8P3)

• description: The ball slows down as it moves to the right because the horizontal forces are unbalanced, with the larger force acting to the left . explanation: The ball speeds up as it moves downward because the vertical forces are unbalanced, with the larger force acting downward .

• description: The ball speeds up as it moves to the right because the horizontal forces are unbalanced, with the larger force acting to the right . explanation: The ball speeds up as it moves downward because the vertical forces are unbalanced, with the larger force acting downward .

• description: The ball moves at a constant speed to the right because the horizontal forces are unbalanced, with the larger force acting to the left . explanation: The ball slows down as it moves downward because the vertical forces are unbalanced, with the larger force acting upward .

• description: The ball slows down as it moves to the right because the horizontal forces are unbalanced, with the larger force acting to the right . explanation: The ball moves at a constant speed downward because the vertical forces are unbalanced, with the larger force acting upward .

Tags

NGSS.MS-PS2-2

A coach at a track meet measured the time of a runner every 10 meters (m) during a 100 m dash . The data for the runner are shown .

Which statement is the BEST analysis of the data for the runner?

(S8P3)

• The runner covers the first 80 m running at a constant speed and then slows down, reaching a

  minimum speed during the final 20 m .

• The runner starts slower and speeds up, reaching a constant speed between 20 and 80 m, and then

  speeds up again during the final 20 m .

• The runner covers the first 70 m running at a constant speed and then speeds up, reaching a maximum speed during the final 30 m .

• The runner starts slower and speeds up, reaching a maximum speed between 50 and 70 m, and then slows down during the final 30 m .

Tags

NGSS.MS-PS3-1