2-6 Starters

Waves were created on three identical ropes

 

Of the three waves shown, Wave 2 has the greatest________________________

• wave speed, because it has more crests than the other ropes.

• frequency, because it has a larger wavelength than the other ropes.

• wave speed, because the rope is moving up and down faster than the other ropes.

• frequency, because there are more crests in the same length of rope than there are in the other waves.

Tags

NGSS.MS-PS4-1

A student plots the magnetic field of a bar magnet using a compass. The
student centers the bar magnet in the middle of a piece of paper and uses
the compass to plot points around the magnet.

Which diagram best shows the magnetic field around a bar magnet

• 
• 
• 
• 

Tags

NGSS.MS-PS2-3

1. Based on the information given, which part of Investigation #2 is most likely the independent variable?

• the type of wire

• the number of coils et

• the size of the battery

• the strength of the magnet

Tags

NGSS.MS-PS2-2

1. Which phenomenon is most likely being tested during Investigation #1?

• An iron nail is a natural magnet.

• An iron nail has to be used to create an electromagnet.

• A small battery has stored magnetism that can be used to attract paper clips.

• Wire wrapped around an iron nail attached to the poles of a battery will produce a magnetic force.

Tags

NGSS.MS-PS2-3

1. Which phenomenon is most likely being tested during Investigation #2?

• The larger the nail is, the more magnetic force it will have.

• The battery increases in power when the wire

• The magnetic force increases when more coils are wrapped around the nail.

• The wire around the nail needs to be thin to make the magnetic force stronger. Wire wrapped around an iron nail attached to the poles of a battery will produce a magnetic force.

Tags

NGSS.MS-PS2-3

NGSS.MS-PS2-5

The student continued reading and discovered that motors are built on the concept of electromagnets. Motors are used in many of the items found in a home, such as electric toothbrushes, ceiling fans, and vacuum cleaners. Since motors use electromagnets, the student decided to build his own. The student constructed a model of a small motor using an electromagnet. The model will be tested to see if it works when a copper wire is attached to a battery

The student looped the copper wire as shown in the diagram, with the wire ends straightened out. The paper clips were reshaped and used to hold up the loops of copper wire, and the rubber band was used to hold the paper clips against the battery. The student used sandpaper to remove only one side of the rubber coating from both ends of the wire. The wire loop was then placed in the paper clip holders so that the wire loop could move freely. The student then placed the ring magnet on top of the battery. The student discovered that the copper loop began to spin very quickly. He also discovered that when the magnet on the battery was moved farther away, the spinning of the copper loop slowed down. The student revised the procedure to try to make the copper loop spin faster by adding more loops to the copper wire. The student observed that it did spin faster when more loops were added. The student has other ideas for revising the procedure to make the wire loop spin faster

The student discovered that the wire loop rotates 300 times every second. The student then reduced the number of loops by half and discovered that the wire loop rotated half as fast. After the number of wire loops had been reduced by half, how many rotations did the wire loop complete in 10 seconds?

• . 150

• 300

• 3,000

• 1,500

Tags

NGSS.MS-ETS1-3

NGSS.MS-PS2-2

NGSS.MS-PS2-5

The student continued reading and discovered that motors are built on the concept of electromagnets. Motors are used in many of the items found in a home, such as electric toothbrushes, ceiling fans, and vacuum cleaners. Since motors use electromagnets, the student decided to build his own. The student constructed a model of a small motor using an electromagnet. The model will be tested to see if it works when a copper wire is attached to a battery

The student looped the copper wire as shown in the diagram, with the wire ends straightened out. The paper clips were reshaped and used to hold up the loops of copper wire, and the rubber band was used to hold the paper clips against the battery. The student used sandpaper to remove only one side of the rubber coating from both ends of the wire. The wire loop was then placed in the paper clip holders so that the wire loop could move freely. The student then placed the ring magnet on top of the battery. The student discovered that the copper loop began to spin very quickly. He also discovered that when the magnet on the battery was moved farther away, the spinning of the copper loop slowed down. The student revised the procedure to try to make the copper loop spin faster by adding more loops to the copper wire. The student observed that it did spin faster when more loops were added. The student has other ideas for revising the procedure to make the wire loop spin faster

Which variable in this investigation is the dependent variable?

• the size of the battery

• the number of loops of copper wire

• the position of the ring magnets

• the speed at which the copper loop spins

Tags

NGSS.MS-PS2-3

NGSS.MS-PS2-5

The student continued reading and discovered that motors are built on the concept of electromagnets. Motors are used in many of the items found in a home, such as electric toothbrushes, ceiling fans, and vacuum cleaners. Since motors use electromagnets, the student decided to build his own. The student constructed a model of a small motor using an electromagnet. The model will be tested to see if it works when a copper wire is attached to a battery

The student looped the copper wire as shown in the diagram, with the wire ends straightened out. The paper clips were reshaped and used to hold up the loops of copper wire, and the rubber band was used to hold the paper clips against the battery. The student used sandpaper to remove only one side of the rubber coating from both ends of the wire. The wire loop was then placed in the paper clip holders so that the wire loop could move freely. The student then placed the ring magnet on top of the battery. The student discovered that the copper loop began to spin very quickly. He also discovered that when the magnet on the battery was moved farther away, the spinning of the copper loop slowed down. The student revised the procedure to try to make the copper loop spin faster by adding more loops to the copper wire. The student observed that it did spin faster when more loops were added. The student has other ideas for revising the procedure to make the wire loop spin faster

Which modification would most likely make the wire loop rotate faster?

• Use a larger battery.

• Use thinner copper wire.

• Use several smaller magnets instead of two large ones.

• Use sandpaper to remove the rubber coating from the loops of wire.

Tags

NGSS.MS-PS2-1

NGSS.MS-PS2-2

NGSS.MS-PS2-3

Which statement best describes the process of the formation of the solar system?

• 1. Gravity pulled the gas and dust together.

• 2. A black hole pulled the gas and dust together.

• 1. An explosion pushed the gas and dust together.

• 2. Magnetism attracted the gas and dust together

Tags

NGSS.MS-ESS1-2

A student has a remote control for a television. The student points the remote at the television and presses a button on the remote labeled Volume. A small red light flashes on the front of the remote. The student observes that the sound from the television becomes lower.

Which statement best describes how the remote control communicates with the television to change the volume of the sound?

• 1. The remote control sends microwaves toward the television that are absorbed by the front of the television.

• 2. The remote control sends low-energy infrared radiation to a light detector on the front of the television.

• 3. The remote control sends radio waves in many directions, which bounce off the walls of the room toward the front of the television.

• 2. The remote control sends sound waves in many directions, which bounce off the walls of the room toward a vibration detector on the front of the television