A student conducts an investigation using four identical cans, each with a hole in the bottom. The Student fills each can with a different type of soil and then adds 200 milliliters (mL) of water to each can. The graduated cylinders in the diagram below show the amount of water that drains through the soil and out the bottom of each can.

Some plants have roots that reach very deep underground. Which type of soil will most likely stop water from flowing to the deepest roots of these plants?

• Soil type 1

• Soil type 2

• Soil Type 3

• Soil type 4

Tags

NGSS.MS-LS2-1

NGSS.MS-LS2-4

Several students investigate the characteristics of soil. The students observe samples of common soils. In one sample they observe that water drains through the soil easily. When they rub the soil between their fingers, it feels rough and scratchy and its particles feel hard. The soil the students observed is most likely ...

• Clay

• silt

• loam

• sand

A student places 250g samples of clay, sand, ravel and silt in separate flower pots. The pots are set on a wire rack and dishes are placed beneath the pots so that water can drip through the holes and collect. The student then pours 100 mL of water over the sample in each pot. The student measures the time it takes for water to begin dripping from the bottom of each pot.

What property of soils is the student most likely examining with this procedure?

• The differences in texture between wet and dry soils

• How well different soils retain water

• How much water needed to dissolve different soils

• The amount of teim it takes different soild to dry

The finger-like formations in the cavern shown above are called stalactites and stalagmites. Which process most likely formed these stalactites and stalagmites?

• Slow deposition of minerals

• fast erosion of soil

• fast rising of water

• slow cooling of air

Tags

NGSS.MS-ESS2-2

The diagram below shows the sequence of the processes that turn solid rock into sandstone.

Which two process best complete this diagram?

• Melting and cooling

• erosion and compaction

• compaction and cementation

• Evaporation and dissolving

Tags

NGSS.MS-ESS2-2

All of these are related to the formation of oil or natural gas EXCEpt--

• decomposed animals

• decayed plants

• sedimentary rocks

• active volcanoes

Tags

NGSS.MS-ESS1-4

NGSS.MS-ESS2-1

NGSS.MS-ESS3-1

The model below shows layers of sediment on the floor of an ocean.

Which of the following best explains how these layers can become rock over many years?

• Sand in the sediment melts and turns into rock.

• The weight of the water compacts the sediment into rock

• Changing water temperatures turn sand in the sediment into rock

• Pollution caused by humans turns the sediment into rock

Tags

NGSS.MS-ESS2-2

Fossil fuels formed over long periods of time after particles in water settled to the seafloor and formed marine mud. What kinds of particles needed to be present in the marine mud in order for fossil fuels to form?

• Mostly sand and a few small bits of wood

• Mostly dead marine organisms

• mostly lava and a few sedimentary rocks

• mostly metal minerals

Some students make a model to show one of the first steps in the formation of sedimentary rock. The students pour 2 centimeters of light-colored sand into a clear plastic box. Then they add 1 centimeter of gravel. Finally they pour 2 centimeters of dark colored sand on top of the gravel. Which characteristic of sedimentary rock does this model best show?

• sedimentary rock is made in layers

• Sedimentary rock is cemented bits of rock

• sedimentary rock is often limestone

• sedimentary rock is common in Texas

Erosion is one of the processes involved in the formation of sedimentary rock. Which of these best describes the process of erosion?

• Rocks are broken into smaller places that remain in the same location

• Pressure compacts layers of sediment and turns them into rock

• Pieces of rock or soil and carried from one place to another

• Sediment grains fall to the bottom of a lake to form sedimentary layers

Tags

NGSS.MS-ESS2-2