Physical Science Practice

Michael left his bicycle laying in the yard during several rain storms. When Michael went to ride his bicycle again, he noticed rust on the metal bicycle chain. What inference can Michael make about the rust on the metal bicycle chain?

• Rust formed on the metal bicycle chain because it was covered with too much lubricant.

• Rust formed on the metal bicycle chain because it had been left out in direct sunlight.

• Rust formed on the metal bicycle chain because elements from the rain, the air, and the metal chemically combined.

• Rust formed on the metal bicycle chain because the bicycle was left laying on its side.

Tags

NGSS.MS-PS1-2

Emily conducts an experiment to compare the densities of cork and iron with water. She places a piece of cork and a small iron nail in a beaker filled with 100 mL of water, and she records her observations. What can Emily conclude from her experiment?

• Both the cork and the iron nail are more dense than water.

• Both the cork and the iron nail are less dense than water.

• The cork is more dense than water, and the iron nail is less dense than water.

• The iron nail is more dense than water, and the cork is less dense than water.

Tags

NGSS.MS-PS1-2

Lucy was given a horseshoe magnet like the one shown. Lucy wants to see how strong her magnet is. What step should Lucy take to test the strength of her horseshoe magnet?

• Lucy should throw her magnet, and the time it stays in the air will tell her how strong her magnet is.

• Lucy should shine a flashlight on the magnet, and the amount of light that reflects off the magnet will tell her how strong her magnet is.

• Lucy should tap her magnet on the table, and the vibrations her magnet makes will tell her how strong her magnet is.

• Lucy should place her magnet on a pile of metal paper clips, and the number of paper clips that stick to the magnet will tell her how strong her magnet is.

Tags

NGSS.MS-PS2-3

A student performs an experiment to study how clothing helps keep one warm during winter. He takes 2 cups of water at 50°C and labels them 1 and 2. He wraps cup 1 with a wool sock and cup 2 with a cotton sock. The table shows the details of the temperature changes for both cups. What can the student predict about the temperature of the water in the cups after 25 minutes have passed?

• The water in cup 2 will be at a higher temperature than cup 1, proving that wool is a better insulator of heat than cotton.

• The water in cup 2 will be at a higher temperature than cup 1, proving that wool is a better conductor of heat than cotton.

• The water in cup 1 will be at a higher temperature than cup 2, proving that wool is a better conductor of heat than cotton.

• The water in cup 1 will be at a higher temperature than cup 2, proving that wool is a better insulator of heat than cotton.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5

A student performs an activity, filling two large bowls, A and B, with 500 mL of water each. He adds 115 g of salt to bowl A and allows the salt to dissolve completely. He places an egg in bowl B and observes that the egg sinks. The student then places the same type of egg in bowl A and observes that the egg floats. What can be correctly concluded from the observation?

• Salt decreases the mass of water.

• Salt increases the density of water.

• Salt decreases the volume of water.

• Salt increases the temperature of water.

A student is designing a boat to carry a marble across a bowl of water. The student observes that a flat rectangle of tin foil floats on the surface of the water and tests the ability of the tin foil to carry a marble, as shown. The student observes that both the marble and tin foil sink. Which design change would most likely help the tin foil boat carry the marble?

• Crumple the tin foil to make it round to match the shape of the marble.

• Fold the edges of the tin foil up to keep water off the top surface of the tin foil.

• Use a pen to mark the middle of the tin foil to place the marble accurately.

• Use a smaller piece of tin foil to decrease the amount of water on the surface of the tin foil.

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

A student placed sand in a bowl and added pebbles to it. The student then stirred the contents of the bowl using a spoon. Which statement correctly describes the contents of the bowl?

• It is a solution as it is a combination of two solids

• It is a solution as it can be separated into individual substances

• It is a mixture as both sand and pebbles keep their separate properties.

• It is a mixture as both sand and pebbles cannot be distinguished separately.

A student fills 4 different beakers with 100 mL of water at 4 different temperatures. She dissolves 5 g of sugar in the water in each beaker. She records the time taken to dissolve at each temperature. The table and line graph show the data recorded. Which data point is plotted incorrectly on the graph?

• temperature = 25°C; time = 9 seconds

• temperature = 30°C; time = 7 seconds

• temperature = 35°C; time = 5 seconds

• temperature = 40°C; time = 4 seconds

Tags

NGSS.MS-PS3-1

NGSS.MS-PS3-4

Which sugar and water combination will dissolve the fastest ?

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Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-4

NGSS.MS-PS3-4

Dan wants to see how sugar and sand mix with water. He adds 5 grams of sugar and 5 grams of sand to 100 mL of water. He stirs the mixture thoroughly. Dan then pours the mixture through filter paper into another beaker. The diagram shows how filtering is completed using filter paper and a funnel. After Dan filters the mixture using the filter paper and funnel, which statement should be correct?

• Both the sugar and the sand are collected by and found on the filter paper.

• Both the sugar and the sand are found in the water collected in the beaker.

• The sand is found in the water collected in the beaker, and the sugar is collected by and found on the filter paper.

• The sugar is found in the water collected in the beaker, and the sand is collected by and found on the filter paper.

Tags

NGSS.MS-PS1-2