7th Grade Energy and Light Science Standardized Practice Quiz

Evelyn, Nora, and Elijah are discussing about the different types of energy in their science class. They are trying to understand each type with a real-world example. Can you help them?

• 2) Magnetic energy - energy from magnetic fields (e.g. a refrigerator magnet at Evelyn's home)

• 1) Sound energy - energy from vibrations (e.g. Nora's dog barking)

• The different types of energy are: 1) Kinetic energy - energy of motion (e.g. Elijah's moving car), 2) Potential energy - stored energy (e.g. a stretched rubber band in Nora's hand), 3) Thermal energy - heat energy (e.g. boiling water in Evelyn's kitchen), 4) Chemical energy - energy stored in chemical bonds (e.g. burning wood in Elijah's fireplace), 5) Electrical energy - energy from electric charges (e.g. lightning during a storm), 6) Light energy - energy from electromagnetic waves (e.g. sunlight in Nora's backyard), 7) Nuclear energy - energy from the nucleus of an atom (e.g. nuclear power plants).

• 3) Wind energy - energy from moving air (e.g. wind turbines that Evelyn saw during her trip)

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Anika, Evelyn, and William are discussing the concept of potential and kinetic energy. They want to understand it with the help of real-world examples. Can you help them?

• Potential energy is like a calm lake, and kinetic energy is like a tree in the wind.

• Potential energy is like a stretched rubber band, and kinetic energy is like a moving car.

• Potential energy is like a full battery, and kinetic energy is like a stationary rock.

• Potential energy is like a sleeping cat, and kinetic energy is like a book on a shelf.

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David, William, and Daniel are discussing the process of light reflection. They want to understand it better with a real-life example. Can you help them?

• When David looks into a mirror, he sees a blurry image of his surroundings. This is an example of light reflection.

• When William looks into a mirror, he sees a clear image of his surroundings. This is an example of light reflection.

• Light reflection occurs when Daniel looks through a glass window.

• An example of light reflection is when light passes through a prism and creates a rainbow, like what Daniel saw in his science class.

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Aria, Samuel, and Lily are experimenting with a plane mirror in their physics class. They are trying to understand the law of reflection. Can you help them understand what the law of reflection is and how it is applied in the case of a plane mirror?

• The law of reflection states that the angle of incidence is greater than the angle of reflection. In the case of a plane mirror, the light rays reflect off the mirror surface at a smaller angle than they hit it.

• The law of reflection states that the angle of incidence is equal to the angle of reflection. In the case of a plane mirror, the light rays reflect off the mirror surface at the same angle they hit it.

• The law of reflection states that the angle of incidence is less than the angle of reflection. In the case of a plane mirror, the light rays reflect off the mirror surface at a larger angle than they hit it.

• The law of reflection states that the angle of incidence is unrelated to the angle of reflection. In the case of a plane mirror, the light rays reflect off the mirror surface in random directions.

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Michael is working on a science project about electricity. He needs to differentiate between conductors and insulators and provide examples of each. Can you help him?

• Conductors are materials that do not allow the flow of electricity, such as rubber and plastic. Insulators are materials that allow the flow of electricity, such as copper and aluminum.

• Conductors are materials that allow the flow of electricity, such as copper and aluminum. Insulators are materials that do not allow the flow of electricity, such as rubber and plastic.

• Conductors are materials that do not allow the flow of electricity, such as wood and glass. Insulators are materials that allow the flow of electricity, such as silver and gold.

• Conductors are materials that block the flow of electricity, such as rubber and plastic. Insulators are materials that promote the flow of electricity, such as copper and aluminum.

Harper, Aria, and James are conducting a science experiment. They noticed that the metal spoon in their hot soup heated up quickly. Can you explain why metals, like the spoon in their experiment, are good conductors of heat and electricity?

• Metals like the spoon in their experiment have no free electrons

• Metals like the spoon in their experiment have free electrons that can move easily.

• Metals like the spoon in their experiment are made of insulating materials

• Metals like the spoon in their experiment have a high resistance to the flow of electrons

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Emma, Maya, and Abigail were observing a rainbow after a rain shower. They started discussing what the visible spectrum is and how it is related to the colors of the rainbow. Can you help them understand?

• The visible spectrum is the range of colors that can be seen by the human eye, including red, orange, yellow, green, blue, indigo, and violet. It is related to the colors of the rainbow because the rainbow is formed when sunlight is refracted, or bent, as it passes through water droplets in the atmosphere, separating the sunlight into its different colors.

• The visible spectrum is the range of colors that can be seen by animals, including red, pink, and brown. It is related to the colors of the rainbow because the rainbow is formed by unicorns dancing in the sky.

• The visible spectrum is the range of colors that can be seen by the human eye, including black, white, and gray. It is related to the colors of the rainbow because the rainbow is formed by magic.

• The visible spectrum is the range of colors that can be seen by the human eye, including red, orange, yellow, green, blue, indigo, and violet. It is related to the colors of the rainbow because the rainbow is formed when sunlight is absorbed by clouds.

Aria, Arjun, and Noah are experimenting with a prism in their physics class. They shine a beam of white light through the prism. What happens to the light? Provide an example of this phenomenon.

• When they pass the white light through the prism, it turns into black light.

• The light is absorbed by the prism and disappears.

• The light becomes invisible to the human eye.

• When they pass the white light through the prism, it is dispersed into a spectrum of colors.

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During a science experiment, Jackson, Harper, and Michael were discussing the concepts of heat and temperature. They were trying to differentiate between the two. Can you help them understand the difference by providing a real-world example?

• Heat is like the energy transferred when Jackson pours hot water into Harper's cold water glass, while temperature is like the measure of how hot Michael's coffee is, which is the average kinetic energy of its particles.

• Heat is like the measure of how hot Michael's coffee is, which is the average kinetic energy of its particles, while temperature is like the energy transferred when Jackson pours hot water into Harper's cold water glass.

• Heat is like the measure of how hot Michael's coffee is, which is the average kinetic energy of its particles, while temperature is like the measure of the total energy in Harper's heated room.

• Heat is like the measure of the total energy in Harper's heated room, while temperature is like the energy transferred when Jackson pours hot water into Harper's cold water glass.

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Ava, Arjun, and Nora are conducting a science experiment. They are trying to understand how the specific heat capacity of different substances affects the amount of heat energy required to change their temperatures. Can you explain this concept to them?

• Specific heat capacity is only important for solids, not liquids or gases

• Specific heat capacity has no relation to the transfer of heat

• Specific heat capacity is only related to the color of the substance

• Specific heat capacity determines how much heat energy is needed to change the temperature of a substance.

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