Week of 1-27 Science Review #2

Anna wants to start a farming business. She compares two different areas of land. One area of land had a volcanic eruption about 30 years ago, but is not expected to erupt again for several hundred years. Another area has no volcanic activity at all. Anna decides to consider the destructive or constructive forces affecting the land that had volcanic activity. She plots a graph to compare plant growth in both areas to help her better understand if the volcanic land can be used for farming.

Which statement BEST supports a conclusion Anna could make about the volcanic land? 

• The volcanic ash that covered the area was a constructive force that deposited minerals and nutrients into the soil. The volcanic land has better quality soil and can be used for farming. 

• The lava that moved through the area was a constructive force that flattened areas, created rocks, and shifted waterways. The volcanic land has surface features that can be used for farming.  

• The volcanic ash that covered the area was a destructive force that caused chemical erosion in the soil, removing nutrients and minerals. The volcanic land is toxic and cannot be used for farming. 

• The lava that moved through the area was a destructive force that eroded and weathered away rocks, fields, and waterways. The volcanic land does not have surface features that can be used for farming. 

Tags

NGSS.MS-ESS2-2

NGSS.MS-LS1-5

Anna is building a model for a demonstration in her science class. She has a container with soil and rocks in it. She is going to hit the rocks with a hammer.

Which process in nature could Anna BEST simulate by hitting the rocks with a hammer?

• Anna could use the hammer to simulate the process of soil erosion.

• Anna could use the hammer to simulate the process of rock deposition.

• Anna could use the hammer to simulate the process of weathering.

• Anna could use the hammer to simulate the process of rock crushing.

Sherri is creating a model for her science class. She is using a container that slightly slopes down to the bottom. She places a puddle of water in the bottom and soil on the sloped sides. 

How could Sherri BEST model deposition?

• She could put rocks on top of the soil.

• 
  She could slowly pour water on the slope of soil.

• She could put an organism, like an insect, into the soil.

• She could put the container in the freezer to freeze the water and soil.

Tags

NGSS.MS-ESS2-2

NGSS.MS-ESS2-4

Which model(s) could be used to show the process of erosion?

• Model Two only

• Model Three only

• Model One and Two

• Model Two and Three

Tags

NGSS.MS-ESS2-2

A student plans to build a model to demonstrate how deposition creates sand dunes. 

Which step BEST completes the student’s plan for the model?

• Step 2: Shake the metal pan from side to side 

• Step 2: Use hands to form small mounds of sand

• Step 2: Hold fan at one end of the pan and turn on

• 
  Step 2: Push all of the sand towards one end of the pan

Tags

NGSS.MS-ESS2-2

Dan observes water moving between two rock formations while hiking through the woods.

Which statement BEST explains how surface features will change in this area?

• Flowing water weathers away the surface of the rocks. Erosion carries rock fragments downstream. Over time, destructive forces will cause the gap between the rock formations to widen.

• The water freezes during the winter. When the water thaws, it seeps into cracks in the rock formations. Over time, destructive forces will cause the rock formations to crumble into small pieces.

• Plants growing near the rock formations break through the rocks with their roots. The rocks eventually develop cracks and break into smaller pieces. Over time, constructive forces will allow more plant life to thrive near the water.  

• Wind carrying sediment passes between the two rock formations. Some pieces of sediment are large and sharp enough to scratch and cut away at the rock surfaces. Over time, constructive forces will change the rock formations into different, smaller shapes. 

Tags

NGSS.MS-ESS2-2

Julia’s family used a website to rent a house on the beach for vacation. When they arrived, the house did not look like it did in the picture on the website. Julia decides she wants to build a model to help her determine what happened to their beach house. 

Which model would provide Julia with the data she needs to explain what happened to the beach house?

• Fill a tray with wet sand and place a block at one end to represent the house. Slowly rake the wet sand towards the house and observe the changes.

• Fill half of a tray with sand and the other half with water. Place a block on the sand to represent the house. Slowly push the water onto the sand in waves and observe the changes.

• Fill a tray with dry sand and place a block at one end to represent the house. Hold a watering can above the house and slowly pour water over the house and observe the changes as it rains.

• Fill half of a tray with sand and the other half with water. Place a block on the sand to represent the house. Place the tray in a sunny spot and observe the changes as the water evaporates. 

Tags

NGSS.MS-ESS2-2

NGSS.MS-ESS2-4

Lisa was asked to make a model to show how wind can change the Earth’s surface. She was given a flat metal tray, some sand, a ball of clay, and a straw.

Which of the following describes the BEST way for Lisa to use the materials she was given to show how wind can change the Earth’s surface?

• Lisa should place a pile of sand at one end of the tray. Then she should form the clay into a ball and place it at the other end of the tray. Finally she should use the straw to blow over the top of the clay ball toward the pile of sand.

• Lisa should place a pile of sand at one end of the tray. Then she should form the clay into the shape of a ball and place the ball in the middle of the tray. Finally, she should use the straw to begin blowing the sand in the direction of the clay ball.

• Lisa should place a pile of sand at one end of the tray. Then she should flatten out the clay into the shape of a pancake and place the clay pancake on top of the pile of sand. Finally she should use the straw to blow sand out from under the clay pancake toward the other side of the pan.

• Linda should place a pile of sand at one end of the tray. Then she should flatten out the clay and place it up against the edge of the pile of sand to form a wall in front of the sand. Finally she should use the straw to blow the sand over the clay toward the opposite end of the tray.

Tags

NGSS.MS-ESS2-2

Carlie decided to use a cake to show how a mountain can be changed by destructive processes. She baked a small cake and placed it on a cookie sheet. Then she followed the steps to model some of Earth’s destructive processes.

Which describes what Carlie will need to do to show an earthquake?

• Use a spoon to carve away large chunks of the cake.

• Pick up opposite sides of the cookie sheet and gently shake it back and forth.

• Place a block under one end of the cookie sheet so the cake will begin to slide.

• Squeeze thin red frosting over the top of the cake and let it run down the sides of the cake.

Tags

NGSS.MS-ESS2-2