Quarter 1 Benchmark Review

A student is planning an experiment using a nail, a wire, and a battery to investigate the factors that affect and do not affect the strength of an electromagnet.

Which factor would NOT affect the strength of the electromagnet?

• the kind of metal used for the nail in the electromagnet

• the amount of current flowing through the electromagnet

• the number of coils of wire used in the electromagnet

• the direction of the current flowing through the electromagnet

A student moves a horseshoe magnet by hand across a tabletop to varying distances from an electromagnet, as shown in the diagram.

The student records observations of how much force it takes to hold the horseshoe magnet in place at each distance.

Observations:

20 cm: no force required

10 cm: small force required, easy to hold in place

5 cm: large force required; very difficult to hold in place

What do the student's observations demonstrate?

• the electromagnet's magnetic field is stronger as more turns are added to the wire on the nail

• The electromagnet's magnetic field is stronger close to it than far from it

• the electromagnet's magnetic field becomes stronger as a small amount of strength is added to the system by the battery

• the electromagnet's magnetic field becomes stronger as more magnetic material is added to it

Tags

NGSS.MS-PS2-3

NGSS.MS-PS2-5

An engineer is designing a large-scale electromagnet that has the strongest magnetic field possible. The engineer builds a small-scale model of an electromagnet using the same types of materials they plan to use for the large-scale electromagnet: a metal core, copper wire coiled around the metal, and a battery attached to both ends of the copper wire.

They test varying numbers of coils in the wire for two different metals. The graph shows the test results.

How can the engineer use the data collected to optimize the electromagnet design?

• The engineer should use nickel and a low number of coils because the electromagnet picked up more paper clips than iron as the number of coils decreased.

• The engineer should use nickel and a high number of coils because the electromagnet picked up more paper clips than iron as the number of coils increased.

• The engineer should use iron and a low number of coils because the electromagnet picked up more paper clips than nickel as the number of coils decreased.

• The engineer should use iron and a high number of coils because the electromagnet picked up more paper clips than nickel as the number of coils increased.

Tags

NGSS.MS-PS2-3

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

Which two magnets provide the BEST evidence that objects can exert forces on each other even when they are not in contact?

• Magnet 1 and Magnet 2

• Magnet 2 and Magnet 3

• Magnet 1 and Magnet 3

• Magnet 3 and Magnet 4

Tags

NGSS.MS-PS2-3

NGSS.MS-PS2-5

Which of these statements is true regarding magnetic poles?

• Opposite poles attract each other

• Opposite poles repel each other

• Like poles attract each other

• Like poles repel each other

Tags

NGSS.MS-PS2-3

Two movers are moving a sofa. The forces that the movers apply to the sofa are shown in the picture.

What will MOST LIKELY happen if Mover 2 pulls forward with a greater force?

• The sofa will feel heavier.

• The sofa will stop moving.

• They will move the sofa faster.

• They will move the sofa slower.

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-1

Two movers are moving a sofa. The forces that the movers apply to the sofa are shown in the picture.

Which TWO forces would result in a zero net force acting on the sofa?

• Mover 2 pulling forward with a force of 1 N.

• Mover 1 pulling backward with a force of 5 N.

• Mover 1 pushing forward with a force of 3 N.

• Mover 2 pushing backward with a force of 5 N.

• Mover 2 pushing backward with a force of 9 N.

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-1

Which force applied to a moving object will stop its motion?

• a force equal to the existing force in the same direction

• a force equal to the existing force in the opposite direction

• a force twice as strong as the existing force in the same direction

• a force twice as strong as the existing force in the opposite direction

Tags

NGSS.MS-PS2-2

A student is investigating acceleration and force. The student rolls five balls of different masses and records her observations in the table shown.

What claim can the student make using this data?

• The acceleration of an object is dependent on its mass.

• The mass of an object is directly proportional to its acceleration

• The acceleration of an object decreases as the mass of an object increases

• The amount of force required to accelerate an object is proportional to its mass

Tags

NGSS.MS-PS2-2

The picture shows a tractor trailer.

Why do tractor trailers take more time to speed up and slow down than regular cars?

• Tractor trailers have less mass and require less force to move

• Tractor trailers have more mass and require more force to move

• Tractor trailers have less mass and require more force to move

• Tractor trailers have more mass and require less force to move

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-1