How does the train stay elevated above the tracts?

the force of repulsion between the electromagnets

the force of attraction between the electromagnets

the pull of gravity on the train

the push of gravity on the train

How does the student's device model a generator?

When the coil moves between the magnetic poles, a current is produced in the coil to power the light bulb.

When the coil is held still between the magnetic poles, a current is produced in the coil to power the light bulb.

When the coil rotates between the magnetic poles, it creates a magnetic field to produce electric current to power the light bulb.

When the coil is placed between the magnetic poles, the magnets behave like a battery to power the light bulb.

A student creates four models to show the forces between charged particles. Which question is the student trying to answer with the models?

How do distance and charge affect the magnetic force?

How does distance affect the magnetic force?

How does charge affect the electric force?

How do charge and direction affect the electric force?

A student slides two magnets onto a stick. One magnet sits at the bottom, and the student holds the other at the top. Next, the student releases the magnet at the top and observes that it does not touch the other magnet, as shown. Which explanation describes the forces acting on the top magnet after it is released?

A gravitational force attracts the magnet, but a magnetic force repels the magnet.

The gravitational and magnetic forces both repel the magnet.

The gravitational and magnetic forces both attract the magnet.

A gravitational force repels the magnet, but a magnetic force attracts the magnet.

One student rubs a balloon against his hair several times. Another student passes a comb through her hair several times. The students place the comb near the balloon and observe that the comb repels the balloon. Which is the most likely reason the comb is able to repel the balloon?

The balloon and the comb have the same electrical charge.

The balloon has a positive charge and the comb is neutral.

The balloon has a negative charge and the comb is neutral.

The balloon and the comb have opposite electrical charges.

When Mandy took clothes out of a dryer, she observed that a sock was clinging to a shirt. Which situation could cause the sock to be attracted to the shirt?

The sock has a small positive charge but the shirt has a small negative charge.

Both the sock and shirt have large positive charges.

Both the sock and shirt have small negative charges.

The sock has a small positive charge while the shirt has a large positive charge.

Students made an electromagnet by wrapping a copper wire around a steel rod and then attaching the ends of the wire to a battery. Using different configurations, they counted the number of paper clips that the electromagnet picked up. They obtained the data shown in the table. Which conclusion is supported by the data?

The strength of the magnet depends mostly on the number of coils.

The strength of the magnet depends mostly on the length of the wire.

The strength of the magnet depends mostly on the number of batteries.

The more coils, the more electricity the electromagnet produces.

Would increasing the number of batteries in a circuit that is connected to a small electric motor affect the speed of the motor, if all other variables are kept constant?

Yes, the motor would run faster because the increased electrical force increases the magnetic force in the motor.

No, because it is the magnetic force, not the electric force, that controls the motor speed.

No, the speed of a motor is controlled only by the number of wire coils in the motor.

Yes, the motor would run faster because increased current causes the motor to become warmer.

Would increasing the number of batteries in a circuit that is connected to a small electric motor affect the speed of the motor, if all other variables are kept constant?

Yes, the motor would run faster because the increased electrical force increases the magnetic force in the motor.

No, because it is the magnetic force, not the electric force, that controls the motor speed.

No, the speed of a motor is controlled only by the number of wire coils in the motor.

Yes, the motor would run faster because increased current causes the motor to become warmer.

Which change would increase the magnetic force between these magnets?

moving the magnets closer together

placing a piece of glass between the magnets

moving the magnets farther apart

placing a sheet of steel between the magnets

Jenna has a cupboard with a door held shut by a magnet on the doorframe and a steel plate on the door. Jenna’s cat can open the door. How can Jenna increase the strength of the magnetic force holding the door so that her cat cannot open it?

Add a second magnet to the door frame so that both magnets touch the steel plate.

Replace the steel plate with a copper plate so a stronger force forms.

Add a second steel plate to the door so that both plates touch the magnet.

Reverse the direction of the magnet so that the opposite pole touches the plate.

A student wrapped a wire around an iron nail and connected the wire to a battery. The nail became magnetized, as shown in Diagram 1. When the battery was disconnected, the nail was no longer magnetized, as shown in Diagram 2. Which statement best describes what occurred during this investigation?

When the nail became magnetized the iron atoms in the nail were temporarily aligned and caused a physical change.

A new property was acquired when the nail became magnetized and caused a chemical change in the nail.

The electric current passing through the wires heated the nail and caused the nail to undergo a chemical change.

The electric current passing through nail temporarily changed the iron atoms into another substance and caused a physical change.

The magnet on the right is moved toward the suspended magnet on the left. Which statement describes the interactions of the magnets in terms of their magnetic fields?

An attractive force between the two magnets causes the suspended magnet to swing to the right.

A repulsive force between the two magnets causes the suspended magnet to swing to the left.

A repulsive force between the two magnets causes the suspended magnet to oscillate like a pendulum.

An attractive force between the two magnets cause the suspended magnet to oscillate like a pendulum.

The Hoover Dam produces about 4.2 billion kilowatt-hours of energy each year, using flowing water to rotate fan-like blades in turbine generators. Which of the following summarizes the production of energy at Hoover Dam?

Mechanical energy of the flowing water is transformed into electrical energy by rotating coils in a magnetic field, producing an alternating current.

Mechanical energy of the flowing water is transformed into thermal energy by rotating coils in a magnetic field, producing a direct current.

Thermal energy of the flowing water is transformed into electrical energy by rotating coils in a magnetic field, producing an alternating current.

Thermal energy of the flowing water is transformed into mechanical energy by rotating coils in a magnetic field, producing a direct current.

Forces Review PS3.1 & 3.2

Authored by Rhonda Cothron

Science

8th Grade

NGSS covered

Used 4+ times

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28 questions

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which electric motor will turn the coil the fastest?

Tags

NGSS.MS-PS2-3

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which force diagram best represents an object that is moving to the right?

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Tags

NGSS.MS-PS2-5

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which arrangement of a magnetic toy car and a magnet shows the largest force between the objects?

Tags

NGSS.MS-PS2-3

NGSS.MS-PS2-5

NGSS.MS-PS2-2

NGSS.MS-PS2-1

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A student tests a model generator by using a voltmeter to measure electricity production. The student changes the size of the copper coil and the strength of the magnet in the generator. Which design will allow the generator to produce the most electricity?

Tags

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which next step will allow the student to test a variable that changes the speed of the motor's rotation?

Reverse the magnets, and repeat steps 1-5.

Replace the 1 V battery with a 3 V battery and repeat steps 1-5.

Wind the wire in the opposite direction and repeat steps 1-5.

Increase the distance of the motor from the ground and repeat steps 1-5.

Tags

NGSS.MS-PS2-2

NGSS.MS-PS2-1

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A group of students conduct an experiment, where they build a tower using drinking straws and add metal weights to the tower until the tower breaks. The students need to explain why the metal weights cause the tower to break. Which statement best describes the force that causes the metal weights to break the tower?

The force is gravity and is a noncontact force between the weights and Earth.

The force is gravity and is a contact force between the weights and the tower.

The force is magnetic and is a noncontact force between the weights and Earth.

The force is magnetic and is a contact force between the weights and the tower.

Tags

NGSS.MS-PS2-4

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Forces Review PS3.1 & 3.2

Which electric motor will turn the coil the fastest?

Which force diagram best represents an object that is moving to the right?

Which arrangement of a magnetic toy car and a magnet shows the largest force between the objects?

A student tests a model generator by using a voltmeter to measure electricity production. The student changes the size of the copper coil and the strength of the magnet in the generator. Which design will allow the generator to produce the most electricity?

Which next step will allow the student to test a variable that changes the speed of the motor's rotation?

How does the train stay elevated above the tracts?

How does the student's device model a generator?

Which type of noncontact force involves the movement of energy through a circuit?

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