A student is planning an investigation to explore different properties of matter. Which investigation will help the student explore a physical property of matter?

investigation: Add a small amount of solid to a liquid in a beaker. observation: The solid dissolves in the liquid.

investigation: Place a solid in a beaker and add a small amount of liquid. observation: The beaker becomes warm to the touch

investigation: Add a small amount of solid to a liquid in a beaker. observation: The solution starts to fizz and overflows the container

investigation: Place a solid in a beaker and add a small amount of liquid. observation: Bubbles form on the top of the solid.

A student is shown a simple model of particles that make up a liquid, as shown. How should the model be changed to show the particles of a solid?

Decrease the velocities of the particles, and decrease the space between the particles.

Increase the velocities of the particles, and increase the space between the particles.

Increase the velocities of the particles, and decrease the space between the particles

Decrease the velocities of the particles, and increase the space between the particles.

A student is asked to conduct an investigation that will determine a physical property of a cube shaped solid block of salt sample. Which procedure BEST measures a physical property of the sample?

1. Use a ruler to measure the length of one side of the sample. 2. Record this value to the nearest millimeter. 3. Cube the value in step 2. 4. Place the cubed sample on the digital balance. 5. Record this value to the nearest tenth of a gram. 6. Divide the value in step 5 by the value in step 3.

1. Measure 10 mL of vinegar (acetic acid) in a graduated cylinder. 2. Pour the acetic acid into a beaker. 3. Drop the sample into the beaker of acetic acid to determine what happens to the sample. 4. Record your observations.

1. Gently break the solid sample into smaller pieces using a hammer. 2. Use long-handled forceps to pick up one of the small sample pieces. 3. Hold the small sample piece in the flame of a Bunsen burner for a few seconds to determine what happens to the sample. 4. Record your observations.

1. Cut away two different-sized pieces of the sample and place into a container on a hot plate. 2. Place two thermometers in the containers, one touching each sample. 3. Record the time it takes the temperature of the smaller sample to increase 1°C. 4. Continue to heat the sample. 5. Record the time it takes the temperature of the larger sample to increase 1°C. 6. Subtract the value in step 3 from the value in step 5.

Which explanation correctly uses the data in the diagram to show how infrared radiation and ultraviolet radiation are related in terms of energy?

Ultraviolet radiation has more energy than infrared radiation because energy is proportional to frequency and the frequency of ultraviolet radiation is higher.

Ultraviolet radiation has less energy than infrared radiation because energy is inversely proportional to frequency and the frequency of ultraviolet radiation is higher.

Ultraviolet radiation has more energy than infrared radiation because energy is inversely proportional to frequency and the frequency of ultraviolet radiation is lower

Ultraviolet radiation has less energy than infrared radiation because energy is proportional to frequency and the frequency of ultraviolet radiation is lower.

A student drew the diagram below to model an electromagnetic wave from the sun. Scientists have shown that ultraviolet light from the sun that has a wavelength of 315 to 400 nm can damage the retina. Which question is the BEST question for the student to ask to determine whether the electromagnetic wave modeled will cause damage to the retina?

What is the horizontal distance between point W and point Z on the model?

What is the vertical distance between point Y and point Z on the model?

What is the vertical distance between point X and point Y on the model?

What is the horizontal distance between point W and point Y on the model?

A student wishes to use the pendulum and wooden block shown to investigate energy transfer between kinetic and potential. Which procedure would BEST allow the student to complete measurements for the investigation and which energy transformation will occur during the investigation?

step 1: Release the pendulum from a measured height and allow it to swing down and collide with the wooden block at the bottom of the swing. step 2: Allow the wooden block to come to rest, then measure the distance the block slid. step 3: Repeat steps 1 and 2 using different starting heights for the pendulum. Compare the data for the different starting heights. transformation: The potential energy of the pendulum transforms into kinetic energy, which then is transferred to the wooden block. The higher the pendulum is raised, the more potential energy the pendulum has. This means the pendulum will have more kinetic energy when it hits the block. This kinetic energy causes the block to travel. The more kinetic energy that is transferred from the pendulum, the farther the block will travel.

step 1: Release the pendulum from a measured height and allow it to swing down and collide with the wooden block at the bottom of the swing. step 2: Allow the wooden block to come to rest, then measure the distance the block slid. step 3: Repeat steps 1 and 2 using different starting heights for the pendulum. Compare the data for the different starting heights. transformation: The kinetic energy of the pendulum transforms into potential energy, which then is transferred to the wooden block. The higher the pendulum is raised, the more kinetic energy the pendulum has. This means the pendulum will have more potential energy when it hits the block. This potential energy causes the block to travel. The more potential energy that is transferred from the pendulum, the farther the block will travel.

step 1: Pull the pendulum back and throw it downwards, allowing it to swing down and collide with the wooden block at the bottom of the swing. step 2: Allow the wooden block to come to rest, then measure the distance the block slid. step 3: Repeat steps 1 and 2, throwing the pendulum with different amounts of force. Compare the data for the different throws. transformation: The potential energy of the pendulum transforms into kinetic energy, which then is transferred to the wooden block. The larger the force used to throw the pendulum, the more potential energy the pendulum has. This means the pendulum will have more kinetic energy when it hits the block. This kinetic energy causes the block to travel. The more kinetic energy that is transferred from the pendulum, the farther the block will travel.

step 1: Pull the pendulum back and throw it downwards, allowing it to swing down and collide with the wooden block at the bottom of the swing. step 2: Allow the wooden block to come to rest, then measure the distance the block slid. step 3: Repeat steps 1 and 2, throwing the pendulum with different amounts of force. Compare the data for the different throws. transformation: The kinetic energy of the pendulum transforms into potential energy, which then is transferred to the wooden block. The larger the force used to throw the pendulum, the more kinetic energy the pendulum has. This means the pendulum will have more potential energy when it hits the block. This potential energy causes the block to travel. The more potential energy that is transferred from the pendulum, the farther the block will travel.

A student questioned how the properties of different materials affect the speed of sound waves traveling through them. The student found the following data in a chemistry handbook for the speed of sound in gases, liquids, and solids. The student analyzed the data to make predictions about the speed of sound on materials with various densities and states of matter. Which TWO predictions can be made based on the data shown in the table?

The speed of sound generally increases as it moves from gases to liquids to solids.

The speed of sound generally increases as it moves from liquids to gases to solids.

The speed of sound generally increases as it moves from solids to gases to liquids.

As the density of liquids and solids increases, the speed of sound generally increases.

Science Milestone

Quiz

•

Other Sciences

•

8th Grade

•

Practice Problem

•

Hard

Charles Martinez

FREE Resource

17 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

3 mins • 1 pt

Tyson draws a model to show how the particles in a liquid appear. Which model (or models) above could be Tyson’s drawing of particles in a liquid?

model 1

model 3

model 1 and model 2

model 1, model 2, and model 3

2.

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Match this description to the state of matter.
+/- particles, No shape or volume, Collide violently

Solid

Liquid

Gas

Plasma

3.

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

The strength of an electromagnet can be affected by

changing the current in the wire

changing the number of loops in the solenoid

changing the size of the iron core

all of the above

4.

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

How do electromagnets differ from regular magnets?

A. They can be turned off and on

B. Their polarity can be reversed

C. Their strength can be changed

D. All of the above

5.

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

A student made an electromagnet by wrapping copper wire around an iron nail. The student then connected each end of the electromagnet to the opposite terminals of a battery. The electromagnet will best function as a magnet as long as...?

electric current flows through the nail.

electrical energy is transformed into mechanical energy.

electric current flows through the wire.

electrical energy is transformed into potential energy.

6.

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

You and your dad are moving the couch from one side to another. Your dad pushes with a force of 35 N to the right and you push with a force of 25 N right. What is the net force on the couch?

60 N right

10 N left

60 n right

50 N left

7.

MULTIPLE CHOICE QUESTION

3 mins • 1 pt

The diagram below shows a skateboarder pushing himself forward with a force of 25 N while the wind pushes back with a force of 5 N. How will the skateboarder be affected if the force of the wind increases to 8 N?

The speed of the skateboarder will increase.

The speed of the skateboarder will remain constant.

The speed of the skateboarder will decrease.

The skateboarder will come to a stop.

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Science Milestone

17 questions

Tyson draws a model to show how the particles in a liquid appear. Which model (or models) above could be Tyson’s drawing of particles in a liquid?

Match this description to the state of matter.
+/- particles, No shape or volume, Collide violently

The strength of an electromagnet can be affected by

How do electromagnets differ from regular magnets?

A student made an electromagnet by wrapping copper wire around an iron nail. The student then connected each end of the electromagnet to the opposite terminals of a battery. The electromagnet will best function as a magnet as long as...?

You and your dad are moving the couch from one side to another. Your dad pushes with a force of 35 N to the right and you push with a force of 25 N right. What is the net force on the couch?

The diagram below shows a skateboarder pushing himself forward with a force of 25 N while the wind pushes back with a force of 5 N. How will the skateboarder be affected if the force of the wind increases to 8 N?

Look at this Distance Time graph.
What is happening at C?

Look at the Speed Time graph.
What is happening from 0 to A?

Which graph represents the greatest acceleration?

Access all questions and much more by creating a free account

Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for Other Sciences

Science Milestone

17 questions

Tyson draws a model to show how the particles in a liquid appear. Which model (or models) above could be Tyson’s drawing of particles in a liquid?

Match this description to the state of matter.+/- particles, No shape or volume, Collide violently

The strength of an electromagnet can be affected by

How do electromagnets differ from regular magnets?

A student made an electromagnet by wrapping copper wire around an iron nail. The student then connected each end of the electromagnet to the opposite terminals of a battery. The electromagnet will best function as a magnet as long as...?

You and your dad are moving the couch from one side to another. Your dad pushes with a force of 35 N to the right and you push with a force of 25 N right. What is the net force on the couch?

The diagram below shows a skateboarder pushing himself forward with a force of 25 N while the wind pushes back with a force of 5 N. How will the skateboarder be affected if the force of the wind increases to 8 N?

Look at this Distance Time graph.What is happening at C?

Look at the Speed Time graph.What is happening from 0 to A?

Which graph represents the greatest acceleration?

Access all questions and much more by creating a free account

Similar Resources on Wayground

Popular Resources on Wayground

Discover more resources for Other Sciences

Match this description to the state of matter.
+/- particles, No shape or volume, Collide violently

Look at this Distance Time graph.
What is happening at C?

Look at the Speed Time graph.
What is happening from 0 to A?