D

Which of the following demonstrations helps to prove that matter is made of particles too small to be seen?

• Student A rips a piece of paper apart into smaller and smaller pieces until they cannot be torn anymore.

• Student B mixes sand and water in a beaker and stirs for 30 seconds.

• Student C blows air into a plastic bag and notices it getting bigger, although the inside of the bag remains clear.

• Student D prepares to bake a cake by mixing flour, sugar, eggs, and water into a pan that will later go into the oven.

Which of the following correctly identifies the states of matter in the pictures below?

• 
• 
• 
• 

Tags

NGSS.MS-PS1-4

A student uses a hot plate to heat up water. Choose TWO correct statements about the procedure.

• The particles in the water are moving slower as the water is heated.

• The particles in the water are moving faster as the water is heated.

• The water’s physical state is changing from solid to liquid.

• The water’s physical state is changing from liquid to gas.

• The water does not undergo a state change.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-5

Some students are designing an experiment to test the effect of force on an object. The force they are testing is friction. The students will investigate how far a car will slide when rolled across surfaces with different textures. The cars all have equal masses. Which of the following experimental procedures would be the best one for the students to use to conduct the above investigation?

• First, create a ramp for each of the textures to be tested. Then, create a table to record your data. Next, roll each car down each ramp one time. Measure the distance the car traveled, and record the measurement in your table.

• First, create a ramp for each of the textures to be tested. Make sure that all the ramps are the same height and length. Next, roll each car down each ramp three times. Each time, measure the distance the car traveled.

• First, create a ramp for each of the textures to be tested. Make sure that all the ramps are the same height and length. Then create a table to record your data. Next, roll each car down each ramp three times.

• First, create a ramp for each of the textures to be tested. Make sure that all the ramps are the same height and length. Then create a table to record your data. Next, roll each car down each ramp three times. Each time, measure the distance the car traveled, and record the measurement in your table.

Tags

NGSS.MS-PS2-2

List the steps of the scientific method

d

e

f

c

b

a

Form a hypothesis

Ask a question

Communicate results

Analyze results

Conduct experiment

Draw conclusions

Tags

NGSS.MS-LS1-6

A student designed the circuit above. Which switches should the student close to produce sound energy only?

• Switch 1

• Switch 4

• Switch 3

• Switch 2

Tags

NGSS.MS-PS4-1

A student designed the circuit above. What would most likely happen if the student closed Switch 1, Switch 2, and Switch 4?

• Bulb A would light up and the bell would ring, but bulb B would not light up.

• Bulb B would light up, but bulb A would not light up and the bell would not ring.

• Neither of the bulbs would light up, and the bell would not ring.

• Both of the bulbs would light up, but the bell would not ring.

Observe the diagram above. How many bulbs would turn on if a student closed switch C and switch D?

• 0

• 1

• 2

• 3

Some students were investigating which surfaces would allow a ball to roll the farthest. Which of the following would be essential in their investigation?

• Stopwatch, meter stick, calculator, soccer ball, 4½-foot-tall student

• Grassy field, gym floor, concrete sidewalk, soccer ball, meter stick

• Soccer ball, bowling ball, beach ball, stopwatch, meter stick

• 4-foot-tall student, 4½-foot-tall student, 5-foot-tall student, soccer ball, meter stick

Tags

NGSS.MS-PS2-2

The force of friction was less on the left so the box moved to the right. What can be said about the effect of the force being applied by the above student on the left?

• The force of magnetism was greater on the left so the box moved to the right.

• The pull of gravity was greater on the right so the box moved to the right.

• The pushing force was greater on the left so the box moved to the right.

• The force of friction was less on the left so the box moved to the right.

Tags

NGSS.MS-PS2-1

NGSS.MS-PS2-2