Science Map

The attached table compares some fish and the water temperatures in which they live.

Part B: A student states that the chum salmon and the spotted bass can be found in the same river. Explain whether the data provided supports teh student's statement or not.

Tags

NGSS.MS-LS2-1

NGSS.MS-LS2-4

A model of an energy pyramid is shown in the attached image.

Part C: Describe a type of organism that should be included in level Z in the model.

Tags

NGSS.MS-LS2-3

A group of snails lives in a dark forest. Some of the snails have white shells, and some of the snails have brown shells. The drawing below show how the shell color for the group of snails changed over 3 generations.

Part C: Describe a possible change to the forest that could result in an increase in the number of snails with white shells.

Tags

NGSS.MS-LS2-4

NGSS.MS-LS4-4

A student performs the following procedure: Procedure: 1. Measure 25 grams of an unknown solid. 2. Measure 200 grams of water. 3. Pour the unknown solid and water into a beaker, which weighs 50 grams. 4. Stir the solution. The student records the following observation: Observation About half of the unknown solid dissolves and the other settles to the bottom of the beaker. Part B: Describe how stirring the solution will affect the total amount of matter in this investigation.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

The student makes a mistake and mixes the white sugar in the hot water instead of mixing the baking soda in the hot water. Which investigation setup would BEST help the student separate the white sugar from the water?

• Stir the liquid with a powerful magnet.

  Allow the magnet and the particles stuck to it dry off on a paper towel.

  White sugar can then be scraped off the magnet.

• Heat the liquid over a source of heat.

  Allow the water to evaporate.

  White sugar can be collected after all the water has evaporated.

• Pour the liquid into a container and place a lid on it.

  All the liquid in the container to sit overnight.

  White sugar will float to the top of the water and can be scooped out.

• Pour the liquid through the screen.

  Allow the particles left on the screen to completely dry.

  White sugar can then be collected from the screen.

Tags

NGSS.MS-PS1-2

Which two would you circle for changed to the investigation?

• Use the same amount of butter in both procedures

• Combine the ingredients with a different tool

• Bake the mixtures for the same amount of time.

• Use different ovens for both procedures

The student wants to develop a model to represent how the baking soda is affected in step 3 of the procedure. Which description of a model would BEST represent this process?

• A balloon fills up with air. The balloon and the air remain large enough to be seen.

• A balloon fills up with air. The balloon can be seen, but the air is too small to be seen.

• Salt and pepper are mixed together. The salt and the pepper become too small to be seen.

• Salt and pepper are mixed together. The pepper and the salt remain large enough to be seen.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

The student measure the combined weight of all the ingredients before the cookie dough is made. After the cookies are baked in the oven and allowed to cool, the student weighs the finished cookies. The weight of the cookies is less than that of their ingredients.

Part A: Explain what happened to the matter that is not part of the finished cookies.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

The student measure the combined weight of all the ingredients before the cookie dough is made. After the cookies are baked in the oven and allowed to cool, the student weighs the finished cookies. The weight of the cookies is less than that of their ingredients.

Part B: Identify one possible cause for the lighter weight of the cookies compared to that of the ingredients.

Tags

NGSS.MS-PS1-4

Which statement describes a cause-and-effect relationship between atmospheric pressure and a characteristic of a hurricane?

• As the atmospheric pressure increases, wave activity changes to calm to active.

• As the atmospheric pressure decreases, the wind speed changes from low to high.

• As the atmospheric pressure decreases, the skies change from cloudy to partly cloudy.

• As the atmospheric pressure increases, the weather changes from a drizzle to heavy rain.

Tags

NGSS.MS-ESS2-5