1. A student struck the bars shown on this xylophone. The student used the same amount of force to strike each bar. Each note that the student played had the same volume.

Which picture shows the MOST LIKELY wave image recorded when the student struck bar 2 on the xylophone?

• 
• 
• 
• 

Tags

NGSS.MS-PS4-1

2. During an experiment, a student floats a toy boat on water in a large container. The student drops a stone into the water, and waves form on the water's surface. The boat moves up and down with each wave, as shown.

Which change would most likely make the wave and the boat rise the highest?

• dropping a smaller stone

• dropping a larger stone

• removing water from the container

• adding water to the container

Tags

NGSS.MS-PS4-1

3. Three waves (F, G, and H) are created in separate experiments. The diagrams show the three waves.

Which statement best describes the waves produced in the experiments?

• Wave G has the shortest wavelength, and Wave F has an amplitude larger than Wave H.

• Waves F, G, and H have the same size wavelength, and Wave G has the smallest amplitude.

• Wave F and Wave G have the same amplitude, and Wave F and Wave H have the same wavelength.

• Wave G has an amplitude twice as big as Wave H, and Wave F has a wavelength half the length of Wave H.

Tags

NGSS.MS-PS4-1

4. A student makes a model of four different waves. The student labels them wave 1, wave 2, wave 3, and wave 4.

Which wave model has the smallest amplitude?

• wave 1

• wave 2

• wave 3

• wave 4

Tags

NGSS.MS-PS4-1

5. A student makes a model of four different waves and labels them A, B, C, and D.

Which wave in the model has the smallest amplitude?

• wave A

• wave B

• wave C

• wave D

Tags

NGSS.MS-PS4-1

6. Students used an electric fan to blow air over a pan of water to create waves. They recorded their observations in a data table.

Which of the following can be concluded from the students’ observations?

• 
  Waves with a greater wavelength have a smaller amplitude.

• 
  The amplitude of a wave has an effect on its wavelength.

• 
  The wavelength was affected by the speed of the moving air.

• The amplitude was affected by the speed of the moving air.

7. Two students hold the ends of a rope. Student 1 holds one end still, while student 2 moves the other end of the rope up and down at a constant rate.

How can the students increase the wavelength?

• Replace the rope with a longer one.

• Student 2 moves the end of the rope more slowly.

• Student 2 moves the rope a shorter distance.

• Student 2 moves the end of the rope more quickly.

Tags

NGSS.MS-PS4-1

8. Below is an example of a food chain.

How does energy flow in this food chain?

• from mussels to algae

• from sea snails to mussels

• from blue crabs to sea turtles

• from blue crabs to sea snails

Tags

NGSS.MS-LS2-2

NGSS.MS-LS2-3

9. A class is studying how different landforms form. Four students make claims about how valleys form.

Student A: "Erosion forms valleys as water or wind moves stones and soil out of an area."
Student B: "Erosion forms valleys as water or wind moves stones and soil into an area."
Student C: "Deposition forms valleys as water or wind moves stones and soil out of an area."
Student D: "Deposition forms valleys as water or wind moves stones and soil into an area."

Which student's explanation is correct?

• student A

• student B

• student C

• student D

Tags

NGSS.MS-ESS2-2

10. A student creates an incomplete chart about Earth's layers. Which of the following BEST completes the student's chart?

• 
• 
• 
• 

Tags

NGSS.MS-ESS2-1