CAST practice phy sci

Students use the periodic table to predict reactions between different elements and elemental bromine (Br₂) . An incomplete equation for the reaction between an element and Br₂ is shown. Bromine atoms have seven valence electrons.
_ + Br₂ -> _
Based on the number of valence electrons of elements in a compound, which is an ionic compound that can form in a reaction between an element and Br₂?

• SBr₂, composed of S²⁺ ions and Br⁻ ions

• CaBr₂, composed of Ca²⁺ ions and Br⁻ ions

• CBr₄, composed of C⁴⁺ ions and Br⁻ ions

• KBr₂, composed of K⁺ ions and Br⁻ ions

Tags

CANGSS.HS-PS1-1

A student is planning an investigation to compare the strengths of the forces of attraction between the particles in the following solid substances: sulfur (S₈), iodine (I₂), sodium chloride (NaCl), and tin (Sn).

Which statement includes the best plan for the student to follow and the correct explanation?

• Measure the density of each of the substances. The denser the substance, the stronger the forces of attraction are between the particles of the substance.

• Measure the melting point of each of the substances. The higher the melting point, the stronger the forces of attraction are between the particles of the substance.

• Measure the electrical conductivity of each of the substances. The higher the conductivity, the stronger the forces of attraction are between the particles of the substance.

• Measure the solubility of each of the substances in water. The less soluble the substance, the stronger the forces of attraction are between the particles of the substance.

Tags

CANGSS.HS-PS1-3

A railroad car with a mass of 90,000 kg is traveling along a straight, horizontal track at a constant speed of 2 m/s. The car collides with a second railroad car, also with a mass of 90,000 kg, that is initially at rest. The railroad cars stick together after the collision, as shown in the figure.

What is the speed of the two railroad cars immediately after the collision?

• 0.5 m/s

• 1 m/s

• 2 m/s

• 4 m/s

Tags

CANGSS.HS-PS2-2

A student is asked to evaluate two different bumper designs that will be used on bumper cars at a local amusement park. The bumpers have the same mass and are each attached to a test car that undergoes a controlled collision with a wall. The student measures the average impact force on each bumper during the collision and the duration of each collision. The student’s results are shown in the table.

Which design will provide better protection for a rider in a collision, and why?

• Design 1, because the change in momentum of the test car is smaller.

• Design 1, because the average impact force acting on the test car is larger for a shorter duration.

• Design 2, because the change in momentum of the test car is smaller.

• Design 2, because the average impact force acting on the test car is smaller for a longer duration.

Tags

CANGSS.HS-PS2-3

A student drops a tennis ball from the top of a building, as shown in the picture. Air resistance is negligible.

Explain how the student can determine the height of the building if the kinetic energy of the tennis ball is known when it hits the ground. In your explanation, use the terms kinetic energy, gravitational potential energy, acceleration due to gravity, mass, and height. Do not use equations. Enter your answer in the box provided.

Tags

CANGSS.HS-PS3-2

Students are discussing a model of a system that consists of two parallel conducting plates (called a capacitor) separated by a distance of d and a positively charged sphere directly in the middle of the two plates. The upper plate has a positive charge, and the lower plate has a negative charge.

In which direction should the charged sphere move to increase the energy stored in the system?

• to the left with an external force

• to the right with an external force

• toward the positive plate with an external force

• toward the negative plate with an external force

Tags

CANGSS.HS-PS3-5

Laser light of wavelength 785 nm in air travels from air (index of refraction = 1) into a glass block (index of refraction = 1.5). The frequency of the light does not change when the light enters the glass. How does the wavelength of the light change, if at all, when the light enters the glass, and what reasoning supports this claim?

• The wavelength stays the same, because the wavelength can only change if the frequency changes.

• The wavelength stays the same, because the speed of light is constant and the frequency does not change.

• The wavelength decreases, because the speed of the light in the glass is less than the speed of light in air and the frequency does not change.

• The wavelength decreases, because the speed of the light in the glass is greater than the speed of light in air and if the speed increases, the wavelength must decrease.

Tags

CANGSS.HS-PS4-1

Musicians would like to send their music to a production company to distribute their new songs. A student intern is working with the musicians to determine if digital or analog technology should be used to transfer the music to the production company. The student intern gathers the information shown in this table to help justify which technology to use.

Select terms from the lists to complete the questions that the student intern should address to best help the musicians.

Does the production company have compatible devices if the music is going to be delivered in ​ (a)   format with the most accuracy? Does the production company plan to allow Internet downloads, which would require ​ (b)   format?

• analog
• digital

Tags

CANGSS.HS-PS4-2

A comet is in an elliptical orbit around the Sun. Select from the menus to best describe what happens at locations in the orbit where the comet is getting closer to the Sun.

As the comet approaches the Sun, the gravitational force between the comet and the Sun ​ (a)   and the comet ​ (b)   .

• remains the same
• decreases
• increases
• speeds up
• slows down
• maintains the same speed

Tags

CANGSS.HS-ESS1-4

Students are comparing two rock samples from different parts of North America. Rock sample X is an igneous rock and is about 2 million years old. Rock sample Y is a metamorphic rock and is about 3 billion years old. The map shows the origins of the two rock samples and partial outlines of three tectonic plates.

Which statement is most likely true about rock samples X and Y?

• Sample X represents the original rocks present on Earth.

• Sample X is from a more geologically active area than sample Y.

• Sample Y is from a subduction zone, where one plate moves beneath another.

• Sample Y is older than sample X because all metamorphic rocks were originally igneous rocks.

Tags

CANGSS.HS-ESS1-5