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WorksheetsScience Final Review - Key Concepts
Total questions: 60
Worksheet time: 3600secs
A car mechanic had a sealed bucket containing a substance in the gas phase. She left the bucket outside over the weekend. When she returned, the substance had changed phase, and the substance was in the liquid phase. What happened to the molecules of this substance?
Before the mechanic left, the molecules were moving away from each other. When she returned, they were moving around each other.
Before the mechanic left, the molecules were moving around each other. When she returned, they were moving in place.
Before the mechanic left, the molecules were moving around each other. When she returned, they were moving away from each other.
Before the mechanic left, the molecules were moving in place. When she returned, they were moving around each other.
A chef finds a sealed container consisting of an ingredient that goes into his restaurant’s secret sauce. The ingredient’s molecules are moving in place. What will happen if the chef causes the ingredient to change phase by transferring energy into it?
After the phase change, the ingredient’s molecules will move . . .
faster, and the ingredient will be a solid.
faster, and the ingredient will be a liquid.
slower, and the ingredient will be a solid.
slower, and the ingredient will be a liquid.
Workers find two substances. One is a toxic chemical. The other is a safe chemical. Both chemicals are liquids at room temperature. As a test, the workers transfer the same amount of energy out of the two containers and find that only the toxic chemical changes phase. How is the toxic chemical different from the safe chemical?
The toxic chemical has a . . .
weaker attraction between its molecules than the safe chemical. Its molecules now move in place.
weaker attraction between its molecules than the safe chemical. Its molecules now move around each other.
stronger attraction between its molecules than the safe chemical. Its molecules now move away from each other.
stronger attraction between its molecules than the safe chemical. Its molecules now move in place.
Cesar and Ming were investigating a see-through container of water. Water can be a solid, liquid, or gas. At first, Cesar and Ming said the water molecules were moving in place. Later , the water molecules were moving around each other. What change did they observe to the water?
At first, the water was a gas. Later, it was a liquid.
At first, the water was a liquid. Later, it was a solid.
At first, the water was a solid. Later, it was a liquid.
At first, the water was a liquid. Later, it was a gas.
A company uses a substance that is a solid under normal conditions. This substance will be used in extreme conditions, which could make the substance’s molecules move faster and cause a phase change. How would this phase change occur, and how would the molecules of the substance be affected under these extreme conditions?
Energy would be transferred . . .
out of the substance, and its molecules would move away from each other.
out of the substance, and its molecules would move around each other.
into the substance, and its molecules would move around each other.
into the substance, and its molecules would move in place.
The image above shows information about two different substances in sealed containers. At room temperature, both substances are liquids. A scientist transfers the same amount of energy into both substances. One substance changes phase, but the other does not. Which chemical changed phase, and why did it change?
Substance A changed phase because its molecules were able to move fast enough to overcome the attraction between them. Its molecules now move away from each other.
Substance A changed phase because the weak attraction between its molecules allowed them move faster. Its molecules now move away from each other.
Substance B changed phase because the molecules were able to move fast enough to overcome the attraction between them. Its molecules now move away from each other.
Substance B changed phase because the strong attraction between molecules made their movement slower. Its molecules now move in place.
A student left a jar of water outside his home. Water can be a solid, liquid, or gas. When he put the jar outside, the water was liquid. Twelve hours later, the water had changed phase and was a gas. What happened to the water molecules?
When the student left the jar outside, the molecules were moving around each other. Later, the molecules were moving in place.
When the student left the jar outside, the molecules were moving away from each other. Later, the molecules were moving around each other.
When the student left the jar outside, the molecules were moving in place. Later, the molecules were moving around each other.
When the student left the jar outside, the molecules were moving around each other. Later, the molecules were moving away from each other.
Refrigerators are able to transfer energy out of a substance. At first, the substance is a gas. The refrigerator changes the phase of the substance by transferring energy out of it. How does this change affect the substance’s molecules?
After the phase change, the molecules move . . .
slower, and they move away from each other.
slower, and they move around each other.
faster, and they move around each other.
faster, and they move in place.
Detectives find two substances at a crime scene. One is a poison, and the other is a cleaning chemical. At room temperature, both substances are liquids. To test the substances, the detectives transfer the same amount of energy into both substances, but only the cleaning chemical changes phase. How is the cleaning chemical different from the poison?
The cleaning chemical has a . . .
weaker attraction between its molecules than the poison. Its molecules now move in place.
weaker attraction between its molecules than the poison. Its molecules now move away from each other.
stronger attraction between its molecules than the poison. Its molecules now move away from each other.
stronger attraction between its molecules than the poison. Its molecules now move around each other.
Scientists have a container of water. Water can be a solid, liquid, or gas. At first, the water molecules in the container were moving around each other. Later, the water molecules were moving in place. What change did the scientists observe?
At first, the water was a gas. After, it was a liquid.
At first, the water was a solid. After, it was a liquid.
At first, the water was a liquid. After, it was a gas.
At first, the water was a liquid. After, it was a solid.
The diagram above shows the repeating groups of atoms that make up two samples. Will the properties of the two samples likely be the same or different? (Examples of properties are smell, color, and the temperature at which a substance melts.)
The properties will likely be different because there are more repeating groups of atoms in Sample 2.
The properties will likely be different because the repeating groups of atoms that make up each sample are different.
The properties will likely be the same because the repeating groups of atoms that make up the two samples have one of the same types of atoms.
The properties will likely be the same because the repeating groups of atoms that make up the two samples have the same number of atoms.
A scientist mixed two samples together: a colorless liquid that melts at 12°C and a yellow solid that melts at 390°C. She analyzed the results and found two ending substances. One of the ending substances was a gray solid. This ending substance is made up of the repeating group of atoms shown above. Which of the diagrams to the left shows the repeating groups of atoms that make up the samples the scientist mixed together?
A company that makes frying pans needs to create a new substance to coat the pans. The substance must have a high melting point. To create this new substance, workers mixed together two substances that melt at low temperatures in a sealed container. The diagram above shows the repeating groups of atoms that make up the two starting substances.
After mixing, the workers found two substances that melt at higher temperatures in the sealed container. (Nothing had escaped.) Which of the diagrams to the left shows the repeating groups of atoms that make up the ending substances?
The diagram above shows the repeating groups of atoms that make up two samples. Both samples are gases at room temperature. Will the other properties of the samples likely be the same or different? (Examples of properties are smell, color, and the temperature at which a substance melts.)
The other properties will likely be the same because the repeating groups of atoms that make up the two samples have the same types of atoms.
The other properties will likely be the same because both samples are gases at room temperature.
The other properties will likely be different because there are more repeating groups of atoms in Sample 1.
The other properties will likely be different because the repeating groups of atoms that make up the two samples have different numbers of atoms.
A scientist mixed two samples together: a white solid that boils at about 800°C and a colorless gas that boils at about 70°C. He analyzed the results and found two ending substances. One of the ending substances boils at 245°C. This ending substance is made up of the repeating group of atoms shown above. Which of the diagrams to the left shows the repeating groups of atoms that make up the samples the scientist mixed together?
Andres is a chemist working at a company that makes ink. To make a new kind of ink, Andres mixed two liquid substances together in a sealed container. The diagram above shows the repeating groups of atoms that make up the two starting substances.
After mixing, Andres found two solid substances in the sealed container. (Nothing had escaped.) Which of the diagrams to the left shows the repeating groups of atoms that make up the ending substances?
The diagram above shows the repeating groups of atoms that make up two samples. Both samples are solids at room temperature. Will the other properties of the two samples likely be the same or different? (Examples of properties are smell, color, and the temperature at which a substance melts.)
The other properties will likely be different because there are more repeating groups of atoms in Sample 2.
The other properties will likely be different because the repeating groups of atoms that make up the two samples have different numbers of atoms.
The other properties will likely be the same because the repeating groups of atoms that make up the two samples have the same types of atoms.
The other properties will likely be the same because both samples are solids at room temperature.
Jacob mixed two samples together: a colorless gas with no smell and a colorless liquid that smells like bleach. He analyzed the results and found two ending substances. One of the ending substances was a green gas. This ending substance is made up of the repeating group of atoms shown above. Which of the diagrams to the left shows the repeating groups of atoms that make up the samples Jacob mixed together?
Paula works at a paint company and is developing new ingredients to make paint safer to use. She mixed two colorless substances together in a sealed container. The diagram above shows the repeating groups of atoms that make up the two starting substances.
After mixing, Paula found two yellow substances in the sealed container. (Nothing had escaped.) Which of the diagrams to the left shows the repeating groups of atoms that make up the ending substances?
The diagram above shows the repeating groups of atoms that make up two samples. Both samples are red powdery solids at room temperature. Will the other properties of the two samples be the same or different? (Examples of properties are smell, color, and the temperature at which a substance melts.)
The other properties will be different because there are more repeating groups of atoms in Sample 1.
The other properties will be the same because both samples are red at room temperature.
The other properties will be the same because both samples are powdery solids at room temperature.
The other properties will be same because the repeating groups of atoms that make up the two samples are the same.
Dylan puts two magnetic toy trains very close to each other on a track. What will happen next, and why?
The trains will not move because the magnets are not touching.
The trains will move closer to each other because the magnetic force will pull the trains together.
The trains will move away from each other because the magnetic force will push the trains apart.
The trains will move away from each other because the magnets are not touching.
Dakota moves a magnetic toy train toward a magnet that cannot move. What happens to the potential energy in the system of magnets during the movement?
The potential energy increases because the train moves against the magnetic force.
The potential energy decreases because the train moves against the magnetic force.
The potential energy decreases because the train moves in the same direction as the magnetic force.
The potential energy does not change because the magnets in the system do not change.
Pablo sets identical magnetic carts on two tracks. At the end of each track is a blue magnet that cannot move. Pablo can move the carts one space to the left or one space to the right. Which movement will increase the potential energy in the system the most?
Moving the cart on Track 1 one space to the right (→).
Moving the cart on Track 1 one space to the left (←).
Moving the cart on Track 2 one space to the left (←).
All these movements will result in the same change in potential energy because they each move a cart the same distance.
Francisco is holding two magnets close to each other. What will happen when he lets go?
The magnets will move away from each other because the magnetic force will push the magnets apart.
The magnets will move closer to each other because the magnetic force will pull the magnets together.
The magnets will not move because the magnets are not touching.
The magnets will move away from each other because the magnets are not touching.
In a computer simulation, Noni moves a magnet (Magnet 1) away from another magnet (Magnet 2) that cannot move. Which statement accurately describes the change in potential energy?
The potential energy does not change because the magnets in the system do not change.
The potential energy decreases because Magnet 1 moves in the same direction as the magnetic force.
The potential energy decreases because Magnet 1 moves against the magnetic force.
The potential energy increases because Magnet 1 moves against the magnetic force.
An engineer is investigating potential energy with two identical magnetic roller coaster cars on different sides of a center magnet that cannot move. For the experiment, the engineer will move one car one space. Which movement will result in the largest increase in potential energy?
Moving the Car 2 one space toward the center magnet.
Moving the Car 1 one space away from the center magnet
Moving the Car 1 car one space toward the center magnet.
All these movements will result in the same change in potential energy because they each move a car the same distance.
Cecilia puts two magnetic toy trains very close to each other on a track. What will happen next, and why?
The trains will not move because the magnets are not touching.
The trains will move closer to each other because the magnetic force will pull the trains together.
The trains will move away from each other because the magnets are not touching.
The trains will move away from each other because the magnetic force will push the trains apart.
Katrina moves a magnetic toy train toward a magnet that cannot move. What happens to the potential energy in the system of magnets during the move?
The potential energy increases because the train moves against the magnetic force.
The potential energy decreases because the train moves against the magnetic force.
The potential energy decreases because the train moves in the same direction as the magnetic force.
The potential energy does not change because the magnets in the system do not change.
Peter sets identical magnetic carts on two tracks. At the end of each track is a blue magnet that cannot move. Peter can move the carts one space to the left or one space to the right. Which movement will increase the potential energy in the system the most?
Moving the cart on Track 1 one space to the right (→).
Moving the cart on Track 1 one space to the left (←).
Moving the cart on Track 2 one space to the left (←).
All these movements will result in the same change in potential energy because they each move a magnetic cart the same distance.
Jerome puts two magnetic vehicles very close to each other. What will happen next, and why?
The magnetic vehicles will not move because the magnets are not touching.
The magnetic vehicles will move closer to each other because the magnetic force will pull the vehicles together.
The magnetic vehicles will move away from each other because the magnetic force will push the vehicles apart.
The magnetic vehicles will move away from each other because the magnets are not touching.
A population of tigers lives in Bangladesh. Over 50 years, the size of the tiger population increased. What best explains the increase in the size of the tiger population?
A lot of tigers were born and none of them died.
The tiger population is always increasing because no animal eats tigers.
Fewer tigers were born than died.
More tigers were born than died.
Scientists have been studying the size of three populations in a grassland. In this ecosystem, lizards eat fireflies, and fireflies eat gnats (a type of insect). The data showed that all three populations were stable. Then the lizard population decreased suddenly. What will most likely happen to the size of the firefly population as a result?
increase. The smaller lizard population will need fewer energy storage molecules so they will eat fewer fireflies. This will lead to fewer deaths than births in the firefly population.
increase. The smaller lizard population will leave more energy storage molecules available for the firefly population to reproduce more. This will lead to more births in the firefly population.
stay the same. The size of its resource population did not change, so the amount of energy storage molecules available for the fireflies did not change. There will be the same number of births and deaths in the firefly population.
decrease. A decrease in any population causes a decrease in the sizes of all other populations in the ecosystem.
In Australia, both opossums and foxes eat rats. The sizes of the populations have been stable for the last 12 years, but recently the size of the opossum population increased. What will likely happen to the fox population? The size of the fox population will . . .
increase. An increase in the size of any population leads to an increase in the sizes of all other populations in an ecosystem.
stay the same. Opossums and foxes do not eat each other, so the number of births and deaths in the fox population will stay the same.
decrease. The larger opossum population will leave fewer energy storage molecules for all other populations in the ecosystem, so the fox population will reproduce less. This will lead to fewer births than deaths in the fox population.
decrease. Fewer energy storage molecules will be available to the fox population from the smaller rat population, so the fox population will reproduce less. This will lead to fewer births than deaths in the fox population.
A population of bluefish lives in the Gulf of Mexico. Over the last 50 years, the size of the bluefish population has decreased. What best explains the decrease in the size of the bluefish population?
A lot of bluefish died and no new bluefish were born.
More bluefish were born than died.
Fewer bluefish were born than died.
The bluefish population is always decreasing because bluefish are always being eaten.
Scientists have been studying the size of three populations in a region. In this ecosystem, lions eat wild pigs, and wild pigs eat frogs. The data showed that all three populations were stable. Then the frog population decreased suddenly. What will likely happen to the size of the wild pig population as a result? The size of the wild pig population will . . .
increase. The smaller frog population will need fewer energy storage molecules so there will be more energy storage molecules available to the wild pig population. This will lead to more births in the wild pig population.
decrease. The smaller frog population will provide fewer energy storage molecules for the wild pig population, so the wild pig population will reproduce less. This will lead to fewer births than deaths in the wild pig population.
decrease. A decrease in any population causes a decrease in the sizes of all other populations in an ecosystem.
stay the same. The size of their consumer population did not change, so the number of deaths in the wild pig population did not change. There will be the same number of births and deaths in the wild pig population.
In the Arctic Ocean, sharks eat whales, and whales eat crabs. In the last 10 years, the sizes of the populations have been stable, but recently the size of the crab population increased. What will likely happen to the shark population? The size of the shark population will . . .
decrease. The larger crab population will leave fewer energy storage molecules available in the ecosystem for the shark population, so there would be fewer births in the shark population.
increase. An increase in the size of any population leads to an increase in the sizes of all other populations in an ecosystem.
increase. More energy storage molecules will be available to the shark population from the larger whale population, so the shark population will reproduce more. This will lead to more births than deaths in the shark population.
stay the same. Sharks do not eat crabs, so the number of births and deaths in the shark population will stay the same.
A large population of ducks lives in an area with a lake. In the last 40 years, the size of the duck population has stayed the same. What must be true about the duck population during the last 40 years?
The number of ducks that were born was the same as the number of ducks that died.
No ducks were born and no ducks died.
Humans started protecting the duck population so they stopped dying.
The ducks did not have any baby ducks during these years.
Scientists have been studying the size of three populations in a swampland. In this ecosystem, herons (a type of bird) eat frogs, and frogs eat dragonflies. The data showed that all three populations were stable. Then the dragonfly population increased suddenly. What will likely happen to the frog population as a result? The size of the frog population will . . .
increase. An increase in any population within an ecosystem causes an increase in the sizes of all other populations in an ecosystem.
increase. The larger dragonfly population will provide more energy storage molecules for the frog population, so they will reproduce more. This will lead to more births than deaths in the frog population.
stay the same. The size of its consumer population did not change, so the number of deaths in the frog population did not change. There will be the same number of births and deaths in the frog population.
decrease. The larger dragonfly population will take more energy storage molecules from the ecosystem, leaving fewer available for the frog population. This will lead to fewer births in the frog population.
In North America, both bears and eagles eat trout. The sizes of the populations have been stable for the last 9 years, but recently the size of the eagle population decreased. What will likely happen to the bear population? The size of the bear population will . . .
stay the same. Eagles and bears do not eat each other, so the number of births and deaths in the bear population will stay the same.
increase. The smaller eagle population will leave more energy storage molecules for all other populations in the ecosystem, so all populations will reproduce more. This will lead to more births in the bear population.
increase. More energy storage molecules will be available to the bear population from the larger trout population, so the bear population will reproduce more. This will lead to more births than deaths in the bear population.
decrease. A decrease in the size of one population leads to a decrease in the sizes of all other populations in an ecosystem.
A population of mice lives in the northeastern United States. Over the last 50 years, the size of the mouse population decreased. What best explains the decrease in the size of the mouse population?
Fewer mice were born than died.
A lot of mice died and no new mice were born.
More mice were born than died.
The mouse population is always decreasing because mice are always being eaten.
Algae are plantlike organisms that live in the water. These algae have been in sunlight for several hours now. What can the algae do because they are in sunlight? What does this mean for the number of energy storage molecules in the algae? The algae can . . .
take in carbon from the air. The carbon is used to make energy storage molecules.
take in carbon from the air. The carbon is used to break down energy storage molecules.
give off carbon to the air. Giving off carbon allows them to make energy storage molecules.
give off carbon to the air. Giving off carbon uses up energy storage molecules.
Dugongs are animals that live in the ocean and eat underwater grasses. The sun is shining on the shallow ocean water where the grasses and dugongs live. What is happening to the carbon in the water around the grasses and the dugongs? Is carbon moving into the water, moving out of the water, or both?
Carbon is not moving into the water; it is only moving out of the water.
With this information, there is no way to know for sure.
Carbon is moving into the water and out of the water, at the same time.
Carbon is only moving into the water; it is not moving out of the water.
A scientist built a model ecosystem that contains air, plants, and animals that eat those plants. It is sealed so no material can get in or out, but the glass sides allow light to get in. The model ecosystem can also be covered to prevent light from entering.
The amount of carbon in the air inside the model ecosystem started out high. Now the amount of carbon in the air is decreasing. Is the model ecosystem now in sunlight or is it covered? What is happening to the number of energy storage molecules in the plants and animals as a result?
The model ecosystem is in sunlight, and there are fewer energy storage molecules in the plants and animals.
The model ecosystem is in sunlight, and there are more energy storage molecules in the plants and animals.
The model ecosystem is covered so no light gets in, and there are fewer energy storage molecules in the plants and animals.
The model ecosystem is covered so no light gets in, and there are more energy storage molecules in the plants and animals.
These pea plants have been in the sunlight since early morning. What can the pea plants do because they are in sunlight? What does this mean for the number of energy storage molecules in the pea plants? The pea plants can…
give off carbon to the air. Giving off carbon allows them to make energy storage molecules.
give off carbon to the air. Giving off carbon uses up energy storage molecules.
take in carbon from the air. The carbon is used to break down energy storage molecules.
take in carbon from the air. The carbon is used to make energy storage molecules.
Hippos spend most of their time in rivers, but they come out of the water to eat grass. Right now, it's the middle of the night. The sun is not shining, and the hippos are not eating. What is happening to the carbon in the air around the hippos and the grass nearby?
Carbon is not moving into the air; it is only moving out of the air.
With this information, there is no way to know for sure.
Carbon is moving into the air and out of the air, at the same time.
Carbon is only moving into the air; it is not moving out of the air.
Julietta has a glass ball filled with water. In the water are tiny plants and shrimp that eat the plants. No material can get in or out, but sunlight can get through the glass.
The glass ball can also be covered to prevent light from entering. The number of energy storage molecules in the plants and shrimp started out low but now it is increasing. Is the glass ball in sunlight or is it covered? What is happening to the carbon in the water inside the glass ball?
The glass ball is covered so no light gets in, and there is more carbon in the water now than there was before.
The glass ball is covered so no light gets in, and there is less carbon in the water now than there was before.
The glass ball is in sunlight, and there is less carbon in the water now than there was before.
The glass ball is in sunlight, and there is more carbon in the water now than there was before.
Some trees are taking in carbon from the air around them. Are the trees in sunlight? What is happening to the number of energy storage molecules in the trees? The trees . . .
are not in sunlight, and the number of energy storage molecules in the trees is decreasing.
are not in sunlight, and the number of energy storage molecules in the trees is increasing.
are in sunlight, and the number of energy storage molecules in the trees is increasing.
are in sunlight, and the number of energy storage molecules in the trees is decreasing.
Parrotfish live in the ocean and eat plantlike organisms called algae. Sunlight is shining on the fish and the algae. Is carbon moving into the living things, moving out of the living things, or both?
Carbon is moving into and out of the living things, at the same time.
Carbon is only moving into the living things; it is not moving out of them.
Carbon is only moving out of the living things; it is not moving into them.
There is no way to know for sure, with this information.
Bonnie has an aquarium filled with water, plants, and fish that eat those plants. It is sealed so no material can get in or out, but the glass sides allow light to get in. The aquarium can also be covered to prevent light from entering.
The amount of carbon in the water started out low. Now, the amount of carbon in the water is increasing. Is the aquarium now in light or is it covered? What is happening to the number of energy storage molecules in the living things?
The aquarium is covered (so it's dark), and there are more energy storage molecules in the living things.
The aquarium is covered (so it's dark), and there are fewer energy storage molecules in the living things.
The aquarium is in the light, and there are more energy storage molecules in the living things.
The aquarium is in the light, and there are fewer energy storage molecules in the living things.
Some rice plants on a hillside are taking in carbon from the air around them. Are the plants in sunlight? What is happening to the number of energy storage molecules in the plants? The plants . . .
are not in sunlight, and the number of energy storage molecules in the plants is increasing.
are in sunlight, and the number of energy storage molecules in the plants is decreasing.
are not in sunlight, and the number of energy storage molecules in the plants is decreasing.
are in sunlight, and the number of energy storage molecules in the plants is increasing.
Susan is a space scientist who made this diagram of the Moon and Earth, as seen from above (top view), with sunlight coming from the left, as shown by the arrows. Why does Susan’s diagram show that it’s bright on the left half of the Moon?
Because as the Moon gets closer to the sun more of it is lit by the sun, so Susan’s diagram is showing sunlight on half of the Moon.
Because the Moon has some lighter-colored rock and some darker-colored rock, and Susan’s diagram is showing that the half of the Moon with the lighter-colored rock has rotated to the left.
Because there is a shadow from Earth falling on half of the Moon, and Susan’s diagram is showing that shadow on the right half of the Moon.
Because Susan’s diagram is showing that the half of the Moon that is facing the sun is lit by the sun, and the other half is dark.
Astronomers made two observations of the Moon that were several days apart. Their observations are shown in the diagram above. The light part of the Moon appeared to get larger over time. Why did this happen?
Between the first observation and the second observation, the Moon rotated so that more of the light-colored rock on the Moon’s surface faced Earth.
Between the first observation and the second observation, the Moon moved so that the astronomers were able to see more of the half that faces the sun.
Between the first observation and the second observation, the Moon moved closer to the sun so more sunlight reached the Moon’s surface.
Between the first observation and the second observation, Earth moved so its shadow was blocking less of the Moon so the astronomers were able to see more of it.
The diagrams above show Earth and the Moon in different positions, as seen from above (top view). Sunlight is coming from the left, but these diagrams do not show what parts of Earth or the Moon are light or dark.
Could the half of the Moon that faces Earth ever be completely dark in any of these diagrams?
No, the Moon is always lit by the sun.
Yes, always in Diagram 1 and sometimes in Diagram 3.
Yes, always in Diagrams 1 and 3, but never in Diagram 2.
Yes, always in Diagram 1, but never in Diagrams 2 or 3.
hree people made the diagrams above to show what they think the Moon looks like when it is seen from above (top view). In these diagrams, the sunlight is coming from the left, as shown by the arrows. Which diagram is accurate and why?
Diagram A is accurate because the half of the Moon that is facing the sun is lit by the sun, and the other half is dark.
Diagram B is accurate because the whole Moon is bright as long as there are no shadows covering parts of it.
Diagram C is accurate because the Moon is almost as close as it can be to the sun, and so the Moon is almost fully lit by the sun.
All three diagrams are sometimes accurate because the Moon has some lighter-colored rock and some darker-colored rock, and the half of the Moon with the lighter-colored rock rotates to face different directions.
A student astronomer went outside and made two observations of the Moon that were several days apart. Her observations are shown in the diagram above. The light part of the Moon appeared to get smaller over time. Why did this happen?
Between the first observation and the second observation, the Moon moved farther away from the sun so less sunlight reached the Moon’s surface.
Between the first observation and the second observation, Earth moved so its shadow was blocking more of the Moon so the student astronomer was able to see less of it.
Between the first observation and the second observation, the Moon rotated so that less of the light-colored rock on the Moon’s surface faced Earth.
Between the first observation and the second observation, the Moon moved so that the student astronomer was able to see less of the half that faces the sun.
The diagrams above show Earth and the Moon in different positions, as seen from above (top view). Sunlight is coming from the left, but these diagrams do not show what parts of Earth or the Moon are light or dark.
Could the half of the Moon that faces Earth ever be completely dark in any of these diagrams?
No, the Moon is always lit by the sun.
Yes, always in Diagrams 1 and 3, but never in Diagram 2.
Yes, always in Diagram 3 and sometimes in Diagram 1.
Yes, always in Diagram 3, but never in Diagrams 1 or 2.
Three students made the diagrams above to show what they think the Moon looks like when it is seen from above (top view). In these diagrams, the sunlight is coming from the left, as shown by the arrows. Which diagram is accurate and why?
Diagram A is accurate because sometimes the whole Moon is dark if shadows are covering it.
Diagram B is accurate because the Moon is as close as it can be to the sun, and so all of the Moon is lit by the sun.
Diagram C is accurate because the half of the Moon that is facing the sun is lit by the sun, and the other half is dark.
All three diagrams are sometimes accurate because the Moon has some lighter-colored rock and some darker-colored rock, and the half of the Moon with the lighter-colored rock rotates to face different directions.
Omi stood outside her house and made two observations of the Moon that were several days apart. Her observations are shown in the diagram above. The light part of the Moon appeared to get larger over time. Why did this happen?
Between the first observation and the second observation, the Moon moved so that Omi was able to see more of the half that faces the sun.
Between the first observation and the second observation, the Moon moved closer to the sun so more sunlight reached the Moon’s surface.
Between the first observation and the second observation, the Moon rotated so that more of the light-colored rock on the Moon’s surface faced Earth.
Between the first observation and the second observation, Earth moved so its shadow was blocking less of the Moon so Omi was able to see more of it.
The diagrams above show Earth and the Moon in different positions, as seen from above (top view). Sunlight is coming from the left, but these diagrams do not show what parts of Earth or the Moon are light or dark.
Could the half of the Moon that faces Earth ever be completely dark in any of these diagrams?
No, the Moon is always lit by the sun.
Yes, always in Diagram 1 and sometimes in Diagram 2.
Yes, always in Diagrams 1 and 2, but never in Diagram 3.
Yes, always in Diagram 1, but never in Diagrams 2 or 3.
Three observers made the diagrams above to show what they think the Moon looks like when it is seen from above (top view). In these diagrams, the sunlight is coming from the left, as shown by the arrows. Which diagram is accurate and why?
Diagram A is accurate because the half of the Moon that is facing the sun is lit by the sun, and the other half is dark.
Diagram B is accurate because the whole Moon is bright as long as there are no shadows covering parts of it.
Diagram C is accurate because the Moon is almost as far as it can be from the sun, and so almost none of the Moon is lit by the sun.
All three diagrams are sometimes accurate because the Moon has some lighter-colored rock and some darker-colored rock, and the half of the Moon with the lighter-colored rock rotates to face different directions.
