MSL Assessment+Examples_Physical+Science_July2012
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This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or North Carolina Essential Standards (Standard Course of Study) in order to increase student achievement. NCDPI staff are continually updating and improving instructional tools to better serve teachers. North Carolina Essential Standards Assessment Examples Physical Science What is the purpose of this tool?
Assessment is a vital component of the teaching and learning process. These assessment examples are aligned to new content standards and reinforce teaching the standards to their intended level of deep mastery. The purpose of providing examples is to illustrate ways in which the standards or part(s) of the standards might be assessed in the classroom. How do I send Feedback?
We intend the examples in this document to be helpful and specific. That said, we believe that as this document is used, educators will find ways in which the tool can be improved and made even more useful. Please send feedback to us at feedback@dpi.nc.gov and we will use your input to refine our instructional tool. Thank You! Where are the new Common Core State and North Carolina Essential Standards? All standards are located at http://www.ncpublicschools.org/acre/
Physical Science Assessment Examples 2 NC Department of Public Instruction Essential Standards • Physical Science Forces and Motion PSc.1.1 Understand motion in terms of speed, velocity, acceleration and momentum. PSc.1.2 Understand the relationship between forces and motion. Matter: Properties and Change PSc.2.1 Understand types, properties, and structure of matter. PSc.2.2 Understand chemical bonding and chemical interactions. PSc.2.3 Understand the role of the nucleus in radiation and radioactivity.
Energy: Conservation and Transfer PSc.3.1 Understand the types of energy, conservation of energy and energy transfer. PSc.3.2 Understand the nature of waves. PSc.3.3
Understand electricity and magnetism and their relationship.
Physical Science Assessment Examples 3 NC Department of Public Instruction Force and Motion Essential Standard Clarifying Objective Assessment Examples PSc.1.1 Understand motion in terms of speed, velocity, acceleration and momentum.
PSc.1.1.1 Explain motion in terms of frame of reference, distance, and displacement. 1.1.1 How does frame of reference affect how motion is described? (Answer should include the idea that position is usually described using the Earth as a reference point. However, an object described as not moving relative to the Earth would be described differently if another object, such as the Sun, where used as the reference point.) 1.1.1 If Bob walks 2 blocks east, 4 blocks south, and 2 blocks west, what is his displacement? a. 2 blocks south b. 4 blocks south c. 2 blocks south, 2 blocks east d. 4 blocks south, 2 blocks east Support your answer with an explanation and reasoning for calculations. 1.1.1 If Bob walks 2 blocks east, 4 blocks south, and 2 blocks west, what distance has he traveled? a. 2 blocks b. 4 blocks c. 6 blocks d. 8 blocks Support your answer with an explanation and reasoning for calculations. PSc.1.1.2 Compare speed, velocity, acceleration and momentum using investigations, graphing, scalar quantities and vector quantities. 1.1.2 Give an example to illustrate the difference between speed and velocity. (Answers should include direction as a component of velocity.) 1.1.2 How is a velocity of zero different from an acceleration of zero? (Answers should include the following: (a) velocity as a measure
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Physical Science Assessment Examples 4 NC Department of Public Instruction of the rate of displacement or change in position of an object, while acceleration is the rate of change of velocity (b) comparison of the time component for acceleration as two time units, e.g. - meters per second for velocity, meters per second per second, or second squared, for acceleration; miles per hour for velocity and miles per hour per second for acceleration. (c) An object would have an acceleration of zero if it is either not moving or moving at a constant rate relative to a chosen reference point. A velocity of zero means that an object is not moving relative to a chosen reference point ) 1.1.2 What is the motion that is represented in the graphs below?
a. The object is changing velocity during the entire time. b. The object is moving at constant velocity during the entire time. c. The object is changing velocity initially then moving at a constant velocity. d. The object is not moving during any time interval. Support your answer with an explanation and reasoning for those choices you view as incorrect. 1.1.2 Give an example of conditions when two objects (Object A=1 kg and Object B =10 kg) would have the same momentum. (Answers should include mass and velocity where the 1-kg object would have ten times the velocity of the 10-kg object.)
Physical Science Assessment Examples 5 NC Department of Public Instruction Psc.1.2 Understand the relationship between forces and motion.
PSc.1.2.1 Explain how gravitational force affects the weight of an object and the velocity of an object in freefall. 1.2.1
Which statement is true about an object in freefall? Assume negligible air resistance. a.
The object has a constant velocity. b.
The object has a constant acceleration. c.
The acceleration of the object increases as it falls. d.
The velocity decreases as the acceleration decreases as it falls. Support your answer with an explanation involving gravity
and reasoning for those choices you view as incorrect. What happens when air resistance is significant such as when a parachute is engaged?
1.2.1 How much does a 125.0 kg object weigh on Earth? a. 784.0 N b. 12.76 N c. 1113 N d. 1225 N Support your answer with an explanation and reasoning for your calculations. PSc.1.2.2 Classify frictional forces into one of four types: static, sliding, rolling, and fluid. 1.2.2 Walking or running would not be possible without friction. Describe how friction is used in this process. Identify the type(s) of friction involved. 1.2.2 Brakes on a car are designed to use friction to slow or stop a vehicle. Brake shoes and pads are lined with a heat-resistant material that presses against rotating disks or drums. Which type of frictional force causes a car to slow when the brakes are applied? a. fluid b. rolling c. sliding d. static Support your answer with an explanation and reasoning for those choices you view as incorrect.
Physical Science Assessment Examples 6 NC Department of Public Instruction PSc.1.2.3 Explain forces using Newton’s three laws of motion. 1.2.3 When a driver applies brakes quickly which of the following best
explains why a book on the seat keeps moving forward? a. Gravity pushes the book forward. b. There is no frictional force acting on the book. c. The brakes apply a force to the car, but not to the book. d. The book accelerates in the direction of the applied force. Support your answer with an explanation and reasoning for those choices you view as incorrect. 1.2.3 The graph below shows data for various amounts of force and mass. Which statement is true about the relationship shown? a. There is an inverse relationship between force and mass. b. The acceleration is equal to the slope of the line. c. Acceleration increases as the mass increases. d. The mass of the object is not related to force. Support your answer with an explanation and reasoning for those choices you view as incorrect. (Student answers should include graphical calculation of the slope Ex: Using points P
1
= (4,10) and P
2
=(8,20) and slope=(y
2
-y
1
)/(x
2
-x
1
)= (20-10)/ 8-4)= 10/4=2.5 m/s/s.) mass (kg) 0 10 20 30 0 2 4 6 8 force (N)
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Physical Science Assessment Examples 7 NC Department of Public Instruction 1.2.3 If you push a book across a table, which of the following describes the reaction force? a. The book pushes on the table. b. The book pushes on you. c. The table pushes on the book. d. You push on the table. Support your answer with an explanation and reasoning for those choices you view as incorrect. 1.2.3
A hockey stick applies a force to a puck that results in an acceleration of 3.0 m/s
2
. What would be the effect on the acceleration of the hockey puck if the force is tripled? a.
The acceleration would remain the same. b.
The acceleration would be reduced to 1.0 m/s
2
. c.
The acceleration would be increased to 6.0 m/s
2
. d.
The acceleration would be increased to 9.0 m/s
2
.
Support your answer with an explanation and reasoning for those choices you view as incorrect.
Physical Science Assessment Examples 8 NC Department of Public Instruction Matter: Properties and Change Essential Standard Clarifying Objective Assessment Examples PSc.2.1 Understand types, properties, and structure of matter.
PSc.2.1.1 Classify matter as: homogeneous or heterogeneous; pure substance or mixture; element or compound; metals, nonmetals or metalloids; solution, colloid or suspension. 2.1.1 Which material would be classified as homogeneous? a. stainless steel bolt b. granite rock c. soda pop d. apple Support your answer with an explanation and reasoning for those choices you view as incorrect. 2.1.1 Which of the elements listed is a metalloid? a. carbon b. antimony c. sulfur d. helium Support your answer with an explanation and reasoning for those choices you view as incorrect. 2.1.1 What classification would best
describe a material with the following characteristics? -white liquid -not separated by filtration -scatters light a. element b. solution c. colloid d. suspension Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes. 2.1.2 At one atmosphere pressure water boils at 100
o
C, but evaporation occurs at all temperatures. (a) Explain the process of evaporation of water.
Physical Science Assessment Examples 9 NC Department of Public Instruction (b) Why does water evaporate but oil does not? (Answers should include accurate explanation of collision of air molecules with surface water molecules providing enough energy to overcome intermolecular attractions. When attractions between like particles are too great –
such as oil molecules –
evaporation does not occur.) 2.1.2 The following table shows the solubility in 100 g of water of two compounds containing potassium ions. Compare the solubility of the two compounds at 20
o
C. What explanation would account for the difference in solubility? (Answer should include a greater solubility of potassium iodide as compared to potassium chloride –
148g of KI and 32g of KCl in the same amount of water. Students should recognize that solubility is a measure of the attraction between solute and solvent particles and indicate that the potassium iodide particles have a greater attraction to water molecules.)
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Physical Science Assessment Examples 10 NC Department of Public Instruction The graph below shows a heating curve for a pure substance at normal atmospheric pressure. Use the graph to answer the questions that follow. 2.1.2 What happens to the molecules during segment II? a. Energy of the molecules forms chemical bonds. b. Energy of the molecules breaks chemical bonds. c. Energy of the molecules
overcomes intermolecular attractions. d. Energy of the molecules strengthens intermolecular attractions. Support your answer with an explanation and reasoning for those choices you view as incorrect. 2.1.2 What phase change occurs during segment IV of the graph? a. solid to liquid b. solid to gas c. liquid to gas d. liquid to solid Support your answer with an explanation and reasoning for those choices you view as incorrect. T E M P E R A T U R E I II III IV V TIME
Physical Science Assessment Examples 11 NC Department of Public Instruction 2.1.2 What process occurs during segment III? a. increase in temperature of the solid b. increase in temperature of the liquid c. melting of the solid d. boiling of the liquid Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.2.1.3 Compare physical and chemical properties of various types of matter. 2.1.3 Which is a characteristic property of aluminum? a. reacts with oxygen to form rust b. reacts with water c. dissolves in alcohol d. forms into a wire Support your answer with an explanation and reasoning for those choices you view as incorrect. 2.1.3 One characteristic that can be used to identify pure metals is density. The table below provides the density of some common metals. A ring is determined to have a density of 15.3 g/cm
3
. What would be the best
conclusion concerning the composition of the ring? a. The ring does not contain any of the metals listed. b. The ring contains a mixture of metals. c. The ring must be made of pure gold. d. The ring must be made of pure lead. Support your answer with an explanation. Metal Density (g/cm
3
) Gold 19.3 Lead 11.3 Silver 10.5 Copper 8.9 Tin 7.3
Physical Science Assessment Examples 12 NC Department of Public Instruction PSc.2.1.4 Interpret data presented in Bohr model diagrams and dot diagrams for atoms and ions of elements 1 through 18. 2.1.4 Which element is represented by the diagram below? a. magnesium b. sodium c. titanium d. vanadium Support your answer with an explanation and reasoning for those choices you view as incorrect. 2.1.4 Which element could have the dot diagram shown below? a. carbon b. helium c. magnesium d. potassium Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.2.2 Understand chemical bonding and chemical interactions.
PSc.2.2.1 Infer valence electrons, oxidation number, and reactivity of an element based on its location in the periodic table. 2.2.1 A recently discovered element would be placed in Group I, Period 8 of the periodic table. Which statement would best describe this element? a. This element has a -1 oxidation number. b. This element will form an ion with +1 charge. c. This element has two valence electrons. d. This element is a gas. Support your answer with an explanation and reasoning for those choices you view as incorrect. :
X
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Physical Science Assessment Examples 13 NC Department of Public Instruction 2.2.1 How many valence electrons does a phosphorus atom contain? a. 5 b. 7 c. 9 d. 15 Support your answer with an explanation and reasoning for those choices you view as incorrect. 2.2.1 Which of the following metals is more reactive than magnesium? a. aluminum b. calcium c. copper d. zinc Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.2.2.2 Infer the type of chemical bond that occurs, whether covalent, ionic or metallic, in a given substance. 2.2.2 Identity the type of chemical bond found in each compound: (a) NaCl (b) CO (c) KI (d) SiF
4
. Justify your answers. (Compounds (a) and (c) contain a metal and nonmetal forming ionic bonds; compounds (b) and (d) contain two nonmetals forming covalent bonds) 2.2.2 Which combinations of elements will form an ionic bond? a. carbon and hydrogen b. chlorine and magnesium c. chlorine and fluorine d. hydrogen and oxygen Support your answer with an explanation and reasoning for those choices you view as incorrect.
Physical Science Assessment Examples 14 NC Department of Public Instruction 2.2.2 Two properties of metals are ductility and malleability. Explain how these properties are related to metallic bonding. (Answers should include the structure of metallic bonding - metal cations surrounded by a sea of valence electrons. When pressure is applied to metals they can be drawn into wires (ductile) or molded into shapes(malleable)because the cations can slide past each other.) PSc.2.2.3 Predict chemical formulas and names for simple compounds based on knowledge of bond formation and naming conventions. 2.2.3 Give the chemical formula and name for the following combinations. Explain your reasoning. (a) sodium and sulfur (b) carbon and oxygen. (Student answers for (a) should include identification of sodium as a metal and sulfur as a nonmetal and oxidation states of +1 and -2 respectively. Naming a compound containing a metal and nonmetal would change the ending of the nonmetal name to –
ide. The compound sodium sulfide would have the chemical formula Na
2
S. Student answers for (b) should indicate that carbon and oxygen are two nonmetals and would share electrons to complete the octet. Carbon has four valence electrons and oxygen has two. Two oxygen atoms bonded to one carbon atom would form the compound carbon dioxide, CO
2
, using the naming convention for binary compounds of two nonmetals. Carbon monoxide, CO, is also formed when only two of a carbon atom’s electrons are shared with a single oxygen atom.) 2.2.3 What is the correct chemical formula for magnesium phosphate? a. Mg
3
P b. MgPO
4
c. Mg
3
PO
4
d. Mg
3
(PO
4
)
2 Support your answer with an explanation and reasoning for those choices you view as incorrect.
Physical Science Assessment Examples 15 NC Department of Public Instruction PSc.2.2.4 Exemplify the law of conservation of mass by balancing chemical equations. 2.2.4 What is the coefficient of iron (Fe) when the following chemical equation is balanced? Fe + Cl
2
FeCl
3
a. 1 b. 2 c. 3 d. 4 Justify your answer with an explanation of how you balanced the equation. PSc.2.2.5 Classify types of reactions such as synthesis, decomposition, single replacement or double replacement. 2.2.5 Which is a synthesis reaction? a. 2H
2
0
2H
2
+ O
2
b. Mg + 2HCl
MgCl
2
+ H
2
c. 2Cu + O
2
2CuO d. HCl + NaOH
NaCl +H
2
O Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.2.2.6 Summarize the characteristics and interactions of acids and bases. 2.2.6 Explain the laboratory observations that could be used to determine if a substance is an acid or base. (Student answers should include testing with litmus paper, pH paper/ meter, and testing for conductivity. They might also include testing for reactivity with metals, ability to dissolve fats/oils, or neutralize a known acidic or basic solution.) 2.2.6 Which pH would indicate the most acidic substance? a. 2 b. 4 c. 10 d. 14 Support your answer with an explanation and reasoning for those choices you view as incorrect. 2.2.6 Describe what happens when a solution of hydrochloric acid is mixed with a solution of sodium hydroxide.
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Physical Science Assessment Examples 16 NC Department of Public Instruction (Student answers should include formation of water by hydrogen ions from the acid and hydroxide ions from the base –
neutralization. Sodium chloride is the salt formed as a product is this reaction.) PSc.2.3 Understand the role of the nucleus in radiation and radioactivity.
PSc.2.3.1 Compare nuclear reactions including alpha decay, beta decay and gamma decay; nuclear fusion and nuclear fission. 2.3.1 Compare nuclear fission and fusion reactions. (Student answers should include that energy is released in both types of reactions with greater amounts of energy comparatively for fusion reactions. A fission reaction occurs when nuclei of very large unstable atoms are bombarded with neutrons. The result is the splitting of the nucleus into two or more intermediate size atoms and several neutrons. Fusion, in contrast, involves two small nuclei combining to form a larger nucleus.) Use the chart below to answer the questions that follow
.
Physical Science Assessment Examples 17 NC Department of Public Instruction 2.3.1 Which type of naturally occurring radioactivity results in an increase in atomic number of an atom? a. fusion b. alpha decay c. beta decay d. gamma rays Support your answer with an explanation and reasoning for those choices you view as incorrect. 2.3.1 What particles are the products of the natural radioactive decay of an atom of uranium-238? a. thorium-234 and an alpha particle b. radium-226 and an alpha particle c. uranium-234 and a beta particle d. polonium-218 and a beta particle Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.2.3.2 Exemplify the radioactive decay of unstable nuclei using the concept of half-life. 2.3.2 A radioactive isotope of iodine has a half-life of 8 days. What amount of an 80-gram sample would remain unchanged after 24 days? a. 10 grams b. 20 grams c. 30 grams d. 40 grams Support your answer with an explanation of your thinking through the process of each half-life.
Physical Science Assessment Examples 18 NC Department of Public Instruction Energy: Conservation and Transfer Essential Standard Clarifying Objective Assessment Examples PSc.3.1 Understand the types of energy, conservation of energy and energy transfer.
PSc.3.1.1 Explain thermal energy and its transfer. 3.1.1 Which of the following occurs as a pot of soup on a hot burner begins to boil? a. Thermal energy is not transferred. b. Thermal energy is transferred from the burner to the air to the soup. c. Thermal energy is transferred from the burner to the pot to the soup. d. Thermal energy is transferred from the soup to the burner. Support your answer with an explanation and reasoning for those choices you view as incorrect. 3.1.1 Why does a metal spoon feel colder to the touch than a wooden spoon at the same temperature? a. Metals have a lower boiling point than wood. b. Metals transfer more thermal energy. c. Wood is a better reflector of radiant energy. d. Wood has less mass than metal. Support your answer with an explanation and reasoning for those choices you view as incorrect. 3.1.1 In order to measure its temperature, a thermometer is placed in a cup of hot water. Explain what happens as to the liquid in the thermometer and how you know when it has reached an accurate temperature reading. (Student answers should include the concept that heat is conducted from water to the thermometer because of the difference in temperature –
always higher to lower. As the liquid in the thermometer absorbs heat it expands. Once the two reach the same temperature, heat is no longer transferred from the water to the thermometer. When the level of the liquid remains constant, the thermometer accurately records the temperature of the water.)
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Physical Science Assessment Examples 19 NC Department of Public Instruction PSc.3.1.2 Explain the law of conservation of energy in a mechanical system in terms of kinetic energy, potential energy and heat. 3.1.2 A roller coaster car has gravitational potential energy at the top of a hill. Explain the change in energy of the car as it reaches the bottom of the hill. Consider conditions with and without friction. (Student answers should include the transformation of gravitational potential energy to kinetic energy. On a frictionless track, the increase in kinetic energy is equal to the decrease in gravitational potential energy. When friction is present, part of the potential energy is converted to heat. The total amount of energy is the same at the top and bottom of the hill.) Use the diagram below to answer the questions that follow. Two students play catch with a baseball. It moves along the path A to B to C. *Picture is from NC SCASS Item #010EM-08 3.1.2 Which statement best describes the energy of the ball as it moves from position A to position B? a. The total mechanical energy of the object increases. b. The total energy of the object is constant neglecting air resistance. c. The kinetic energy of the object is at a maximum at point B. d. The potential energy of the object is constant. Support your answer with an explanation and reasoning for those choices you view as incorrect. 3.1.2 What happens to the mechanical energy that the ball possesses after John catches the ball? a. It remains mechanical energy but is transferred from the ball to John. b. Kinetic energy of the ball is transformed into heat. c. Potential energy of the ball is transformed into chemical energy. d. The energy no longer exists. Support your answer with an explanation and reasoning for those choices
Physical Science Assessment Examples 20 NC Department of Public Instruction you view as incorrect. PSc.3.1.3 Explain work in terms of the relationship among the applied force to an object, the resulting displacement of the object and the energy transferred to an object. 3.1.3 An upward force is applied to a box in order to lift it. Holding the box in place, the lifter walks across the room to place the box on a shelf of the same height. Compare the work done on the box in lifting and carrying. Justify your answer. (Student answers should include that work is done in lifting the box. The amount of work is determined by the weight (mg) and displacement in the direction of the force. Work done on the object results in an increase in (potential) energy. Therefore, no work is done on the box by the upward (vertical) force when it is carried horizontally.) 3.1.3 A force of 50 newtons is applied to a rock for one hour. How much work is done on the rock if it does not move? a. 3000 joules b. 400 joules c. 50 joules d. 0 joules Support your answer with an explanation and reasoning for those choices you view as incorrect. 3.1.3 How much work is done when 25 joules of energy is used to move a table 2.5 meters across a frictionless surface? a. 0 J b. 20 J c. 25 J d. 30 J Support your answer with an explanation and reasoning for those choices you view as incorrect.
Physical Science Assessment Examples 21 NC Department of Public Instruction PSc.3.1.4 Explain the relationship among work, power and simple machines both qualitatively and quantitatively. 3.1.4 How much power is required to lift a 2.00-kg object 5.00 meters in 4.50 seconds? a. 0.45 watts b. 2.22 watts c. 21.8 watts d. 45.0 watts Support your answer with an explanation of calculations you used. 3.1.4 Compare the mechanical advantage of the two pulley systems shown below. (Student answers should identify Pulley 2 as having a greater mechanical advantage. The MA =1 for pulley 1 and MA=2 for pulley 2 by counting the number of supporting ropes. The purpose of pulley 1 is to change the direction of the applied force. For pulley 2 the force applied is half the weight of the load. Since the work is the same, that reduced force must be applied for twice the distance.) Pulley 2 Pulley 1
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Physical Science Assessment Examples 22 NC Department of Public Instruction 3.1.4 A string is tied around a balance beam and hung so the balance beam is perfectly balanced. One cup is placed at the right end of the beam. Another cup is placed on the left side of the beam closer to the middle than the right cup. Two cubes are placed in the cup on the right. How many cubes should be placed in the left cup in order to balance the beam? a. 2 cubes b. 4 cubes c. 6 cubes d. 8 cubes Explain your thinking in determining the answer. Modified from
Uncovering Student Ideas in Physical Science, pages 193-196
PSc.3.2 Understand the nature of waves.
PSc.3.2.1 Explain the relationships among wave frequency, wave period, wave velocity and wavelength through calculation and investigation. 3.2.1 What is the effect on frequency of a wave when the wavelength is doubled? a. Frequency is also doubled. b. Frequency remains the same. c. Frequency is reduced to one-fourth. d. Frequency is reduced to one-half.
Support your answer with an explanation and reasoning for those choices you view as incorrect. 3.2.1 A sound wave with a frequency of 240 hertz travels through a material at a speed of 340 meters per second. Which statement is true about a sound wave with a frequency of 300 hertz traveling in the same material? a. It would travel at the same speed. b. It would have the same wavelength. c. It would have the same period. d. It would have the same frequency.
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Physical Science Assessment Examples 23 NC Department of Public Instruction Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.3.2.2 Compare waves (mechanical, electromagnetic, and surface) using their characteristics. 3.2.2 Which statement is true for all types of waves? a. Wave speed is determined by the frequency. b. Wave speed increases as the wavelength of the wave increases. c. Wave motion transports particles of matter. d. Wave motion transfers energy from one place to another. Support your answer with an explanation and reasoning for those choices you view as incorrect. 3.2.2 Which type of wave can travel in a vacuum? a. sound b. mechanical c. surface d. electromagnetic Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.3.2.3 Classify waves as transverse or compressional (longitudinal). 3.2.3 Which type of wave would be classified as compressional? a. visible light b. ultrasound c. x-rays d. radio waves Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.3.2.4 Illustrate the wave interactions of reflection, refraction, diffraction, and interference. 3.2.4 Which wave interaction best explains glare on the windshield of a car? a. diffraction b. interference c. reflection d. refraction Support your answer with an explanation and reasoning for those choices you view as incorrect.
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Physical Science Assessment Examples 24 NC Department of Public Instruction 3.2.4 What wave interaction best explains the production of an image on a glass window as you walk by a store front? a. diffraction b. interference c. reflection d. refraction Support your answer with an explanation and reasoning for those choices you view as incorrect. 3.2.4 The bending and change in speed of water waves as they approach a shoreline is explained by what process? a. diffraction b. interference c. reflection d. refraction Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.3.3 Understand electricity and magnetism and their relationship.
PSc.3.3.1 Summarize static and current electricity. 3.3.1 A student noticed that a woolen sweater was clinging to a silk scarf. Why would these pieces of clothing be clinging together? a. The static charge of both pieces of clothing is the same. b. The static charge of both pieces is positive. c. The static charge of both pieces is negative. d. The static charge of one piece of clothing is positive and the other is negative. Support your answer with an explanation and reasoning for those choices you view as incorrect. 3.3.1 The leaves of a neutral electroscope move apart when a negatively charged object is brought near. Which statement explains why this occurs? a. Electrons moved downward to the leaves of the electroscope. b. Electrons moved to the top of the electroscope. c. Protons moved toward the top of the electroscope. d. Protons moved downward to the leaves of the electroscope.
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Physical Science Assessment Examples 25 NC Department of Public Instruction Support your answer with an explanation and reasoning for those choices you view as incorrect. 3.3.1 Compare conduction of electric charge with prior knowledge of conduction of heat. (Student answers should include that heat is transferred between objects in contact due to a difference in temperature while charge is transferred when there is a difference in electric potential difference between two objects in contact. Heat is no longer transferred once the objects reach the same temperature; electrons are no longer transferred once objects reach the same charge and there is no longer a potential difference.) PSc.3.3.2 Explain simple series and parallel DC circuits in terms of Ohm’s law.
3.3.2 What is the current in a circuit that has a potential difference of 120 volts and a resistance of 2 ohms? a. 240 amps b. 60 amps c. 40 amps d. 0 amps Support your answer with an explanation and reasoning for your calculations. 3.3.2 Given that the voltages and individual resistances in the diagrams below are equal, which statement would be true? http://www1.curriculum.edu.au/sciencepd/electricity/images/elec_ill76.gif
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Physical Science Assessment Examples 26 NC Department of Public Instruction a. The current is greater in the circuit on the left. b. The current is greater in the circuit on the right. c. The total resistance is greater in the circuit on the right. d. The total resistance is the same in both circuits. Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.3.3.3 Explain how current is affected by changes in composition, length, temperature, and diameter of wire. 3.3.3 A section of copper wire has a set resistance. Which of the following changes would provide less resistance? a. a longer copper wire of the same thickness b. a thinner copper wire of the same length c. a thicker copper wire of the same length d. increase in temperature of the wire Support your answer with an explanation and reasoning for those choices you view as incorrect. PSc.3.3.4 Explain magnetism in terms of domains, interactions of poles, and magnetic fields. 3.3.4 Which statement best describes the magnetic orientation of the two magnets shown in the diagram below? a. B
and C
are both north-seeking poles. b. B
and C
are both south-seeking poles. c. A
and C are both north-seeking poles. d. A
and C
are both south-seeking poles. Support your answer with an explanation and reasoning for those choices you view as incorrect. (
Student answers should use the term domains and explain interactions of poles.) A B C D
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Physical Science Assessment Examples 27 NC Department of Public Instruction 3.3.4 If a compass is placed in a magnetic field caused by a current-carrying wire, what will happen to the compass needle? (Student answers should include a change in the compass needle that originally aligns with the earth’s magnetic field
to align with the magnetic field that forms closed loops around the wire. The compass needle would align tangentially to the magnetic field.) PSc.3.3.5 Explain the practical applications of magnetism. 3.3.5 How can the strength of an electromagnet in a generator be increased? (Student answers should include increasing the number of coils, greater voltage, and using a ferromagnetic core.) 3.3.5 Explain how the magnetic strip on the back of an ATM or credit card works to identify the user. (Student answers should relate the magnetic stripe on the back of the cards to account databases. A recording device magnetizes iron atoms inside the plastic strip based on various letters and numbers while a reading device in the ATM or at stores are able to read the stripe on the card to access the particular coded account.) 3.3.5 What is the purpose of a transformer? a. change the voltage of alternating current b. change the resistance of direct current c. convert potential to kinetic energy d. convert mechanical energy to electrical energy Support your answer with an explanation and reasoning for those choices you view as incorrect.
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Related Questions
As viewed from Earth, most stars appear to move across the sky each night because
A
stars orbit around Earth
B
Earth rotates on its axis
C
stars revolve around the center of the galaxy
D
Earth revolves around the sun
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In a particular class, exams are worth 50%50% of the overall grade, quizzes are worth 30%30% of the overall grade, homework is worth 15%15% of the overall grade, and class participation is worth 5%5% of the overall grade.
A particular student has earned an average score of 83.0%83.0% on the exams, 71.6%71.6% on the quizzes, 90.0%90.0% on the homeworks, and 100.0%100.0% on class participation. What is this student's overall grade in the course?
Report the answer with one digit after the decimal point.
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Need all three plz
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What materials will the teacher and the students need to complete a lesson on mixing substances in a 5th grade classroom based on the below standard and learning objective?
Standard
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Learning Objective
Given a variety of substances and safety equipment in a classroom setting, students will be able to conduct an experiment to mix two or more substances and observe the results. They will be able to correctly identify whether a new substance has been formed as a result of the mixing, based on observable changes such as color change, formation of a precipitate, or change in temperature, with at least 80% accuracy.
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solvent
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solute
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Dipping into health
When blood pressure is measured over a 24-hour period, this is referred to as ambulatory blood
pressure monitoring, three patterns arise. Here are samples of three different individual.
Let's call them Dick (1), Tom (2) and Harry (3).
1
2
3
Patient's
Paticnt's
BP
BP
Palicet's
Upper
limit
Upper
limit
12
Upper
lim
124
120
Lower
limit
Lower
Lower
limit
Time (houn after wakening)
Time (hours after awakening)
Time (hours after awakenin
SYSTOLIC BP (mm Hg)
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101 Chem101
b Search results for 'Using the infor x
B Brainly.com - For students. By stu X
G Using the information in the tab
+
->
A app.101edu.co
I Apps
y! email
b bartleby
B Brainly.com - For st. = Google Docs M gmail
O eagle adv
H school email
S canvas
m Monthly | My Classes
101 Chem101
general
E Reading list
Question 19 of 44
Submit
Using the information in the table, the rate law for the reaction A(g) + 3 B(g) →
C(g) + 2 D(g) is
Rate
[A], (M)
[B], (M)
(M/s)
A) Rate =
k[A][B]³
1.25
0.100
0.850
B) Rate =
k[B]
C) Rate = k[A][B]
1.25
0.300
2.55
D) Rate = k[A][B]²
3.75
0.200
5.10
2:47 PM
P Type here to search
67°F Clear
7/19/2021
近
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Question 20
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Crystals have precipitated upon cooling a homogeneous solution of a compound. The crystals were then separated by vacuum filtration. Which of the following terms is the best term to correctly to describe the liquid after filtration?
Supernatant
Solvent
Solution
Soluble impurities
Filtrate
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Name a specific scientific instrumentation or technological innovationthat is used in Organic Chemistry research laboratory. (Pharmacy setting)
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Discuss the language demands included in the lesson on mixing substances in a 5th-grade classroom by Identifying key vocabulary terms students must know in order to master the learning objectives for the lesson based on the below standard and learning objective.
Standard
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Learning Objective
Given a variety of substances and safety equipment in a classroom setting, students will be able to conduct an experiment to mix two or more substances and observe the results. They will be able to correctly identify whether a new substance has been formed as a result of the mixing, based on observable changes such as color change, formation of a precipitate, or change in temperature, with at least 80% accuracy.
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In a simple
set-up, a mixture is heated and the component with the lower boiling point vaporizes first, moves through the condenser,
condenses
chromatography
filtration
distillation
1
Ne
Sign out
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Why chemistry is important in health care career.
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1. For each field, which problem is being addressed by the consumer product?
2. What are some chemical components of the consumer products?
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Assume the average person needs 75mg of vitamin C per day. If you were to travelacross the Atlantic Ocean (a 50 day voyage), how much (in volume) of your commercialsample would be needed?
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A chef in Denver (the mile high city) and a
chef in Tampa (sea level city) make the same
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recipe. Why did the Denver chef have to
modify the recipe?
O The density of water is higher at high altitudes
O The boiling point of water is lower at high
altitudes
O The boiling point of water is higher at high
altitudes
O The density of water is lower at high altitudes
D Question 9
Which statement describes how food is
cooked using microwaves?
O The food reflects microwaves causing the air
surrounding the food to heat up
O Microwaves heat up the air around the food
and it is transferred to the food through
convection
O Microwaves break chemical bonds and the
energy that is released cooks the food
O The food absorbs the microwaves and its
molecules begin to rotate causing heat
D Question 10
When making yogurt, the pH of the milk
solution
O decreases, making it more sour
O No answer text provided.
O stays the same
O increases, making it more bitter
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Question 19
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A group of students performed a melting point experiment to study the physical properties of ionic and covalent solids. The data collected are shown in the table.
Solid Sample
Melting Point (oC)
Time Elapsed (min)
Table Sugar (sucrose)
186
18
Table Salt (sodium chloride)
500 (not observed)
30
Paraffin Wax
37
4
Vegetable Lard
50
>5
Using the information contained in the table, what is the BEST explanation for the results?A The melting point of sodium chloride was not observed because ionic solids do not melt, whereas sugar, wax, and lard melted because they are softer than salt.B The melting points of covalently bonded solids tend to be lower than ionic solids. The melting point of sucrose was greater than the wax or the lard because sucrose has stronger bonds than wax or lard.C The melting point of sodium chloride was not observed because ionic solids are composed of positive and negative ions that do not melt; whereas, the…
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