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FM.2.D.7.c- Explain that a change in motion is the result of an unbalanced force acing upon an object.

FM.2.D.7.d-Explain how the acceleration of a moving object is affected by the amount of net force applied and the mass of the object.

1. Which statement best describes what must happen in order for a person to lift an object?

A. The force of gravity must be greater than the mass of the object.

B. The mass of the object must be greater than the force of gravity.

C. The force of gravity must be greater than the upward pull or push on the object.

D. The upward pull or push on the object must be greater than the force of gravity.

FM.2.D.7.a-Compare the effects of balanced and unbalanced forces on an objects motion.

FM.2.D.7.c-Explain that a change in motion is the result of an unbalanced force acting upon an object.

FM.2.D.7.d-Explain how the acceleration of a moving object is affected by the amount of net force applied and the mass of the object

2. An object moving along a surface suddenly increases speed. What can cause this to happen?

A. It is moved by balanced forces.

B. It is moved by two opposite forces.

C. It is moved by an unbalanced force

D. It is moved by a force without a direction

FM.2.D.7.a- Compare the effects of balanced and unbalanced forces on an objects motion.

FM.2.D.7.d-Explain how the acceleration of a moving object is affected by the amount of net force applied and the mass of the object.

3. In a tug of war, when one team is pulling with a force of 100 N and the other 80 N, what is the net force?

A. 20 N

B. 80 N

C. 100 N

D. 180 N

UN.2.D.7.a-Describe how the Earth’s gravity pulls any object on or near the Earth toward it (including natural and artificial satellites).

UN.2.D.7.b-Describe how the planets’ gravitational pull keeps satellites and moons in orbit around them.

UN.2.D.7.c-Describe how the Sun’s gravitational pull holds the Earth and other planets in their orbits.

4. Gravity is responsible for the

A. planets orbiting around the Sun.

B. rotation of a planet on its axis.

C. tilt of Earth’s axis.

D. phases of the Moon.

IN.1.A.5,6,7.a-Formulate testable questions and hypotheses

FM.2.A.6.e-Predict how different surfaces (transparent, translucent opaque) affect the behavior of visible light rays and the resulting image of an object.

FM.2.A.7.e-Describe how heat is transferred by conduction, convection, and radiation and classify examples of each.

FM.2.A.7.f-Classify common materials as conductors or insulators of thermal energy

5. Which statement explains why light from the Sun can warm up water in a glass?

A. Light energy is converted into chemical energy which then becomes heat energy.

B. Water gives out energy so that it can reflect the light.

C. Light energy dissolves in water and heats it up.

D. Water absorbs light energy and converts it into heat energy.

FM.2.B.7.a- Explain every object exerts a gravitational force of attraction on every other object FM.2.B.7.b-Recognize an object’s weight is a measure of the gravitational force of a planet/moon acting on that object (1).

FM.2.B.7.c-Compare the amount of gravitational force acting between objects (which is dependent upon their masses and the distance between them) (2).

6. The weight of a person on Earth is 6 times his or her weight on the Moon. What type of force is responsible for a person’s weight?

A. inertia

B. electromagnetic

C. gravitational

D. mechanical

ST.1.C.6,7,8.a-Describe how technological solutions to problems can have both benefits and drawbacks.

7. Scientists are very concerned about the overuse of antibiotics. Of particular concern is the use of antibiotics in animal feeds. They hypothesize that the overuse of antibiotics will result in “superbugs” (bacteria resistant to antibiotics). How might the overuse of antibiotics lead to antibiotic resistant bacteria?

A. Antibiotics can cause mutations so new mutant bacteria can become resistant to the antibiotics.

B. Antibiotics don’t work very well in animals so the bacteria cannot be killed by the antibiotics.

C. A few resistant bacteria are always present and antibiotics kill the sensitive bacteria and allow the resistant bacteria to grow.

D. Bacteria can eat the antibiotics which will make them resistant to the antibiotic

LO.1.A.6,8.a (review from 6th grade) Describe the common life processes necessary to the survival of organisms

8. Which of the following lists does not include a common life process of all organisms?

A. growth, reproduce, life span

B. reproduce, use of sunlight, response to stimuli

C. exchange of gasses, use of water, growth,

D. elimination of wastes, life span, energy use

ST.1.C.6, 7, 8.a. Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks)

9. How does water pollution affect aquatic life?

A. Cloudy water blocks light and slows plant growth

B. Too much fertilizer causes overgrowth of algae

C. Toxic chemicals are poisonous to living things

D. All of the above

LO.3.D.8.a Recognize and describe when asexual reproduction occurs, the daughter cell is identical to the parent cell

EC.1.D.8.a Explain the beneficial or detrimental impact that some organisms (i.e., viruses, bacteria, protists, fungi) may have on other organisms (e.g., diseases, antibiotics, breakdown of wastes, fermentation.

ST.2.A.6,7,8.A-Describe how the contributions of scientists and inventors, representing different cultures, races and gender have contributed to science, technology, and human activity.

IN.1.A.7.a-Formulate testable questions and hypothesis.

10. Sir Alexander Fleming was the first person to discover the antibiotic called penicillin. He accidentally discovered it when a mold spore landed on a petri dish containing bacteria that Fleming was studying. When the mold grew on the petri dish it killed the bacteria. Which of the following hypothesis best explains how molds benefit from producing antibiotics?

A. Molds produce antibiotics to protect themselves from bacteria that might infect them.

B. Molds produce antibiotics to eliminate other organisms in the soil and reduce competition for nutrients.

C. Molds produce antibiotics as a food source.

D. Molds produce antibiotics to scare off predators.

Bryce loves to go fishing at the lake near his house. He has noticed this summer the fish are not biting in his favorite fishing spot shaded by a big oak tree. He also noticed the water was warmer than usual. Did it have something to do with the new factory built by the lake last fall? Bryce called the factory and the manager explained to him they used the lake water to cool the machinery used in the factory, and was why the lake water was warmer by his fishing spot. He assured Bryce that the water contained no pollutants so it shouldn’t be effecting the fish population. Bryce remembered last year on a field trip to the Conservation Department, the guide had mentioned that water temperature can affect dissolved oxygen levels, which is important for survival of aquatic life. Bryce decided to investigate how the temperature of water affects the dissolved oxygen level. Bryce tested the dissolved oxygen levels of the lake at several different temperatures throughout the summer and fall. Bryce gathered his data near 4:00 in the afternoon.

DIRECTIONS: Answer the following questions about Bryce’s investigation.

IN.1.A.5,6,7.b-Identify and describe the importance of the independent variable, dependent variable, control of constants, and multiple trials of the design of a valid experiment.

11. Independent Variable? (1 point) Temperature of Water

IN.1.A.5,6,7.b-Identify and describe the importance of the independent variable, dependent variable, control of constants, and multiple trials of the design of a valid experiment.

12. Dependent Variable? (1 point) Dissolved Oxygen Level

IN.1.A.5,6,7.a-Formulate testable questions and hypotheses.

IN.1.A.5,6,7.c-Design and conduct a valid experiment.

13. Write a testable question that could be the basis of Bryce’s scientific investigation. (1 point)

Any question that shows the affect of the independent variable on the dependent variable is acceptable.

Examples

How does the temperature of the water affect the dissolved oxygen level?

Will the dissolved oxygen level be higher (lower) if the temperature is hotter (cooler)?

Will hotter (cooler) water contain more (less) oxygen?

Will there be more (less) oxygen in cooler (warmer) water?

Does temperature affect how much dissolved oxygen is present in water?

Do higher (lower) temperatures cause an increase (decrease) in dissolved oxygen?

IN.1.A.5, 6, 7.a-Formulate testable questions and hypotheses.

14. Write a hypothesis for the testable question you wrote above. (1 point)

Any hypothesis that shows the affect of the independent variable on the dependant variable is acceptable. The hypothesis must answer the testable question. The hypothesis can be incorrect. The hypothesis should be an If/then statement.

Examples

If I measure the dissolved oxygen level of various temperatures of lake water, then the cooler (warmer) water will have the most (least) dissolved oxygen.

If I check the temperature and oxygen level of water, then the warm (cool) water will have the highest (lowest) level.

Warmer (cooler) water will have more (less) oxygen

If water temperature increases (decreases), then the amount of dissolved oxygen will decrease (increase)

IN.1.A.5,6,7.c-Design and conduct a valid experiment.

15. To make a fair experiment, Bryce kept several factors constant during the experiment. List one factor he should keep the same. (1 point)

Same thermometer

Same dissolved oxygen test

Same lake (type of water)

Same time of day the test is taken

Below is the data Bryce collected during his investigation.

|Lake Water Temperature °C vs. Dissolve Oxygen Level |

|Temperature of |5 |10 |15 |

|Water (°C) | | | |

|1 |1 Point |_____/(1) |1 point Correct Answer-D |

|2 |1 Point |_____/(1) |1 point Correct Answer-C |

|3 |1 Point |_____/(1) |1 point Correct Answer-A |

|4 |1 Point |_____/(1) |1 point Correct Answer-A |

|5 |1 Point |_____/(1) |1 point Correct Answer-D |

|6 |1 Point |_____/(1) |1 point Correct Answer-C |

|7 |1 Point |_____/(1) |1 point Correct Answer-C |

|8 |1 Point |_____/(1) |1 point Correct Answer-B |

|9 |1 Point |_____/(1) |1 point Correct Answer-D |

|10 |1 Point |_____/(1) |1 point Correct Answer-B |

|11 |1 Point |_____/(1) |1 point Correct Answer-IV |

|12 |1 Point |_____/(1) |1 point Correct Answer-DV |

|13 |1 Point |_____/(1) |1 point Correct Answer-testable question |

|14 |1 Point |_____/(1) |1 point Correct Answer-appropriate hypothesis |

|15 |1 Point |_____/(1) |1 point Correct Answer-list one constant |

|16 |1 Point |_____/(1) |1 point Correct Answer-title |

|17 |1 Point |_____/(1) |1 point Correct Answer-axis labels |

|18 |1 Point |_____/(1) |1 point Correct Answer-category/number labels |

|19 |1 Point |_____/(1) |1 point Correct Answer-data plotted |

|20 |1 Point |_____/(1) |1 point Correct Answer-conclusion |

| | | | |

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Dissolved Oxygen Level (parts per million)

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Dissolved Oxygen Level (parts per million)

Dissolved Oxygen Level (parts per million)

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