5 Which of the following is a compound? 6 Erik poured a cup of water onto a pile of dirt, 7 The picture shows the mass, in grams (g), of a

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1 1 The equation below illustrates a chemical process that involves the elements carbon and oxygen. C + O 2 CO 2 What does this model of a chemical equation illustrate? A. the structure of an atom B. the formation of an organic substance C. how a compound can be separated into its elements D. how elements combine to form a compound 2 Elements A. are made of compounds with different properties. B. can be broken down into different types of atoms. C. can combine into compounds with new properties. D. only combine with other elements of the same type. 5 Which of the following is a compound? A. Mg B. Ag C. Pb D. NaF 6 Erik poured a cup of water onto a pile of dirt, making mud. Mud is A. a mixture, because it can be separated by physical processes. B. a solution, because it must be separated by chemical processes. C. a compound, because it can be separated by physical processes. D. an element, because it must be separated by chemical processes. 7 The picture shows the mass, in grams (g), of a piece of solid calcium carbonate. 3 A student combines samples of two elements, one that is blue in color and one that is yellow in color. A chemical reaction occurs. The resulting substance most likely will be a A. mixture that will display only the yellow particles of its elements. B. compound that may have a completely different color from its elements. C. mixture of some yellow particles and some blue particles from its elements. D. compound that will display a purple color from the combination of its elements. If the calcium carbonate were cut into four equal pieces, how many grams, to the nearest tenth, should each piece weigh? 4 What is the term for a substance that cannot be broken down into a simpler substance by chemical means? A. an element B. a molecule C. a mixture D. a compound 8 Which tool could be used to find the mass of a rock? A. thermometer B. microscope C. ruler D. balance Generated On March 8, 2018, 10:39 AM PST Page 1

2 9 Four pictures are shown with intact textbooks on the right side of the scale, and an identical textbook, in pieces, in a box on the left. Which of the books demonstrate that the mass of an object is equal to the sum of its parts? A. only the history textbook B. only the math textbook C. the history and the reading textbooks D. the math and the science textbooks 10 Which of the following experiments could be used to test the law of conservation of mass? A. measuring the temperature of ice and water B. timing a ball dropped from a height of 2.0 meters C. measuring the speed of a toy car down an inclined ramp D. measuring the mass of a whole object and then its parts 11 Read the passage about Steve. Steve is separating the components of a beaker containing a four-part mixture with a total mass of 65 grams. The rocks have a mass of 10 grams, the sand has a mass of 12 grams, the beads have a mass of 2 grams, and the fourth component has an unknown mass. The empty beaker has a mass of 25 grams. When the separation was complete, Steve found the unknown component to have a mass of 14 grams. He found that his final mass did not match the given total mass of 65 grams. What could be the reason for the difference in the masses? A. Mass was lost during the process of separating the parts. B. Mass was added during the process of separating the parts. C. Mass was lost because matter is destroyed during the separation process. D. Mass was added because matter is formed during the separation process. 12 As part of a demonstration, Mr. Wadlow took flat copper, Cu, wire, wrapped it around a pencil to make a coil, then placed the coiled copper wire into a beaker of clear silver nitrate, 2AgNO 3, solution, creating the reaction shown by the formula. After thirty minutes, gray particles collected on the copper, and the solution turned blue. Cu + AgNO 3 Cu NO Ag Match each substance to its role in the reaction. Generated On March 8, 2018, 10:39 AM PST Page 2

3 13 In the diagram below, two identical objects are released from rest at the starting position. Object 1 was released first and sometime later Object 2 was released. The diagram below shows the positions of Objects 1 and 2 a short time after both were released. 16 When an object is in motion, it possesses what type of energy? A. potential energy B. kinetic energy C. thermal energy D. chemical energy 17 The gravitational potential energy of an object depends on the mass of the object, the strength of the gravitational field, and which of the following relative to the ground? A. the color of the object B. the height of the object C. the shape of the object D. the speed of the object Which object in the figure has the most kinetic energy? A. Object 1 B. Object 2 C. Both objects have the same amount of kinetic energy. D. Neither object has any kinetic energy. 18 An image of a roller coaster is shown below. 14 A list of scenarios is shown below. I. Water is running II. A car is parked on a hill III. One liter of gasoline sits on a bench Which of the scenarios has kinetic energy? A. I, only B. II, only C. II and III, only D. I and III, only A. A B. B C. C D. D At which position will the roller coaster have the greatest amount of potential energy? 15 Which situation describes a system with decreasing gravitational potential energy? A. a bicyclist riding up a steep hill B. a boy jumping down from a tree limb C. a rocket rising vertically from Earth D. a girl stretching a horizontal spring Generated On March 8, 2018, 10:39 AM PST Page 3

4 19 The picture below shows a cart as it rolls down a hill. 22 Students are investigating energy transfer in the laboratory. The students use rubber bands and rulers for their investigation. They attach a rubber band to each ruler, pull the band back, and allow the band to launch from the ruler. The diagram shows their set up. This picture is an example of which scientific law? A. the law of conservation of energy B. the law of conservation of mass C. the law of air resistance D. the law of friction 20 Blake is the pitcher on his middle school baseball team. Which statement best describes the relationship between the potential and kinetic energy of the baseball when Blake pitches it to the catcher? A. The potential energy decreases and kinetic energy decreases. B. The potential energy decreases and kinetic energy increases. C. The potential energy increases and kinetic energy decreases. D. The potential energy increases and kinetic energy increases. 21 Which of these illustrates potential energy due to gravity being converted into kinetic energy? A. a kicked football rising into the air B. a crane lifting a heavy steel beam C. a rock falling from a cliff D. a race car speeding around a track The results of their investigation are shown. Ruler Distance Band Is Pulled Back (centimeters) Distance Band Travels (centimeters) Which statement best describes the results of their investigation? A. The more potential energy the band has, the more kinetic energy is transferred, and the farther the band travels. B. The less potential energy the band has, the more kinetic energy is transferred, and the farther the band travels. C. The more kinetic energy the band has, the more potential energy is transferred, and the farther the band travels. D. The less kinetic energy the band has, the more potential energy is transferred, and the farther the band travels. Generated On March 8, 2018, 10:39 AM PST Page 4

5 23 When a pole vaulter reaches the top of her vault, how does her potential energy compare to her kinetic energy? A. The kinetic energy is twice the amount of potential energy. B. The kinetic energy and potential energy are the same. C. The kinetic energy is greater than the potential energy. D. The kinetic energy is less than the potential energy. 24 The pictures show a boy riding a bicycle uphill and on level ground. What energy conversions take place during these activities? A. Riding uphill, the boy's work is converted into magnetic energy; riding on level ground, his work is converted into thermal energy. B. Riding uphill, the boy's work is converted into thermal energy; riding on level ground, his work is converted into potential energy. C. Riding uphill, the boy's work is converted into potential energy; riding on level ground, his work is converted into kinetic energy. D. Riding uphill, the boy's work is converted into kinetic energy; riding on level ground, his work is converted into magnetic energy. 25 How do simple machines affect work? A. They increase the amount of force needed for work. B. They do all of the work and remove the need for force. C. They make the work harder to do by increasing the need for force. D. They change the direction or the amount of force needed for work. 26 An object with more mass A. requires less force to move it. B. requires more force to move it. C. will always go faster than objects with less mass. D. will always go slower than objects with less mass. 27 Jose sets up an investigation to determine the effect of force on mass. First, he rolls a 100-gram ball down a ramp and hits the back of a parked 50-gram car. He measures the distance the car moved. Next, he rolls the 100-gram ball down the same ramp and hits the back of a parked 100- gram car. He measures the distance the car moved. Which of the following is most likely to be the result of Jose's experiment? A. The 100-gram car moved farther than the 50- gram car. B. The 50-gram car moved farther than the 100- gram car. C. Both cars moved the same distance. D. Neither car moved any distance. 28 A student is investigating mass and acceleration. The student applies the same force to two boxes, as shown in the table. Box Force Applied to Box (newtons) Acceleration (meters/second 2 ) The student claims that box 1 must have a smaller mass than box 2. Which argument best supports the student's claim? A. Heavier objects require less force than lighter objects to accelerate at the same rate. B. Heavier objects require greater force than lighter objects to accelerate at the same rate. C. Lighter objects require less force than heavier objects to start moving but will accelerate at the same rate. D. Lighter objects require greater force than heavier objects to start moving but will accelerate at the same rate. Generated On March 8, 2018, 10:39 AM PST Page 5

6 29 A student is investigating acceleration using objects with different masses. She claims that mass affects the acceleration of objects when the force remains constant. The student creates a graph to represent the findings of her investigation. Which argument best supports the student's claim? A. As mass decreases, the acceleration of an object decreases because less force is required. B. As mass increases, the acceleration of an object increases because less force is required. C. As mass increases, the acceleration of an object decreases because more force is required. D. As mass decreases, the acceleration of an object increases because more force is required. 30 A student is investigating acceleration with blocks of different masses. She applies varying amounts of force to the blocks and measures the acceleration. The table shows the results of the student's investigation. Force (newtons) Mass of Block (kilograms) Acceleration (meters/ second 2 ) The student claims that if she applies a force of 10 N to a block with a mass of 10 kg, it will accelerate faster than 2 m/s 2. Which statement evaluates her claim correctly? A. The claim is correct because heavier objects require more force to accelerate. B. The claim is correct because heavier objects require less force to accelerate. C. The claim is incorrect because heavier objects require more force to accelerate. D. The claim is incorrect because heavier objects require less force to accelerate. Stop: You have finished the assessment. Generated On March 8, 2018, 10:39 AM PST Page 6