STUDENT NAME DATE ID GRADE 3 SCIENCE

Transcription

1 STUENT NME TE I GRE 3 SIENE dministered ecember 2005

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3 IRETIONS Read each question and choose the best answer. e sure to mark all of your answers. SMPLE Objects That onduct Heat Objects That o Not onduct Heat Silver spoon Plastic fork opper pan Glass block Iron nail Wooden handle Gold ring??? The chart shows some objects that conduct heat and some that do not conduct heat. Which of these would complete the column of objects that do not conduct heat? Electrical wire Water drop otton glove Horseshoe magnet Page 1 3rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

4 SMPLE Plant Growth vs. Time Plant Growth (cm) ay The graph shows how much a plant grew over four days. ccording to the graph, how many centimeters did the plant grow between ay 1 and ay 4? 17 cm 6 cm 15 cm 14 cm Page 2 3rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

5 Use your knowledge of science and the figure below to answer questions 2 and 3. Left Right 1 student is using the slide on the playground to conduct an experiment as shown above. She slides two boxes, one with 2 bricks and the other with 3 bricks, down the slide. Which question is the student most likely trying to answer by observing this experiment? How many steps did it take to get to the top of the slide? How many bricks can fit in the box? Were the bricks in the boxes rough or smooth? Will the box with two bricks slide down the slide faster? 2 The scale shown above is balanced. What action would lift up the pan that holds the apple? taking a bite out of the apple adding weights to the left pan taking away weights from the right pan adding equal weight to both pans 3 student removes one of the weights from the right pan. She replaces it with another weight that is of equal mass. What are the new positions of the pans in the balance? The pan holding the apple is higher. The pan holding the weights is higher. The two pans are still in balance. The pan on the right is now heavier. Page 3 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

6 haracteristics of Gases, Liquids and Solids Gas Liquid Solid Takes up all of the space in its container Takes up only a fixed amount of space in a container Takes up a fixed amount of space Takes the shape of its container Takes the shape of the part of the container which it occupies Retains a fixed shape n example is fog n example is a rain drop n example is ice 4 ccording to this chart which state(s) of matter, when placed in a container, takes up all the volume of the container? Liquids and solids Gases Solids Gases and solids Page 4 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

7 Use the following diagram to answer questions 5, 6 and 7. Number of Magnets Number of Paperclips 5 Several students conducted an experiment using different numbers of magnets to pick up paperclips. First they used one magnet, then two magnets stuck together, and then three magnets stuck together. They recorded their observations in the chart shown above. What is the best conclusion that the students could make about magnets and paper clips? Using more magnets will pick up more paper clips. ll magnets can pick up the same amount of paper clips. ll paper clips have the same mass and weight. Paper clips can be used to balance magnets. Page 5 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

8 6 Which of the following graphs shows the results of the experiment on page 5? # of paper clips # of magnets # of paper clips # of magnets # of paper clips # of magnets # of paper clips # of magnets Page 6 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

9 Use the diagram on page 5 to answer question 7. 7 Which statement below would be the best hypothesis for testing 5 magnets together? I think that 5 magnets will hold 10 paper clips. I think that 5 magnets will hold 2 paper clips. I think that 5 magnets will hold 5 paper clips. I think that 5 magnets will hold 15 paper clips. Items System Not a System microscope wagon diamond rattle drop of water Some Images 2005 JupiterImages orporation 8 Students were asked to identify which items were systems and which were not systems at all. They constructed the chart shown above to display their answers. Which items should the students check off to show that they are systems? Wagon, diamond, water drop iamond, rattle, water drop Microscope, diamond, rattle Microscope, wagon, rattle Page 7 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

10 2005 JupiterImages orporation 9 This scooter is a system that is made of parts. What is the main role of the handle bars in this system? The handle bars control the direction of the back wheel. The handle bars help to shine the light. The handle bars keep the scooter in motion. The handle bars control the direction that the scooter moves. 10 When pushing the bulb on a full dropper, in which direction will the force move the liquid? Up the eye dropper and into the bulb Over the bulb of the eye dropper own the eye dropper and out of the dropper Under the bulb of the eye dropper Page 8 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

11 Group 1 Group 2 Group 3 Group 4 Toy ar Orange alloon Screw Spaghetti Rubber ball Spaghetti Pencil Key Some images 2005 JupiterImages orporation 11 student was testing the above objects for hardness. Which of these groups of objects would be considered hard? Toy car and rubber ball Orange and spaghetti alloon and pencil Screw and key Left Right 12 student masses objects on a pan balance and finds the following results: OJET Toy ar Orange alloon Rubber all MSS 11 grams 8 grams 2 grams 5 grams If she places the rubber ball in the left pan and the orange in the right pan at the same time, the balance will - not move at all tilt up on the left side tilt up on the right side tilt right and then left Page 9 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

12 Jumping Kathy 14 thermometer can be described as a system because it has parts which work together. Which statement best describes the role of the red liquid in the thermometer? The liquid is a combination of alcohol and water mixed together. The liquid moves up and down when a magnet is close by. The liquid goes up to higher numbers when the weather is warm. The liquid goes down to lower numbers when the weather is warm JupiterImages orporation 13 student placed chopped peanuts and cola in a bottle and called it Jumping Kathy ola. arefully observe the drawing of the container of Jumping Kathy ola shown above. What kinds of matter make up the bottle and its contents? Solid, liquid, and gas Solid and liquid Liquid and gas Gas and solid Page 10 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

13 mountains hills ice 2005 JupiterImages 2005 JupiterImages orporation 15 Study the picture above of a student throwing a football. Select the correct words in the answer choices to complete the following sentence about his actions. The boy will use a pushing force to throw the ball in front of him. pulling force to throw the ball in back of him. pushing force to throw the ball in back of him. pulling force to throw the ball in front of him. 16 The picture above shows evidence of a force that changed the surface of the Earth. Which force is mostly responsible for carrying away large amounts of sediment to make holes in the ground and form lakes? Glaciers Moving water Wind Earthquakes Page 11 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

14 Students tested rocks for hardness by scratching them with a penny and a nail. The chart below shows their results. Rock Name Limestone asalt Sandstone Scratched by yes no yes a penny Scratched by a nail yes no yes 17 ccording to the results of this experiment, which statement below is true? Limestone is harder than basalt. Limestone is harder than sandstone. asalt is harder than sandstone. Sandstone is harder than limestone. Student Student Student 18 Students must observe the pictures shown above and determine the state of matter that each student in the picture is trying to demonstrate. Which of the following results should they record? Student Solid Student Gas Student Liquid Student - Liquid Student Gas Student Solid Student Gas Student Liquid Student Solid Student - Solid Student Liquid Student - Gas Page 12 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

15 lay Sand 19 The student shown above wants to put his windmill in motion. What type of resource is the wind that turns his windmill? Renewable Inexhaustible Nonrenewable Recyclable 20 Which of these materials is a nonrenewable resource? Wood orn Sunlight Minerals 21 Two soil samples shown above were tested to see how much water each could hold. One plastic bottle contained ½ cup of sand and the other contained ½ cup of clay. One cup of water was added to each container of soil. What is most likely to happen? Water will flow through both containers at the same rate. The clay and sand will both retain all of the water. The clay will retain more of the water than the sand. The sand will retain more of the water than the clay. Page 13 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

16 22 Venus orbits the Sun between which two other planets? Earth and Mars Mercury and Earth Mars and Jupiter Uranus and Neptune 23 The planets pictured above are - the planets nearest to the Sun the planets nearest to the Earth the first 3 planets in the solar system the last 3 planets in the solar system Images 2005 JupiterImages orporation Page 14 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

17 Use the following illustration and your knowledge of science to answer questions 24 and 25. Model of the Solar System student uses a beach ball to model the Sun. He uses nine golf balls to model the planets. Sun ll models have limitations. Which of these changes would make this model of the Solar System more accurate? Replace the beach ball with a tennis ball. Move golf balls 5 to 9 closer together. Replace golf balls 1 to 4 with four peas, and replace golf ball 9 with a pea. Paint golf balls 1 to 4 a blue color. Paint the other golf balls a green color JupiterImages orporation 25 What if the student replaces the beach ball with a black bowling ball? How does the bowling ball improve the model of the sun? The cracks on the bowling ball will better model the Sun s flares. The bowling ball will better model the Sun s color. The bowling ball will better model the Sun s corona. The holes in the bowling ball will better model sunspots on the Sun. Page 15 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27

18 Some images copyright 2004 JupiterImages 26 Observe the picture of the water cycle shown above. The water cycle is an example of a system because - the parts work together the rain falls on land the sun is very hot the waves meet the land 2005 JupiterImages orporation 27 The matter in the pan is boiling. This will cause the matter to change from a - liquid to a solid solid to a gas gas to a liquid liquid to a gas Page 16 3 rd Grade Science Interim 2; TKS Standard: 21 of 27; TKS ommended: 25 of 27