Light 1
Light 2
Sound
100
A softball player wears sunglasses when she is at practice. She is able to see the ball clearly when she is batting, as shown below.
The softball player keeps her sunglasses on as she goes to her locker after practice. She can see the lock on her locker but cannot see the numbers on it clearly, as shown below.
Which path does the light need to take in order for the softball player to see the locker?
A. The light must shine from the locker and then into the softball player's eyes.
B. The light must shine from the locker and then reflect off the softball player's eyes.
C. The light must shine from the light bulb, then through the locker, and then into the softball player's eyes.
D. The light must shine from the light bulb, then reflect off the locker, and then travel into the softball player's eyes.
D. The light must shine from the light bulb, then reflect off the locker, and then travel into the softball player's eyes.
100
The picture shows both boxes.
Why is the object in Box 1 not visible?
A. The color of the object is too dark.
B. There is no light to make the object visible.
C. The box is too large for light to reach the object.
B. There is no light to make the object visible.
100
Are sound waves visible?
no
200
How do sunglasses affect the path of light?
A. Sunglasses reflect all light away from the softball player's eyes.
B. Sunglasses allow less light to enter the softball player's eyes.
C. Sunglasses cause light to reflect off the softball player's eyes.
D. Sunglasses block all light from entering the softball player's eyes.
B. Sunglasses allow less light to enter the softball player's eyes.
200
Plastic and Light
A student completes an experiment in a dark room. A student has three different sheets of plastic. The student holds each sheet of plastic up in front of a flashlight and turns the flashlight on. The student records the data in the table.
Sheets of PlasticExperiment Results
Sheet 1-The light from the flashlight passes through the plastic easily.
Sheet 2-Some light from the flashlight passes through the plastic.
Sheet 3-No light from the flashlight passes through the plastic.
Next, the student shines the flashlight on an apple using Sheet 1. The student can easily see the apple as shown below.
If the student places Sheet 3 between the flashlight and the apple, how would the apple appear to the student?
a. The apple would not be visible to the student.
b. The apple would be fully visible to the student.
c. The apple would be mostly visible to the student.
d. The apple would be slightly visible to the student.
a. The apple would not be visible to the student.
200
The students continue the investigation. They go farther and farther away until they can no longer hear the blender. What question could the students be trying to answer now?
A. How does a blender make sound from a distance?
B. At what distance does the sound wave run out of energy?
C. At what distance does the sound wave have the most energy?
D. How do different objects make sound waves from a distance?
B. At what distance does the sound wave run out of energy?
300
Which path does the light take in order for the softball player to see the ball?
A. The light from the Sun reflects off the softball player's eyes and then shines onto the ball.
B. The light from the Sun reflects off the softball player's sunglasses and then shines onto the ball.
C. The light from the Sun reflects off the ball, passes through the softball player's sunglasses, then enters her eyes.
D. The light from the Sun passes through the ball and through the softball player's sunglasses, then enters her eyes.
C. The light from the Sun reflects off the ball, passes through the softball player's sunglasses, then enters her eyes.
300
Plastic and Light
A student completes an experiment in a dark room. A student has three different sheets of plastic. The student holds each sheet of plastic up in front of a flashlight and turns the flashlight on. The student records the data in the table.
Sheets of PlasticExperiment Results
Sheet 1-The light from the flashlight passes through the plastic easily.
Sheet 2-Some light from the flashlight passes through the plastic.
Sheet 3-No light from the flashlight passes through the plastic.
Next, the student shines the flashlight on an apple using Sheet 1. The student can easily see the apple as shown below.
Why would the apple not be visible to the student?
a. Sheet 3 allowed some light to pass through onto the apple.
b. Sheet 3 blocked the light from hitting the apple.
c. Sheet 3 strengthened the light that hit the apple.
d. Sheet 3 allowed all of the light to pass through onto the apple.
b. Sheet 3 blocked the light from hitting the apple.
300
The picture models the sound waves produced by each animals' vocal sounds.
Which best compares the sounds the two animals are making?
A.The cat's sound is louder than the bird's sound, but they are the same pitch.
B.The bird's sound is louder than the cat's sound, but they are the same pitch.
C.The cat's sound is higher in pitch than the bird's sound, but they are the same volume.
D.The bird's sound is higher in pitch than the cat's sound, but they are the same volume.
A.The cat's sound is louder than the bird's sound, but they are the same pitch.
400
Pinhole Boxes
Students investigate two pinhole boxes. Both boxes are sealed with an object inside. The first box is large. It has one hole on the side of the box. Box 2 is small. It has a hole on the side and on the top.
The picture shows both boxes.
A student looks through the side hole of each box while shining a flashlight on the top. The table shows his observations.
Box 1: Large Pinhole Box=Object is not visible.
Box 2: Small Pinhole Box=Object is visible.
How could a student change Pinhole Box 1 so the object is visible?
A. Poke a second hole in the side of the box.
B. Shine a stronger flashlight on the top.
C. Poke a hole in the top of the box.
C. Poke a hole in the top of the box.
400
Sunlight Energy
Maddie is learning about energy from the Sun. First, she conducts an investigation. Second, she reads information about solar panels.
Part 1: Maddie’s Investigation
The figure shows how Maddie sets up her investigation.
In her investigation, Maddie checks the temperature of the paper two times. She checks the temperature by feeling the paper with her hand. First, she checks it right after she sets up the investigation. Second, she checks it two hours after setting it up. Maddie writes down these observations during her investigation.
Part 2: Information about Solar Panels
Maddie learns that solar panels provide power for homes and other buildings. This power turns on lights, makes televisions work, and runs appliances such as refrigerators.
Solar panels have parts called “cells.” Cells collect energy from sunlight and transform it into another form of energy. Larger solar panels have more cells. The drawing shows several solar panels.
Which sentences BEST describe the paths of energy in Figure 2?
A. Heat energy moves from homes and buildings to the solar panels. Then, light energy moves from the solar panels to the Sun.
B. Light energy moves from the Sun to the solar panels. Then, heat energy moves from the solar panels to homes and buildings.
C. Electrical energy moves from homes and buildings to the solar panels. Then, heat energy moves from the solar panels to the Sun.
D. Light energy moves from the Sun to the solar panels. Then, electrical energy moves from the solar panels to homes and buildings.
D. Light energy moves from the Sun to the solar panels. Then, electrical energy moves from the solar panels to homes and buildings.
400
As the distance between the blender and the decibel meter increases, the strength of the sound _____. (increases or decreases)
This is because the sound wave is spread _____ (over a shorter distance or over a larger distance) and ____ energy. (gains or loses)
decreases
over a larger distance
loses
500
The picture shows both boxes.
Students put a glow stick inside Box 1. The picture shows how a glow stick glows in the dark.
Will they be able to see the glow stick through the pinhole?
A. Yes, because the glow stick gives off light.
B. No, because there is no hole on top of the box.
C. Yes, because the glow stick is blue.
A. Yes, because the glow stick gives off light.
500
In figure 1, light energy is transformed into ____ energy. (sound, heat or electrical.)
In figure 2, light energy is transformed into ___ energy. (sound, heat, or electrical)
heat
electrical
500
Investigations with Sound
Students are exploring sound in their science class. They read the following three sentences in their textbook.
The students design an investigation based on their knowledge of sound. They place a blender on a table. They use a decibel meter, a meter that records the strength of sound, to collect their data. When the blender is turned on, it produces a sound of 50 decibels at a distance of 1 meter. They continue to move the decibel meter away, 1 meter at a time, and record their observations. Their data is shown.
What question are the students MOST LIKELY trying to answer with their investigation?
A. How do sound waves travel at different speeds?
B. How do objects make sound through vibrations?
C. How does distance affect the sound an object makes?
D. How does sound travel through different phases of matter?
C. How does distance affect the sound an object makes?