Online Assessment
Instructions
1) Type in your first and last name in the
“Name” box in the top-left corner.
2) Next type in your teacher’s
name in the “ID” box.
3) Then type in your school’s full name in
the “Email” box.
4) Select the best answer for each question.
5)
When you are finished click the “Grade and Submit” button.
6) The
grade will be emailed to your teacher.
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1.
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NOTE: This assessment is only for Mr.
Elliott’s students.
---If you are not one of Mr. Elliott’s students then please go
back to the website and click on the link for other teachers.
Thanks!
Some
students measure the mass of a small pile of leaves before and after the leaves decompose. Each time
the students measure the mass, they place a container with the decomposing leaves on a balance.
Before recording the mass of the leaves, the students must do which of the
following?
a. | Add leaves from the other
plants to the container | b. | Allow the leaves to settle in the container for a few
days | c. | Subtract the mass of the container | d. | Use a metric ruler to measure the volume of the
container |
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2.
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A student designs an experiment to measure the mass
and volume of small rocks found in a nearby cliff. Which tools would best help a student
obtain accurate data?
a. | triple-beam balance and a metric
ruler | c. | graduated cylinder and a
balance | b. | pH indicator and heat sensor | d. | oxygen probe and
metric ruler |
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3.
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A student is
constructing a device to make electricity by moving a magnet through a coil of wire. She wants to
measure the amount of electricity output from this device.
Which tool would enable her to measure the electrical current from this
device?
a. | A digital thermometer | c. | galvanometer | b. | protractor | d. | spring scale |
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4.
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The procedure below is designed to test how
water temperature affects the rate at which sugar
dissolves.
1. Measure 150 milliliters of water into each
beaker.
2.
Heat water to three different
temperatures.
3. Put 5 grams of sugar into each of the beakers at the same
time.
4. Stir
and record the time it takes for the sugar to completely dissolve.
Which additional step will
most improve the investigation?
a. | Stir at different rates for each
beaker. | b. | Use 200 milliliters of water in each
beaker. | c. | Record the times when sugar is half
dissolved. | d. | Record the initial
and final temperatures of the water. |
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5.
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Contrast a triple-beam balance and a spring scale. What do each of these
scientific tools measure, and what are the metric units for these measurements?
a. | Triple-Beam Balance: measures mass, unit of measure is grams
Spring
Scale: measures temperature, unit of measure is Kelvins
| b. | Triple-Beam Balance: measures volume,
unit of measure is milliliters
Spring Scale: measures length, unit of measure is
meters
| c. | Triple-Beam Balance: measures mass, unit
of measure is grams
Spring Scale: measures force (gravity), unit of measure is Newtons
| d. | Triple-Beam Balance: measures density,
unit of measure is grams/cm3
Spring Scale: measures force (gravity), unit of
measure is Newtons
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6.
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A student is observing
a chemical reaction that forms a solid object called a precipitate. This object is about the size of
a penny and is lumpy like a small rock.
Which tool should the student use to determine the volume of this
precipitate?
a. | spring
scale | c. | graduated
cylinder | b. | thermometer | d. | electronic balance |
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7.
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The steps used to determine the mass of
sugar dissolved
in a beaker of water are shown below.
 Which correct sequence of steps should a student follow? a. | 1, 4, 6, 5, 3, 2 | c. | 1, 2,
5, 3, 4, 6 | b. | 2, 3, 6, 5, 1,
4 | d. | 2, 6, 4, 3, 1, 5 |
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8.
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A student studying geology wanted to determine the mass and volume of a small
rock.
Which set of tools should the student use to determine both properties?
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9.
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Three-Part Question
Identify the property that is being measured with
this graduated cylinder, and identify the measurement with the correct unit of measure.
a. | Property: volume, Measurement: 36 mL, Unit:
milliliters | b. | Property: volume, Measurement: 32.8 mL, Unit:
liters | c. | Property: volume, Measurement: 36.5 mL, Unit:
milliliters | d. | Property: mass, Measurement: 32 mL, Unit:
liters |
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10.
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Sarah wants to know if mice prefer peanut butter over cheese. In what order
should she do the following steps? | W | Write a report about her findings. | | X | Place a bowl of peanut butter and a block of cheese next
to each other in a mouse cage. | | Y | One at a
time, place ten mice in the cage and observe which food they prefer. | | Z | Predict which food the mice will prefer. | | |
a. | Y then X then W then Z | b. | Z then X then Y then W | c. | Y then Z then X then
W | d. | Z then Y then X then W |
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