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Science Benchmark 1
| Question | Answer |
|---|---|
| What is a testable question? | A question that can be answered by collecting evidence through an investigation. |
| Which question is testable: “Which flower is prettiest?” or “Does the amount of water affect plant growth?”? | Does the amount of water affect plant growth? |
| What is a hypothesis? | A prediction that can be tested. |
| Students test whether a higher ramp makes a toy car travel farther. What is a possible if-then hypothesis? | If the ramp is higher, then the toy car will travel farther. |
| What is an independent variable? | The factor an investigator deliberately changes. |
| What is a dependent variable? | The factor an investigator measures or observes. |
| What are constants in an experiment? | Conditions kept the same to make the test fair. |
| Students test whether the amount of air in a basketball affects its bounce height. What is the independent variable? | The amount of air in the basketball. |
| Students test whether the amount of air in a basketball affects its bounce height. What is the dependent variable? | The basketball’s bounce height. |
| Students test whether the amount of air in a basketball affects its bounce height. Name two constants. | The basketball and the height from which it is dropped. |
| Students compare soap brands to see which removes the most dirt. What is the independent variable? | The soap brand. |
| Students compare soap brands to see which removes the most dirt. What is the dependent variable? | The amount of dirt removed. |
| Students test which size paper airplane flies farthest. What factor should they change? | The size of the paper airplane. |
| Students test which size paper airplane flies farthest. Name two conditions they should keep the same. | The paper type and the throwing method. |
| Why should scientists repeat trials? | To check whether results are consistent and make conclusions more reliable. |
| A student records a plant’s height each day. Is the student collecting data or making a hypothesis? | Collecting data. |
| What is an observation? | Something noticed using the senses or measured using a tool. |
| What is an inference? | An explanation based on observations and what you already know. |
| Which tool measures the height of a plant? | A ruler or meter stick. |
| Which tool measures the mass of a rock? | A balance. |
| Which tool measures temperature? | A thermometer. |
| Which tool measures liquid volume? | A graduated cylinder. |
| Which tool measures elapsed time? | A stopwatch. |
| A particle model uses large circles to represent tiny particles. What is one limitation of the model? | It does not show the particles’ actual size. |
| An engineer tests a bridge model and it collapses. What should the engineer do next? | Improve the design using the test results, then test it again. |
| What is matter? | Anything that has mass and takes up space. |
| What is mass? | The amount of matter in an object. |
| What is volume? | The amount of space something takes up. |
| Why is air considered matter? | Air has mass and takes up space. |
| A balloon gets larger when air is blown into it. What does this show about air? | Air takes up space. |
| Which state of matter has a definite shape and a definite volume? | Solid. |
| Which state of matter has a definite volume but takes the shape of its container? | Liquid. |
| Which state of matter has neither a definite shape nor a definite volume? | Gas. |
| How are particles arranged in a solid? | They are closely packed. |
| How do particles move in a solid? | They vibrate around fixed positions. |
| How do particles move in a liquid? | They move past one another while remaining close together. |
| How are particles arranged in a gas? | They are spread far apart. |
| How do particles move in a gas? | They move freely throughout their container. |
| What usually happens to particles’ motion when a substance is heated? | The particles move faster. |
| What usually happens to particles’ motion when a substance is cooled? | The particles move more slowly. |
| What is melting? | A change from solid to liquid. |
| What is freezing? | A change from liquid to solid. |
| What is evaporation? | A change from liquid to gas at the liquid’s surface. |
| What is condensation? | A change from gas to liquid. |
| Does melting require adding or removing thermal energy? | Adding thermal energy. |
| Does freezing require adding or removing thermal energy? | Removing thermal energy. |
| Does boiling require adding or removing thermal energy? | Adding thermal energy. |
| Does condensation involve adding or removing thermal energy from the substance? | Removing thermal energy. |
| Water droplets form on the outside of a cold glass. What change of state occurred? | Condensation. |
| Where does the water on the outside of a cold glass come from? | Water vapor in the surrounding air. |
| A puddle becomes smaller on a warm day. What change of state occurred? | Evaporation. |
| When a puddle evaporates, where does its water go? | It becomes water vapor in the air. |
| Where in a liquid does evaporation occur? | At the surface. |
| Where in a liquid does boiling occur? | Throughout the liquid. |
| Twenty grams of ice melts in a closed container with no matter entering or leaving. What is the mass of the resulting water? | Twenty grams. |
| What is a mixture? | Two or more substances combined physically. |
| Why is soil an example of a mixture? | It contains different materials combined together. |
| What is a solution? | A mixture in which one substance dissolves and spreads uniformly throughout another. |
| Sugar dissolves in tea. What kind of mixture forms? | A solution. |
| Sugar dissolves in water and can no longer be seen. Is the sugar still present? | Yes, it is spread throughout the water. |
| Which tool best separates rocks from sand? | A sieve or sifter. |
| Which tool separates iron filings from sand? | A magnet. |
| How can dissolved salt be separated from water if you want to keep the salt? | Evaporate the water, leaving the salt behind. |
| A student mixes 35 grams of sand with 20 grams of pebbles without spilling anything. What is the total mass? | Fifty-five grams. |
| What is a force? | A push or pull. |
| What are four ways a force can affect motion? | It can start motion, stop motion, change speed, or change direction. |
| What unit measures force? | Newtons. |
| What is net force? | The overall force after combining all forces acting on an object. |
| What are balanced forces? | Forces that combine to produce a net force of zero. |
| What are unbalanced forces? | Forces that combine to produce a net force greater than zero. |
| Two students push opposite sides of a box with equal forces. What is the net force? | Zero newtons. |
| A box starts at rest and has balanced forces acting on it. What happens to its motion? | It remains at rest. |
| A box is pulled right with 18 N and left with 11 N. What is the net force? | Seven newtons to the right. |
| Two students push a cart in the same direction with forces of 12 N and 8 N. What is their combined force? | Twenty newtons in that direction. |
| Team Red pulls left with 90 N, and Team Blue pulls right with 120 N. What is the net force? | Thirty newtons to the right. |
| What kind of force is needed to change an object’s motion? | An unbalanced force. |
| Can forces act on an object that is not moving? | Yes, the forces may be balanced. |
| What is friction? | A force that resists motion between surfaces touching each other. |
| A toy car rolls farther on smooth tile than on thick carpet. What is the likely explanation? | The tile provides less resistance to the car’s motion. |
| What force helps bicycle brakes slow a bicycle? | Friction. |
| When friction slows an object, what happens to some of its kinetic energy? | It changes into thermal energy. |
| Two carts receive the same net force. Cart A has a mass of 3 kg, and Cart B has a mass of 9 kg. Which has the greater change in motion? | Cart A, because it has less mass. |
| Two identical carts receive different net forces. Which has the greater change in motion? | The cart receiving the greater net force. |
| What two measurements are needed to calculate average speed? | Distance traveled and elapsed time. |
| Runner A travels 60 meters in 10 seconds. Runner B travels 85 meters in 10 seconds. Which has the greater average speed? | Runner B. |
| What two pieces of information are given by “15 kilometers per hour north”? | Speed and direction. |
| What is kinetic energy? | Energy of motion. |
| What is potential energy? | Stored energy. |
| Does a rolling ball have kinetic energy or gravitational potential energy because of its motion? | Kinetic energy. |
| What kind of energy does a book have because it is raised above the floor? | Gravitational potential energy. |
| Which objects have kinetic energy: a moving skateboard, a resting book, a swinging swing, and a parked bicycle? | The moving skateboard and swinging swing. |
| A ball falls from a shelf. What happens to its gravitational potential energy as it falls? | It decreases. |
| A ball falls from a shelf. What happens to its kinetic energy as it speeds up? | It increases. |
| A moving marble hits a still marble and makes it move. What happened to energy? | Energy transferred between the marbles. |
| Is energy destroyed when two toy cars collide? | No, energy transfers and may change into sound or thermal energy. |
| What produces sound? | Vibrating matter. |
| What is a vibration? | A rapid back-and-forth motion. |
| Can sound travel through solids, liquids, and gases? | Yes, through all three. |
| Why can sound not travel through empty space with no matter? | Sound needs matter to carry its vibrations. |
| Put iron, water, and air in order from fastest to slowest sound travel. | Iron, water, air. |
| How can whales communicate through ocean water? | Sound travels through water. |
| What is pitch? | How high or low a sound is. |
| What is frequency? | The number of vibrations each second. |
| What happens to pitch when an object vibrates faster? | The pitch becomes higher. |
| What happens to pitch when an object vibrates more slowly? | The pitch becomes lower. |
| An adult’s voice has a lower pitch than a child’s voice. Which voice has the lower vibration frequency? | The adult’s voice. |
| Two otherwise identical strings have different vibrating lengths. Which produces the higher pitch? | The shorter string. |
| Four otherwise identical strings have vibrating lengths of 8, 12, 16, and 20 cm. Which produces the highest pitch? | The 8-centimeter string. |
| Four otherwise identical strings have vibrating lengths of 8, 12, 16, and 20 cm. Which produces the lowest pitch? | The 20-centimeter string. |
| Covering more holes on a recorder makes its vibrating air column longer. What happens to its pitch? | The pitch becomes lower. |
| Two otherwise similar whistles have different air-column lengths. Which usually produces the higher pitch? | The whistle with the shorter air column. |
| Two otherwise similar drums have different-sized heads. Which usually produces the lower pitch? | The drum with the larger head. |
| Which use sound to communicate: a ringing telephone, a glowing lamp, a speaking teacher, and a car horn? | The ringing telephone, speaking teacher, and car horn. |
| Why is sound a form of mechanical energy? | It involves motion and vibration of matter. |
| Students grow identical seeds with equal water and sunlight but use different soils. What is the independent variable? | The soil type. |
| Students grow identical seeds in different soils and measure plant height after four weeks. What is the dependent variable? | Plant height. |
| Plants grow to these heights after four weeks: sand—5 cm, clay—7 cm, garden soil—12 cm, loam—16 cm. Which soil produced the tallest plants? | Loam. |
| Plants in loam grow to 16 cm, and plants in sand grow to 5 cm. How much taller are the plants in loam? | Eleven centimeters. |
| A bar graph compares plant heights in different soils. What should the horizontal and vertical axes show? | Horizontal axis: soil types. Vertical axis: plant height with units. |
| A line graph shows speeds of A—2, B—5, C—5, D—11, and E—7 km/h. Between which neighboring points does speed increase the most? | Between C and D. |
| A line graph shows speeds of A—2, B—5, C—5, D—11, and E—7 km/h. Between which neighboring points does speed remain the same? | Between B and C. |
| A line graph shows speeds of A—2, B—5, C—5, D—11, and E—7 km/h. Between which neighboring points does speed decrease? | Between D and E. |
| What does an upward trend on a line graph show about the measured value? | It is increasing. |
| What does a downward trend on a line graph show about the measured value? | It is decreasing. |
| What does a horizontal section on a line graph show about the measured value? | It remains the same. |
| A toy car travels farthest on tile in all three trials compared with carpet and grass. Which surface appears to offer the least resistance? | Tile. |
| Why should a scientific conclusion include evidence from the investigation? | Evidence supports the conclusion. |