8th Grade Science Pretest

Question 1 of 33

1. Question

What is the relationship between mass, gravity, and height? Select ALL that apply. (2 choices)

The more mass, gravity, and height there is then the greater the potential energy.

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The less mass, gravity, and height there is then the greater the potential energy.

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The more mass, gravity, and height there is then the lower the potential energy.

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The less mass, gravity, and height there is then the lower the potential energy.

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Question 2 of 33

2. Question

Which team won? Explain why or why not.

Neither team won because they pulled with an equal amount of force.

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The team on the right won because they pulled with an unbalanced force of 100 N to the right.

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The team on the right won because they pulled with an unbalanced force of 100 N to the left.

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The team on the left won because they pulled with an unbalanced force of 100 N to the left.

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Question 3 of 33

3. Question

The data table below lists the masses and speeds of four objects.

Which object has the least inertia? Which object has the greatest inertia?

least inertia = W, greatest inertia = Z

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least inertia = Y, greatest inertia = X

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greatest inertia = W, least inertia = Z

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greatest inertia = Y, least inertia = X

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Question 4 of 33

4. Question

A hobbyist launched a flying model rocket and recorded the motion data shown in the graph. The model rocket is launched at time 0 and lands backs on the ground after 5.6 seconds.

Which of the following statements correctly describes the direction of the rocket’s acceleration and motion during the flight?

Between time interval 0.0 – 0.6 seconds the rocket’s acceleration went upward and its motion went downward.

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Between time interval 0.6 – 2.7 seconds the rocket’s acceleration went upward and its motion went upward.

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Between time interval 0.0 – 0.6 seconds the rocket’s acceleration went downward and its motion went upward.

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Between time interval 0.6 – 2.7 seconds the rocket’s acceleration went downward and its motion went upward.

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Question 5 of 33

5. Question

A magnet is moved toward a paper clip, as shown in the drawing. Students want to investigate how the strength of the force between the paper clip and a magnet changes under different conditions.

Which TWO factors should the students vary to BEST investigate the strength of the force between the paper clip and a magnet?

Attach the spring scale to the table.

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Move the magnet farther away from the paper clip.

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Replace the bar magnet with a horseshoe magnet.

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Replace the spring scale with a larger spring scale.

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Increase the length of the string attaching the spring scale to the wall.

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Question 6 of 33

6. Question

Students are exploring the relationship between velocity and acceleration. This graph shows the acceleration of a remote-controlled toy car.

Which statement is TRUE based on the graph?

Segment BC and segment EF show constant speed.

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Segment OA and segment BC show constant speed.

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Segment AB and segment CD show positive acceleration.

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Segment OA and segment DE show positive acceleration.

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Question 7 of 33

7. Question

A lab group is investigating how Earth’s gravitational acceleration affects the force exerted on toy blocks of different masses. The diagram shows the results of their investigation.

The group claims that the amount of force needed to accelerate a toy block is directly proportional to its inertia.

Which explanation presents the BEST argument for whether the group’s claim is true?

The claim is false because every time the mass of the metal cube is increased, the pointer on the spring scale moves downward.

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The claim is true because every time the mass of the metal cube is doubled, the gravitational force doubles.

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The claim is false because every time the volume of the metal cube is increased, the pointer on the spring scale moves downward.

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The claim is true because every time the volume of the metal cube is doubled, the gravitational force doubles.

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Question 8 of 33

8. Question

Two toy cars move in the same direction with velocities that are shown in the graph.

Based on the information in the graph, which statement describes the motion of the two toy cars?

Car 1 is traveling faster than car 2.

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Car 2 is traveling farther than car 1.

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Car 1 has constant velocity between 0 and 10 seconds.

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Car 2 is changing direction between 10 and 15 seconds.

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Question 9 of 33

9. Question

The diagram is a model of a narrow beam of white light encountering a prism.

When white light enters and leaves the prism, its path is changed because the light is at the boundary between the glass and the air.

Different colors are seen because each color of light that emerges from the prism has a different .

absorbed, wavelength

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diffracted, speed

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refracted, wavelength

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reflected, intensity

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Question 10 of 33

10. Question

Look at the following pictures. What is the difference between a concave and convex lens?

A concave lens makes the image of an object smaller, while a convex lens makes the image of an object larger.

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A concave lens makes the image of an object larger, while a convex lens makes the image of an object smaller.

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Both convex and concave lens make the image of an object larger.

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Both convex and concave lens make the image of an object smaller.

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Question 11 of 33

11. Question

A student is making models of incoming sound waves’ interactions with a surface.

Match the correct wave behavior with it’s correct picture in order from left to right.

reflection, diffraction, absorption

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refraction, absorption, reflection

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diffraction, refraction, reflection

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absorption, diffraction, reflection

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Question 12 of 33

12. Question

A student questioned how the properties of different materials affect the speed of sound waves traveling through them. The student found the following data in a chemistry handbook for the speed of sound in gases, liquids, and solids.

The student analyzed the data to make predictions about the speed of sound on materials with various densities and states of matter. Which TWO predictions can be made based on the data shown in the table?

The speed of sound generally increases as it moves from gases to liquids to solids.

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The speed of sound generally increases as it moves from liquids to gases to solids.

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The speed of sound generally increases as it moves from solids to gases to liquids.

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As the density of solids and gases increases, the speed of sound generally decreases.

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As the density of gases and liquids increases, the speed of sound generally decreases.

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Question 13 of 33

13. Question

The densities of four different materials at the same temperature are shown in the table.

Based on the densities shown in the table, in which material will a sound wave MOST LIKELY travel at the GREATEST speed?

Material W

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Material X

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Material Y

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Material Z

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Question 14 of 33

14. Question

A student drew the diagram shown to model an electromagnetic wave from the sun.

Scientists have shown that ultraviolet light from the sun that has a wavelength of 315 to 400 nanometers can damage the retina of the eye.

Which is the BEST question for the student to ask to determine whether the electromagnetic wave modeled will cause damage to the retina?

What is the vertical distance between point Y and point Z on the model?

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What is the horizontal distance between point W and point Z on the model?

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What is the horizontal distance between point Y and point Z on the model?

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What is the vertical distance between point X and point Z on the model?

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Question 15 of 33

15. Question

The diagram shows three types of electromagnetic radiation and their range of frequencies.

Which explanation correctly uses the data in the diagram to show how infrared radiation and ultraviolet radiation are related in terms of energy?

Ultraviolet radiation has less energy than infrared radiation because energy is inversely proportional to frequency and the frequency of ultraviolet radiation is higher.

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Ultraviolet radiation has more energy than infrared radiation because energy is inversely proportional to frequency and the frequency of ultraviolet radiation is lower.

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Ultraviolet radiation has less energy than infrared radiation because energy is proportional to frequency and the frequency of ultraviolet radiation is lower.

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Ultraviolet radiation has more energy than infrared radiation because energy is proportional to frequency and the frequency of ultraviolet radiation is higher.

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Question 16 of 33

16. Question

The model shows how light waves are transmitted through a transparent substance.

How would the model be different for a sound wave that is being transmitted through the same substance?

The wavy arrows representing sound waves would have a smaller wavelength.

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The wavy arrows representing sound waves would go in the opposite direction.

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The atoms in the model would move parallel to the direction of the incoming wave.

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The atoms in the model would move perpendicular to the direction of the incoming wave.

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Question 17 of 33

17. Question

A space agency tracked the path of an asteroid named 2011 MD, which passed within 12,300 kilometers of Earth’s surface. The path of the asteroid is projected onto the plane of the moon’s orbit around Earth in the diagram.

Space scientists claimed that Earth’s strong gravitational field was responsible for the path of asteroid 2011 MD. Which argument BEST supports this claim?

The velocity of the asteroid changed as evidenced by the changing direction of the asteroid.

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The velocity of the asteroid changed as evidenced by the straight ling path after it passes Earth.

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The position of the asteroid bends slightly away from Earth as evidenced by the different locations relative to Earth.

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The position of the asteroid bends slightly toward the sun as evidenced by the different locations relative to the sun.

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Question 18 of 33

18. Question

A student reads that a number of electrical devices utilize electromagnets. Some of these devices require strong magnetic fields. The student decides to investigate how to increase the strength of a basic electromagnet.

How can the student test whether the magnetic field produced by an electromagnet is increasing in strength?

A stronger magnet will require less wire for the coils.

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A stronger magnet will have more widely spaced coils.

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A stronger magnet will have a reduced measurable current.

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A stronger magnet will attract a greater number of metallic items.

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Question 19 of 33

19. Question

Analyze the diagram above. What happens to the ball’s energy as it moves from point 2 to point 3?

The ball’s potential energy increases and its kinetic energy decreases.

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The ball’s potential energy decreases, and its kinetic energy increases.

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The ball’s potential energy increases, and its kinetic energy increases.

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The ball’s potential energy decreases, and its kinetic energy decreases.

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Question 20 of 33

20. Question

A student is investigating how a negatively charged rubber rod affects how charges are distributed on two stainless steel spheres that are touching each other. A diagram that shows two steps of the investigation is shown.

Investigation of the Process of Induction

Which diagram for step 2 correctly predicts the distribution of charges on the stainless steel spheres?

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Question 21 of 33

21. Question

A student walks from inside an air-conditioned building to stand outside on a sunny, sandy beach. The student says that her face and the bottoms of her feet feel warm.

Which statement best describe the thermal energy transfer taking place?

Thermal energy is transferred to her face by radiation, and thermal energy is transferred to the bottoms of her feet by radiation.

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Thermal energy is transferred to her face by convection, and thermal energy is transferred to the bottoms of her feet by radiation.

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Thermal energy is transferred to her face by radiation, and thermal energy is transferred to the bottoms of her feet by conduction.

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Thermal energy is transferred to her face by conduction, and thermal energy is transferred to the bottoms of her feet by conduction.

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Question 22 of 33

22. Question

A person is riding their bicycle down a hill without pedaling. They speed up as they go down the hill, and the tires get a little warmer. What energy transformations happen while they are going down the hill?

Motion energy (kinetic energy) is transformed into gravitational potential energy and thermal energy.

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Gravitational potential energy is transformed only into motion energy (kinetic energy).

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Gravitational potential energy is transformed into motion energy (kinetic energy) and thermal energy.

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No energy transformations are involved while she is going down the hill.

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Question 23 of 33

23. Question

The picture shows a machine called a turbine that is used to make electricity.

How does the turbine make electricity?

Energy from the wind turns the blades, and the turbine changes that energy into electricity.

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Energy from gravity pulls down on the blades, and turbine changes that energy into electricity.

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Energy from sound pushes on the blades, and the turbine changes that energy into electricity.

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Energy from the sun turns the blades, and turbine changes that energy into electricity.

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Question 24 of 33

24. Question

A student is planning an investigation in which different modes of heat transfer will be used to heat a thermometer. The diagram shows the setup used to conduct the first part of the investigation.

In this setup, the thermometer is being heated by conduction and convection. How should the student change the setup to heat the thermometer by using only radiation?

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Question 25 of 33

25. Question

Look at the following chemical equation.

2As + 6NaOH → 2Na3AsO3 + 2H2

Does this equation follow the law of conservation of matter?

Yes, because the mass of the reactants is equal to the mass of the products.

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No, because the reactants contain more oxygen (O) atoms than the products.

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No, because the reactants contain more hydrogen (H) atoms than the products.

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Yes, because the reactants contain the same number of arsenic (As) atoms as the products.

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Question 26 of 33

26. Question

The diagram shows an unknown atom.

Based on the information from the periodic table, which atom is shown in the diagram?

Boron

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Carbon

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Nitrogen

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Beryllium

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Question 27 of 33

27. Question

A student observes the model and claims that the total mass of the reaction is conserved. Is the student’s claim correct? Why or why not?

No, because the arrangement of atoms is different in the reactants and products.

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Yes, because the reactants and products are made of atoms of the same element.

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Yes, because the number of atoms of each element is the same on both sides of the equation.

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No, because the total number of atoms in the products is greater than the total number of atoms in the reactants.

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Question 28 of 33

28. Question

A student is asked to conduct an investigation that will determine a physical property of a cube-shaped solid block of salt sample.

1. Measure 10 mL of vinegar (acetic acid) in a graduated cylinder. 2. Pour the acetic acid into a beaker 3. Drop the sample into the beaker of acetic acid to determine what happens to the sample. 4. Record your observations.

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1. Gently break the solid sample into smaller pieces using a hammer. 2. Use long-handled forceps to pick up one of the small sample pieces. 3. Hold the small sample piece in the flame of a Bunsen burner for a few seconds to determine what happens to the sample. 4. Record your observations.

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1. Use a ruler to measure the length of one side of the sample. 2. Record this value to the nearest millimeter. 3. Cube the value in step 2. 4. Place the cubed sample on the digital balance. 5. Record this value to the nearest tenth of a gram. 6. Divide the value in step 5 by the value in step 3.

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1. Cut away two different-sized pieces of the sample and place into a container on a hot plate. 2. Place two thermometers in the containers, one touching each sample. 3. Record the time it takes the temperature of the smaller sample to increase 1 degree Celsius. 4. Continue to heat the sample. 5. Record the time it takes the temperature of the larger sample to increase 1 degree Celsius. 6. Subtract the value in step 3 from the value in step 5.

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Question 29 of 33

29. Question

The image shows diagrams of two substances.

Select TWO of the conclusions that BEST describe the diagram.

The substances are atoms, mode from molecules.

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The substances are molecules, made from atoms.

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The substances are elements made from molecules.

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The substances are matter made from atoms.

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The substances are elements made from matter.

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Question 30 of 33

30. Question

A group of students conducted an investigation. They placed 10 grams of ice at -20 degrees Celsius and a thermometer into a beaker. The students then place the beaker on an electric hot plate and heated the beaker of ice for 30 minutes. The students read the thermometer every minute, recorded the temperature, and then constructed the graph below.

The type of energy that most directly caused the ice in the beaker to melt was

Heat energy

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Solar energy

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Chemical energy

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Electrical energy

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Question 31 of 33

31. Question

What is the difference between a pure substance/element and a compound?

A pure substance/element is a heterogeneous mixture. A compound is a homogeneous mixture.

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A compound consists of only one element, a pure substance/element consists of two or more elements.

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A pure substance/element only consists of one element, a compound consists of two or more elements.

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A pure substance/element only consists of atoms that can conduct electricity, a compound consists of atoms that cannot conduct electricity.

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Question 32 of 33

32. Question

A student is shown a simple model of particles that make up a liquid, as shown.

Part B – How should the model be changed to show the particles of a liquid at a higher temperature?

Separate the particles into positive and negative charges, and increase the space between the particles.

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Separate the particles into positive and negative charges, but maintain the same space between the particles.

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Decrease the velocities of the particles, and decrease the space between the particles.

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Increase the velocities of the particles, but maintain the same space between the particles.

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Question 33 of 33

33. Question

A student is shown a simple model of particles that make up a liquid, as shown.

Part A – How should the model be changed to show the particles of a solid?

Increase the velocities of the particles, and increase the space between the particles.

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Increase the velocities of the particles, and decrease the space between the particles.

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Decrease the velocities of the particles, and increase the space between the particles.

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Decrease the velocities of the particles, and decrease the space between the particles.

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8th Grade Science Pretest

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