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Houston ISD Test Booklet 24-25_HISD_CADFA_G6_SCI_E_11.1 Name Date Powered by Illuminate Education.  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1...

Houston ISD Test Booklet 24-25_HISD_CADFA_G6_SCI_E_11.1 Name Date Powered by Illuminate Education.  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 1. A class learns how to identify the formation of new substances in their laboratory investigation. Students sketch an illustration showing mixing of a clear solution of copper sulfate with a clear solution of sodium hydroxide in a test tube. What evidence of a chemical change should they observe? The picture below demonstrates the experimental investigation. Identify the formation of a new substance using the evidence of a possible chemical change during the above investigation. Include your claim, evidence, and reasoning to support your answer. Powered by Illuminate Education. Page 2  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 2. Maria is doing a science experiment at home. She adds colorless vinegar to white baking soda in a clear balloon, then carefully attaches the balloon to an empty plastic bottle. Maria observes two changes: the balloon inflates due to bubbles forming, and the mixture in the balloon turns cloudy. What is the best explanation for the changes Maria observes? A. A chemical reaction is occurring, producing a gas that inflates the balloon and a solid that makes the mixture cloudy. B. The vinegar is evaporating, which is causing the balloon to inflate and the mixture to become cloudy. C. The temperature is increasing, causing air in the balloon to expand and the mixture to turn cloudy. D. A physical change is happening, causing the balloon to inflate and the mixture to become cloudy. 3. Tom is conducting an experiment to learn about friction on the playground. He slides down a big slide while wearing different types of pants and measures how far he slides each time. Powered by Illuminate Education. Page 3  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD After calculating the average distance for each type of pants, he gets the following results: Average Sliding Type of Distance Pants (meters) Pants A 3 Pants B 4 Pants C 5 What can Tom conclude about the relationship between the type of pants and friction? A. Pants C has the least friction with the slide, allowing Tom to slide the farthest. B. Pants A has the least friction with the slide because it results in the shortest distance. Powered by Illuminate Education. Page 4  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD C. Pants B have the most friction with the slide because Tom slid farther than with Pants A. D. All pants have the same friction because the differences in distance are too small to matter. 4a. Sarah is playing with a toy car on different surfaces in her room. She notices that the car moves differently on her wooden floor compared to her carpet. What force causes the toy car to slow down and eventually stop after Sarah pushes it? Explain how this force acts on the car. Powered by Illuminate Education. Page 5  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 4b. Sarah pushes the toy car with the same force on both the wooden floor and the carpet. On which surface will the car travel farther? A. It depends on the color of the car B. Carpet C. It will travel the same distance on both surfaces D. Wooden floor 5. John is pushing a shopping cart. He starts adding heavy items to the cart. What effect will the added weight have on the applied force John needs to push the cart, and why? A. The applied force will increase because the heavier cart creates more friction with the ground. B. The applied force will decrease because the weight makes the cart easier to push. C. The applied force will stay the same because the weight does not affect friction. D. The applied force will decrease because more weight reduces friction between the cart and the ground. Powered by Illuminate Education. Page 6  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 6. Micahel is playing basketball. During the game, he performs a jump shot. Which forces are involved in the player's jump shot? A. The player jumps up due to applied force and falls due to friction. B. The player jumps up due to normal force and comes down due to gravity. C. The player jumps up due to magnetic force and comes down due to applied force. D. The player jumps up due to friction and comes down due to normal force. Powered by Illuminate Education. Page 7  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 7. Liam is exploring how magnets work in everyday objects. He notices that his refrigerator door closes smoothly and stays shut. What magnetic property allows the refrigerator door to stay closed? A. Magnetic repulsion between the door and the frame. B. Magnetic attraction between the door and the frame. C. The door becomes temporarily magnetized. D. The frame becomes permanently magnetized. Powered by Illuminate Education. Page 8  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 8. Mrs. Johnson shows her class the following diagram of a toy cart on a smooth, horizontal table: A cart has a 10 N force applied to the right and a 6 N opposing force. Calculate the net force, in Newtons, acting on the cart. Enter your answer in the box. Powered by Illuminate Education. Page 9  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 9. Tom kicks a soccer ball across a field with a force of 10 N. The ball starts rolling along the ground. Which of the following could best describe the horizontal forces acting on the ball after it's been kicked and rolled along the ground? A. Normal force: 5 N, Friction: 2 N B. Applied force: 10 N, Friction: 2 N C. Gravity: 5 N, Applied force: 10 N D. Applied force: 10 N, Normal force: 5 N Powered by Illuminate Education. Page 10  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 10. A group of friends is having a tug-of-war competition. Team A has 3 members, each pulling with a force of 150 N to the left. Team B has 4 members, each pulling with a force of 120 N to the right. The rope has a mass of 2 kg. What is the net force on the rope, and in which direction will it move? A. The net force is 120 N to the left, and the rope will move to the left. B. The net force is 90 N to the right, and the rope will move to the right. C. The net force is 30 N to the left, and the rope will move to the left. D. The net force is 30 N to the right, and the rope will move to the right. Powered by Illuminate Education. Page 11  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 11. A child is jumping on a trampoline. At the moment the child's feet leave the trampoline surface, the upward force from the trampoline is 500 N, and gravity pulls the child downward with a force of 300 N. What is the net force on the child at the moment their feet leave the trampoline, and in which direction will the child move? A. The net force is 200 N upward, and the child will move upward. B. The net force is 200 N downward, and the child will move downward. C. The net force is 800 N upward, and the child will move upward. D. The net force is 300 N downward, and the child will remain in place. Powered by Illuminate Education. Page 12  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 12. The table below shows the vertical forces acting on a rocket during its launch. Upward Downward Time (s) Force (N) Force (N) 0 0 10,000 5 8,000 9,800 10 12,000 9,600 15 15,000 9,400 20 18,000 9,200 At what time (s) does the rocket begin to lift off the ground (when the upward force is greater than the downward force)? Enter your answer in the box. Powered by Illuminate Education. Page 13  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 13. During a science fair, Tom's team presents an experiment using balloons to demonstrate forces. They blow up balloons and measure how far they fly when released. Here's their data: Balloon Air Pushed Out Distance Color (mL) Flown (m) Red 200 4 Blue 200 4 Yellow 300 6 Green 300 6 What causes the balloons to fly different distances, and how is this related to Newton's Third Law of Motion? A. The more air pushed out, the greater the force pushing the balloon forward, demonstrating that for every action, there is an equal and opposite reaction. B. The balloons fly different distances because of differences in color, showing that lighter colors move farther due to less friction with the air. C. The amount of air does not affect how far the balloon flies, as Newton’s Third Law states that force is unrelated to motion. D. The force pushing the balloon downward is caused by the air pressure inside the balloon, which increases the longer it is in flight. Powered by Illuminate Education. Page 14  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 14. A student claims, "In a boxing match, the boxer who punches harder always experiences a stronger reaction force from their opponent's body." Is this statement correct according to Newton's Third Law of Motion? A. Yes, a stronger punch will always result in a stronger reaction force, and the opponent feels less of the impact. B. Yes, because the harder the punch, the greater the reaction force from the opponent's body, as reaction forces depend on the strength of the action force. C. No, the reaction force only occurs if the opponent is pushing back with an equal force. D. No, according to Newton's Third Law, the reaction force is always equal in magnitude but opposite in direction to the action force, regardless of how hard the punch is. Powered by Illuminate Education. Page 15  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 15. Maria and her friends are playing in an orchard. They spot some ripe apples high up in a tree and use a slingshot to try and knock them down. They use pebbles of different sizes in the slingshot. Will the action and reaction forces be the same or different for smaller and larger pebbles, and why? A. The action and reaction forces will be the same for both smaller and larger pebbles, as Newton’s Third Law states that forces are always equal in magnitude but opposite in direction. B. The action force will be greater for larger pebbles, causing a smaller reaction force for smaller pebbles. C. The action force will be stronger for smaller pebbles because they travel faster, so the reaction force will be weaker. D. The action and reaction forces will be different depending on the size of the pebble because larger pebbles have more mass. Powered by Illuminate Education. Page 16  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 16. A student bounces a basketball off the gym floor. Which statement correctly describes Newton’s Third Law of motion, which results from the action-reaction force pair that causes the ball to bounce? A. The gym pushes up on the ball as the ball pushes down on the floor with an equal amount of force. B. The gym floor pushes up on the ball with a greater amount of force than the ball pushes down on the floor. C. The gym floor pushes up on the ball as gravity pulls down on the ball with an equal amount of force. D. The gym floor pushes up on the ball with a greater amount of force than gravity pulls down on the ball. Powered by Illuminate Education. Page 17  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD 17. In science class, students are comparing force diagrams for two different scenarios: a person jumping off a diving board and a bottle rocket launching from the ground. If the mass of the person is 50 kg and they exert a force of 1000 N on the diving board, what force does the diving board exert back on the person? Which of the following statements correctly describes the force exerted by the diving board on the person and explains the reasoning based on Newton's Third Law? A. The diving board exerts a force of 2000 N back on the person to counteract the force exerted by the person and propel them upwards. B. The diving board exerts a force of 50 N back on the person since the person only weighs 50 kg, and the diving board does not apply any extra force. C. The diving board exerts a force of 1000 N back on the person because, for every action, there is an equal and opposite reaction. D. The diving board does not exert any force on the person because it is stationary until the person jumps. 18. Two kids are swinging on different swings: Powered by Illuminate Education. Page 18  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD Swing A: The seat goes 3 meters high at its highest point. Swing B: The seat goes 1.5 meters high at its highest point. When comparing the potential energy of the two kids at their highest points, which statement is correct? A. The kid on Swing B has more potential energy than the kid on Swing A because they swing more gently. B. The kid on Swing A has more potential energy than the kid on Swing B because potential energy increases with height, and Swing A is higher. Powered by Illuminate Education. Page 19  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD C. Both kids have the same potential energy because they are both swinging on swings. D. The potential energy of both kids is the same since it does not depend on height. 19. Students tie a rubber band to the steering wheel and release it to launch a small toy car. They record the following observations. Observation 1: The more they stretch the rubber band, the farther the car travels. Observation 2: The car moves fastest right after it’s released. Observation 3: They measure the stretch of the rubber band and the distance the car travels: 5 cm stretch: car travels 1 m 10 cm stretch: car travels 3 m Which statement correctly compares the elastic potential energy and kinetic energy based on all these observations? Powered by Illuminate Education. Page 20  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD A. The car has the most elastic potential energy when the rubber band is stretched, and this energy is converted into more kinetic energy as the car is released. B. The elastic potential energy remains the same no matter how much the rubber band is stretched, but the kinetic energy increases as the car moves. C. Kinetic energy is stored in the rubber band, and it increases as the rubber band stretches farther. D. The car’s kinetic energy decreases as the rubber band stretches farther, but its potential energy remains the same. 20. A student observes a child playing on a pogo stick. He notices: The pogo stick has a strong spring inside. The child pushes down on the pogo stick to compress the spring. When the spring expands, it pushes the child upward. The child bounces up and down repeatedly. Powered by Illuminate Education. Page 21  Assessment: 24-25_HISD_CADFA_G6_SCI_E_11.1 Houston ISD Which statement correctly describes how the elastic potential energy of the spring and the kinetic energy of the child change during one complete bounce on the pogo stick? A. Both the elastic potential energy and kinetic energy remain constant throughout the entire bounce. B. The elastic potential energy remains constant throughout the bounce, while the kinetic energy increases as the child reaches the highest point. C. The kinetic energy is greatest when the spring is fully compressed, and the elastic potential energy is greatest when the child is in the air. D. The elastic potential energy is greatest when the spring is fully compressed, and the kinetic energy is greatest when the child is moving upward the fastest. Powered by Illuminate Education. Page 22