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John Buchan Middle School

Science Test Revision

3E Magnets and Springs

36 min
34 marks
Name

John Buchan Middle School 1


Level 3

1. Exploring magnetism

(a) Sarah ties a paper clip to a piece of thread.

She sticks the thread to the table.

She holds a magnet above the paper clip.

Draw an arrow on the picture below to show the direction of the magnetic force
acting on the paper clip.

magnet

paper clip

thread

plasticine

table
1 mark

(b) What happens to the paper clip when Sarah lifts the magnet away?

......................................................................................................................
1 mark

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(c) Sarah repeats her experiment using different objects instead of the paper clip.

Which of the following will act in the same way as the paper clip?

Tick ONE box.

aluminium foil plastic pen lid

steel pin wooden match


1 mark

(d) Joel has two magnets. He puts one on the table.


He holds the other magnet close to it, like this:

The magnets do not touch each other, but the magnet on the table is
pushed away.

Why is the magnet on the table pushed away?

......................................................................................................................

......................................................................................................................
1 mark

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Level 4

2. Magnets

(a) Rob holds a magnet near a nail. The magnet attracts the nail.

Name ONE metal the nail could be made from.

.......................................................................................................................
1 mark

(b) Rob gets some more magnets.


He finds out which magnet is strongest by putting pieces of paper between each
magnet and the nail.

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The table below shows how many pieces of paper Rob puts between each
magnet and the nail before the nail falls off.

Magnet A B C D
Number of
74 3 60 100
pieces of paper

Rob has not drawn the result for magnet C on the graph.

Use the results in the table to complete the graph for magnet C.

100
90
80
70

Number 60
of pieces
50
of paper
40
30
20
10
0
A B C D
Magnet
1 mark

(c) (i) Tick ONE box to show which magnet is strongest.

A B C D
1 mark

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(ii) Explain how the results show which magnet is strongest.

..............................................................................................................

..............................................................................................................
1 mark

3. Magnets

(a) Some children investigated whether or not some materials are attracted to a
magnet. They made notes of their results.

Attracted Not attracted to a


to a magnet magnet
Iron nail Metal coin, Chocolate,
Steel clip. Modelling clay.

(i) Write the numbers to show the scale on the chart below.
A number has been done for you.

.....

.....

.....
Number of
materials
.....

.....

.....
Attracted Not
to a attracted
magnet to a magnet
1 mark

(ii) Draw a bar on the chart to show the number of materials attracted to a
magnet.
1 mark

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(b) Jane wrote Our investigation was good as her conclusion for the investigation.

Why is this not a useful scientific conclusion?

.....................................................................................................................

.....................................................................................................................
1 mark

(c) Ali and Jane describe their ideas about metals.

Jane recorded some observations from their investigation in a table.

Does each observation support their ideas?


Tick ONE box on each row of the table.

Supports Supports Does not


Observation Alis and only support
Janes ideas Janes idea either idea
The iron nail is attracted to
the magnet.
The steel clip is attracted to
the magnet.
The metal coin is not
attracted to the magnet.
The modelling clay is not
attracted to the magnet.
The chocolate is not
attracted to the magnet.
2 marks

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(d) Ali said To improve our test we should have measured how far each material
moved when it was attracted to the magnet.
Jane said This would not improve our test.

Why was Jane right to think this would not improve their test?

.....................................................................................................................

.....................................................................................................................
1 mark

4. Magnetic noticeboard

(a) Miya uses a magnet to hold a notice on the noticeboard in her classroom.

The board is coated in white plastic.

Tick ONE box to show which material may be under the plastic coating for the
magnet to stick to the board.

steel paper

wood cork
1 mark

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(b) Miya has four magnets. She wants to measure how much force is needed to pull
each magnet away from the board.
The picture below shows how she carries out her test.

Write the label on the picture to name the equipment she uses to measure the
force.

1 mark

(c) Miya measured the force for each magnet three times to calculate the average
force.

The table below shows her results.

Average force needed to pull


Magnet
the magnet away (N)
A 2
B 10
C 5
D 6

Which magnet is the strongest?

.......................................................
1 mark

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(d) Miya observes that as she pulls on the magnet the force reading increases until
the magnet comes away from the board.

Tick ONE box to show when Miya should take the force reading.

before she starts just after she starts


pulling on the magnet pulling on the magnet
just before the after the magnet
magnet pulls away is pulled away
from the board from the board
1 mark

(e) Give ONE reason why it is better to measure the force for each magnet three
times instead of just once.

......................................................................................................................

......................................................................................................................
1 mark

Level 5

5. Exploring magnets

(a) Wayne has two bar magnets. He hangs each bar magnet from a piece of string.
He holds them close together like this:

What happens to the magnets when he holds them like this?

......................................................................................................................
1 mark

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(b)
Wayne has some disc He takes the magnets off the
magnets on a wooden rod. rod. He turns some of them
over, then puts all the magnets
back on the rod.

Some of the magnets float.

wooden
rod

disc
magnets

4
3

2
1

Why does magnet 5 float above magnet 4?

......................................................................................................................

......................................................................................................................
1 mark

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(c) Wayne draws a diagram of the floating magnets. Part of the diagram is given
below. It shows magnets 3, 4 and 5.

The North and South poles on magnet 5 are labelled.

Label the North (N) and South (S) poles on magnets 3 and 4 below.

N
magnet 5
S

magnet 4

magnet 3

1 mark

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6. Measuring Forces

(a) Saida used a forcemeter to weigh different masses.

She recorded her results as a line graph.

Look at the graph.

Weight of different masses


16

14

12
Weight
in 10
newtons
(N) 8

0
0 200 400 600 800 1000 1200 1400 1600
mass in grams (g)

(i) What mass had a weight of 10 newtons?

............................... g
1 mark

(ii) What weight had a mass of 600 grams?

............................... N
1 mark

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(b) Saida then made her own forcemeter using elastic bands.

She used different sized masses to make the scale.

What happens to the elastic bands when Saida hangs objects on her forcemeter?

......................................................................................................................

......................................................................................................................
1 mark

(c) What is it that causes the force of gravity on the objects that Saida is weighing?

......................................................................................................................
1 mark

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(d) The forcemeter measures the size of pushes and pulls.

Saida used her forcemeter to start a car moving.

Here is her table of results.

Distance moved by the car using different sized starting forces

Starting force in N 1 2 3 4 5

Distance moved in cm 18 52 140 235 316

Describe how the size of the starting force affects the distance moved by
the car.

......................................................................................................................

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2 marks

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7. Separating materials

(a) Hannah mixes sand and water together. The mixture can be separated using the
equipment below.

What name is given to this method of separating?

......................................................................................................................
1 mark

(b) Explain why sand can be separated from water using this method.

......................................................................................................................

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1 mark

(c) Hannah wants to separate some different mixtures.

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Complete the table below to show how Hannah could separate each mixture
quickly.

Method of How is the mixture


Mixture
separating separated?

sugar and
water

The flour .................................................

................................................................
flour and ...................................
rice
The rice ..................................................

................................................................

The steel nails ........................................

................................................................
steel nails
and brass ...................................
screws
The brass screws ....................................

................................................................

4 marks

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