Go to the main content of the page.
Logo, Maryland State Department of Education
MCAP, Maryland Comprehensive Assessment Program

This page shows questions in the Maglev Trains public release module at MSDE. 8th Grade MISA
"Maglev Trains"

Select from the list to explore. Read any associated passages and then interact with the questions here.

Expand All Official Practice Test

This is test content.

A student began researching trains after riding a high-speed train called the Acela Express. While conducting research, the student read about magnetic levitating trains, which are referred to as “maglev trains.”

Maglev trains do not have wheels like typical trains do. Instead, the train cars levitate or float above a track called a guideway, which acts as the track for the train. The diagram shows a comparison of a typical train on a track and a maglev train on a guideway.

Figure. The figure shows a diagram of two types of trains. A typical train has wheels that roll on a track. A maglev train floats above a track called a guide way. End figure description.

Maglev trains rely on three functions to move: levitation, propulsion, and guidance. Levitation is the train floating above the guideway. Propulsion is the force needed for the train to move and is provided by a magnetic force: A generated magnetic field is sent down the guideway, and that force propels the train. The guidance function for these trains also relies on magnetic forces. Repulsive magnets keep the train from moving too far off the guideway. The following diagram shows how repulsive magnetic force is used.

Figure. The figure shows a diagram of two sets of magnets attached to two surfaces that are separated by a gap. Each surface has two magnets lined up with the magnets on the other surface. Repulsive magnetic force is indicated between each pair of opposing magnets, and arrows indicate the magnetic force is pushing the upper surface away from the lower surface. End figure description.

Currently, research is being conducted to perfect this mode of transportation. Only four commercial maglev trains currently exist. They are operated in China, Japan, and Korea.

This is test content.

To better understand how maglev trains function, the student constructed a small electromagnet and investigated how the electromagnet generates a magnetic field. The following diagram shows the student's electromagnet.

Figure. The figure shows a diagram of an electromagnet made of an iron core standing up vertically, and a coil of wire, which is connected to a battery vertically aligned with the iron core electromagnet. The coil of wire wraps around the iron core, and each end of the wire is attached to one of the terminals of the battery. The top of the iron core is labeled N and the bottom of the iron core is labeled S. The top of the battery is labeled negative, and the bottom of the battery is labeled positive. Arrows indicate movement along the wire from the battery’s negative terminal, through the wire from the top of the iron core to the bottom, and back to the battery’s positive terminal. End figure description.

During the investigation, the student noticed that a paper clip moved toward the electromagnet when the electromagnet was placed near the paper clip. The student decided to change the number of coils of wire around the iron core of the electromagnet and recorded the results in the following table.

NUMBER OF COILS AND PAPER CLIPS ATTRACTED
Number of Coils Number of Paper Clips Attracted
0 0
20 8
40 18
60 31
80 46

After completing the initial investigation, the student decided to see how changing the core material affected the electromagnet. The student tested steel, iron, brass, and air as cores for the electromagnet. The student did not vary the number of coils while testing the different core materials. The results for this investigation are shown in the following table.

MATERIAL AND NUMBER OF PAPER CLIPS ATTRACTED
Material Number of Paper Clips Attracted
Steel 59
Iron 36
Brass 0
Air 0

This is a multiple choice question that allows you to select only one option.

The student’s research indicated that a magnetic force keeps the maglev train above the guideway.

This magnetic force is produced by

  1. A.
    magnets on the guideway attracting magnets attached to the bottom of the train.
  2. B.
    magnets on the guideway repelling magnets attached to the bottom of the train.
  3. C.
    a magnetic field that the metal of the train emits as it moves over the guideway.
  4. D.
    a magnetic field that Earth emits as the train moves over the guideway.

This is a test question that allows you to select a spot or region on a graphic.

The student wanted to arrange sets of magnets in the same way that magnets are used to guide maglev trains.

Select the magnet arrangements that would keep the train floating above the guideway.

Not all magnet arrangements will be used.

This is a multiple choice question that allows you to select only one option.

The student’s investigation of electromagnets allowed the student to directly observe and manipulate an electromagnet.

During the initial investigation, the student changed the number of wire coils wrapped around the iron core to determine

  1. A.
    how to change the strength of an electromagnet.
  2. B.
    how the size of the core affects the electromagnet.
  3. C.
    how much energy an electromagnet requires to work.
  4. D.
    how paper clips are attracted to certain types of metal.

This is a question with 2 parts, including a question with drop-down menus from which you must select an option to fill in the blank.

Before the investigation, the student hypothesized that the number of coils and the type of core directly affect the strength of an electromagnet.

After the investigation, the student’s hypothesis was confirmed because when the number of coils around the iron core were decreased, the strength of the electromagnet  
 
When the iron core was replaced with steel, the strength of the electromagnet  
 

This is a multiple choice question that allows you to select only one option.

The student wanted to graph the results of the initial investigation.

Which graph best represents the data the student collected?

  1. A.
    Graph, first answer choice. The figure shows the graph of a line. The horizontal axis is labeled Number of Coils, and the vertical axis is labeled Number of Paper Clips Attracted. The line begins slightly to the right of the vertical axis and high above the horizontal axis, moves downward and to the right, and ends far right of the vertical axis and slightly above the horizontal axis. End figure description.
  2. B.
    Graph, second answer choice. The figure shows the graph of a line. The horizontal axis is labeled Number of Coils, and the vertical axis is labeled Number of Paper Clips Attracted. The line begins near the origin, moves upward and to the right, and ends far right of the vertical axis and high above the horizontal axis. End figure description.
  3. C.
    Graph, third answer choice. The figure shows the graph of a line. The horizontal axis is labeled Number of Paper Clips Attracted, and the vertical axis is labeled Number of Coils. The line begins slightly to the right of the vertical axis and high above the horizontal axis, moves downward and to the right, and ends far right of the vertical axis and slightly above the horizontal axis. End figure description.
  4. D.
    Graph, fourth answer choice. The figure shows the graph of a line. The horizontal axis is labeled Number of Paper Clips Attracted, and the vertical axis is labeled Number of Coils. The line begins near the origin, moves upward and to the right, and ends far right of the vertical axis and high above the horizontal axis. End figure description.

This is a test question that allows you to enter extended text in your response.

Use evidence to explain how electromagnets enable the maglev trains to move. In your explanation, be sure to include the different forces used by the trains.