Matter and Mixtures Review

A student observed four pieces of matter. She recorded her observations in the chart.

Which sample was most likely a gas?

• 1

• 2

• 3

• 4

Use the following scenario to answer this question.

Students in class are investigating the properties of solids, liquids, and gases. During the investigation, the students transfer different materials from one container into another and observe what happens to the materials in the new container.

• They take the shape of the container, but has a fixed volume.

• They change shape and expand to fill different containers.

• They have a fixed shape, but expand to fill different containers.

• They have a fixed shape and volume.

Tags

NGSS.5-PS1-3

A group of students created the model above to represent a process they were studying in science class.

• Mixtures lose the same amount of mass they gain when mixed.

• Mixtures can be changed into different substances.

• Mixtures can be separated back into their separate substances.

• Mixtures gain the same amount of mass they lose when mixed.

Tags

NGSS.MS-PS1-2

Use the diagram to answer the question.

Which property of a mixture does this diagram best illustrate?

• The mass of a mixture is not the same as the combined mass of the substance.

• Solids melt when combined with liquids in a mixture.

• Mixtures can be separated back into their different substances.

• Gases can be released when some substances are combined.

Use the following scenario to answer this question.

Brad is making grape drink using a pack of flavored drink mix. The directions say to stir the drink mix packet and three-fourths (3/4) cup of sugar in three-fourths (3/4) gallon of water. Brad decides to use 1 gallon of water instead of following the directions. When he tastes the grape drink, he notices it does not taste very sweet.

Which of the following best explains what happened to the grape drink when Angela added more water than the directions called for?

• The concentration of the solution increased.

• The contrentation of the solution decreased.

• The amount of the solvent decreased.

• The amount of the solute increased.

Iron is attracted to a magnet. Sulfur is not attracted to a magnet. The diagram shows what happens when a magnet is placed into a mixture of sulfur powder and iron.

What is the best claim that can be made about mixtures form the results of this investigation?

• The magnetic property of iron does not change when it is mixed.

• The magnetic property of sulfur changes when mixed with iron.

• The properties of matter change when different types of matter are mixed.

• The mass of matter does not change when mixed with other matter.

Tags

NGSS.MS-PS1-2

A student measured the volume of a certain type of matter in three of the different containers shown in the picture.

What is the best conclusion she can make from her observation?

• The matter she is measuring is a liquid.

• The volume of the matter is greater in the beaker.

• The volume of the matter is greater in the graduated cylinder.

• The matter she is measuring is a gas.

A student is pouring milk on his cereal.

Which of the following best explains what he is making?

• He is making a mixture because the properties change.

• He is making a solution because he is pouring a liquid.

• He is making a mixture because the substances can be separated.

• He is making a solution because the substances can be separated.

A student drew diagrams to show the particles in solids, liquids and gases. She needs to label the diagrams.

What is the correct order for the labels of the diagrams she drew?

• solid, gas, liquid

• liquid, solid, gas

• liquid, gas, solid

• solid, liquid, gas

Tags

NGSS.MS-PS1-4

A student performed an investigation in which she dissolved sugar in water. She was asked to model what happened in this process. She drew the diagram above to show what she observed.

What does she need to do to model what happened to the sugar?

• Show that the sugar mixed completely with the water.

• Show that the sugar evaporated and went into the air.

• Show that the sugar melted and turned into water.

• Show that the sugar disappeared and was no longer there.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5