Transformed by Temperature: 5th Grade Florida

Four students put 30 g of salt in a 100 mL solution of water. Each student heated his or her water solution to a different temperature. Which student most likely had the solution with the fastest dissolving rate?

• Andrew

• Tyra

• Luis

• Marcus

Destiny is making a nutrient solution to use in her garden. She has to dissolve 1 cup of plant nutrient powder in 2 L of water. First, she places the powder in a watering can. Then she adds the water. Which of the following actions would most likely dissolve the powder the fastest? 

• stirring the solution in the watering can

• adding more water to the solution                                                      

• adding ice cubes to the solution

• setting the watering can down and leaving it alone

Wilson made a list of activities that involve a chemical change. Which of these changes should be included on his list?  SC.5.P.9.1

 

 

• ringing a bell

• making ice cubes

• cooking pancakes

•   picking up rocks

Mr. Chaus is going to show paper going through a chemical change. What can he do to the paper to cause the chemical change?  SC.5.P.9.1

 

•   tear it  

•   draw on it

• cut it

• burn it 

Guy’s drawing of the water cycle shows the heat from the Sun making ocean water evaporate. SC.5.P.9.1

Which best explains the change?

• chemical change from liquid to solid   

• physical change from liquid to gas    

•   chemical change from liquid to gas

• physical change from liquid to solid

Mrs. Tyler left some candles burning. After a while, the heat from the candles made the wax begin to drip.

What describes the change that happened to the wax? SC.5.P.9.1

Type your answer in the box.

 

Mark and Susan added salt to a flask of hot water at 9:05 A.M.

What happened in the next 2 minutes?  SC.5.P.8.2

• The salt dissolved in the water.  

• The salt disappeared.

• The temperature of the water increased. 

• The salt settled to the bottom of the flask.

Aliria and Charlie each dropped a sugar cube into a beaker of water.

Aliria’s sugar cube dissolved faster.

 

                                   

What could be a reason that Aliria’s sugar cube dissolved faster? SC.5.P.8.2

 

• Aliria did not watch her sugar cube while it dissolved.

• Aliria used warmer water than Charlie.

• Charlie stirred the water and Aliria did not.  

• Charlie used more water than Aliria.

. Ken needs to design an experiment that shows how the surface area of sugar affects the rate at which it will dissolve in water. Which statement describes the best way to show the relationship between surface area and rate of dissolving? (SC.5.P.8.2)

 

• Time how fast loose sugar dissolves in water at room temperature and how fast loose sugar dissolves in hot water.

• Time how fast a cube of sugar dissolves in water at room temperature and how fast loose sugar dissolves in hot water.

• Time how fast a cube of sugar dissolves in water at room temperature and how fast a cube of sugar dissolves in hot water.

• Time how fast a cube of sugar dissolves in water at room temperature and how fast loose sugar dissolves in water at room temperature.

Iman wanted to find out at what temperature butter melts. She placed a cube of solid butter in a beaker. She put the beaker on a hot plate. She turned up the temperature dial one degree every two minutes. Then she recorded the temperature at which the butter started to melt.

 

 

 

 

Iman wanted to determine if her results were reliable. She decided to repeat the experiment. Which statement describes the main purpose of repeating the experiment? SC.5.N.1.3

 

 

• to test a different substance 

• to see if the results are similar  

• to practice completing experiments  

• to practice completing experiments