Mixtures and Solutions

A student makes a flourless chocolate cake. He measures out these ingredients.

115 grams chocolate (C)

100 grams butter (B)

175 grams sugar (S)

56 grams (2) eggs (E)

Which pair of graphs best represents the mass of the ingredients and the mass of

the cake mixture in the bowl?

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Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

A student has two substances: 5 g of baking soda and 50 g of vinegar.

These materials are mixed together in a clean cup with no lid. The mixture

bubbles when the materials are mixed. What would you expect the materials in

the cup to weigh after the bubbling stops?

• The mass of the mixture in the cup would be 55 g.

• The mass of the mixture in the cup would be a little less than 55 g.

• The mass of the mixture in the cup would be a little more than 55 g.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

A student has two substances: 5 g of baking soda and 50 g of vinegar.

These materials are mixed together in a clean cup with no lid. The mixture

bubbles when the materials are mixed.

If you did the same investigation in a clean cup sealed with a lid, what would

you expect the mass to be after the bubbling stopped?

• The mass of the mixture in the cup would be 55 g.

• The mass of the mixture in the cup would be less than 55 g.

• The mass of the mixture in the cup would be more than 55 g.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

Students in a class were debating whether functions in the human body involve

chemical reactions.

Which two statements below are evidence of a chemical change?

• The food we eat gets broken down into smaller pieces as a result of chewing.

• We inhale oxygen and exhale carbon dioxide.

• Different kinds of food get mixed in your stomach.

• When you eat, some kinds of food make you burp.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-1

Students made two citric acid solutions. They put 60 mL of water in each of two

cups. They put 10 spoons of citric acid in cup P and 12 spoons in cup Q. Both

solutions were saturated. The students filtered each solution.

Which picture below shows what the balance would look like if the students put

50 mL of each solution in the cups on the balance?

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• You can’t tell from the

  information given.

A student mixed two solid materials together, added water, and stirred. The

mixture started to bubble. After a few minutes, the liquid was clear, and there was

solid material floating on top of the liquid.

The student used a paper filter to separate the solid material from the liquid.

Why did the solid stay in the filter and the liquid go through the filter?

A student mixed two solid materials together, added water, and stirred. The

mixture started to bubble. After a few minutes, the liquid was clear, and there was

solid material floating on top of the liquid.

Which statement best explains what you would do to determine whether the

liquid that went through the filter was a solution?

• Put it through a filter a second time.

• Look for small particles with a hand lens.

• Evaporate the liquid.

• Add another substance and look for a reaction.

Students made a mixture of water, lemon juice, and sugar. They poured it into a

glass with no ice. They took a sip. It was delicious lemonade. They left the rest of

the glass in the warm sunshine. After a few hours, they returned. There was a little

less lemonade in the glass and it tasted different.

Describe how the lemonade tasted different.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

Students made a mixture of water, lemon juice, and sugar. They poured it into a

glass with no ice. They took a sip. It was delicious lemonade. They left the rest of

the glass in the warm sunshine. After a few hours, they returned. There was a little

less lemonade in the glass and it tasted different.

Explain what caused this change.

The reason the lemonade tasted different was because...

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5

Scientists know that the concentration of carbon dioxide (CO2) in the atmosphere

has been increasing. The graph shows the concentration of CO2 over the last 2020 years.

Mark the model below that represents the concentration of CO2 in the year 1900.

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Tags

NGSS.MS-ESS3-5