Which least impacts the rate of dissolving of a solid in water?

• the temperature of the water

• stirring the solid in the water

• the particle size of the solid

• air pressure of area

Josaline labels three identical beakers 1,2,3 and fills each with 200 mL of water. She places a sugar cube in beaker 1, course sugar particles in beaker 2, and find sugar particles in beaker 3, all with equal masses at the same time. Josaline stirs the mixture with equal force and records the time taken for the sugar to dissolve in each beaker, as shown in the table. Which statement correctly explains why the sugar in beaker 3 takes the least amount of time to dissolve?

• The mass of the sugar in beaker 3 is the smallest.

• The volume of the sugar in beaker 3 is the smallest.

• The particle size of the sugar in beaker 3 is the smallest.

• The number of sugar particles in beaker 3 is the smallest.

Tags

NGSS.MS-PS1-2

Container X contains water and rubber pellets. Container Y contains sugar and pebbles. Container Z contains water and salt. Which procedure will separate each of the three mixtures successfully?

• X-filtration; Y-sifting; Z-evaporation

• X-magnetic attraction; Y-sifting; Z-floatation

• X-filtration; Y-evaporation; Z-magnetic attraction

• X-flotation; Y-magnetic attraction; Z-evaporation

Tags

NGSS.MS-PS1-2

The diagram represents four processes, labeled A-D, that occur when water changes phases. Which process represents boiling?

• Process A

• Process B

• Process C

• Process D

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

A group of students perform an experiment to study the factors that affect the rate at which solutes dissolve. The students select four beakers, label them as 1, 2, 3, and 4 and fill the four beakers with equal volumes of water at different temperatures. The students then add 1 tablespoon of salt in

beakers 1, 2, and 3, add 1 tablespoon of course rock salt in beaker 4, and record their observations in a chart. This is what was contained in the cart: 1). The fine salt in beaker 3 dissolves faster than the coarse salt in beaker 4. 2). The fine salt dissolves faster in beaker 1 than in beaker 2. What can the students correctly infer from the experiment?

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Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-4

NGSS.MS-PS3-4

Jeremiah performs an activity, filling two large bowls, A and B, with 500 mL of water each. He adds 115 g of salt to bowl A and allows the salt to dissolve completely. He places an egg in bowl B and observes that the egg sinks. Jeremiah then places the same type of egg in bowl A and notices that the egg floats. What can be correctly concluded from the observation?

• Salt decreases the mass of the water.

• Salt decreases the density of the water.

• Salt decreases the volume of the water.

• Salt increases the temperature of the water.

Abigail takes 15 mL of each liquid and pours all 4 into a graduated cylinder one after the other. She leaves the cylinder undisturbed overnight. How will the graduated cylinder appear in the morning?

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Tags

NGSS.MS-PS3-4

O'Mya places four same sized blocks (P, Q, R, & S) made of different materials in a beaker with water. She observes what happens to each block and makes a list of conclusions. What conclusions are correct?

• 1 and 2

• 1 and 3

• 2 and 4

• 2 and 3

Tags

NGSS.MS-PS1-2

During a class activity, Fidelis is given a mixture containing water, iron filings, sand, and salt. The teacher asks him to separate the salt from the given mixture. He designs four experimental procedures that could be used to separate salt from the mixture. What is the best procedure to separate salt from the given mixture?

• Procedure P

• Procedure Q

• Procedure R

• Procedure S

Tags

NGSS.MS-ETS1-2

What statement is correct about mixtures?

• Mixtures formed with water can always be separated by condensation.

• The properties of the components of a mixture change after mixing.

• When substances are mixed, the mixture forms a new substance.

• The properties of the components of a mixture remain the same.