Students in another science class had a sealed plastic bag full of air. The students had to decide whether the air in the bag had mass. Here are the answers that four students wrote: a. Air does not have mass because the bag does not feel heavy. b. Air does not have mass because the air keeps moving around. c. Since I cannot actually measure it, air cannot have mass. d. Air has mass, but it is probably very, very small. Which of these answers do you agree with? Explain your ideas. (MS-PS1-1)

I agree with letter d. Our evidence when we filled up the ball with air shows that air has mass since the ball had more mass when air was added. The mass was not much, but it still was an increase.

OptiI agree with letter a. The bag is not heavy, so air does not have mass.

I agree with letter b. The air is moving around, so it doesn’t have mass.

I agree with letter c. Air can’t have mass since I can’t measure it.

How did the demonstration that your teacher did with the empty flask provide evidence that air takes up space? (MS-PS1-1)

The air did not go into the flask through the first hole when the clamp was on the tube because the air in the flask took up all the space.

The air went into the flask through the first hole when the clamp was on the tube.

The air did not go into the flask through the first hole when the clamp was on the tube because the hole was too small.

Imagine three 2L metal bottles. One of the containers is completely full of oxygen gas, one is half-full, and one is completely empty. All three containers look the same. Which investigation would help you to determine which container is full of gas, which is half-full, and which is empty? Explain the results that you would get with your investigation. (MS-PS1-1)

I would find the mass of each metal bottle. The one with the most mass would be the container that is full, the one with the least mass would be the one that is empty. The one that is in the middle would be half-full. Since oxygen has mass, the one with the most oxygen would have the most mass.

I would pick up the bottles and shake them to see which one had the most oxygen. Since oxygen has mass, the one with the most oxygen would be the easiest to shake.

I would find the mass of each metal bottle. The one with the most mass would be the container that is empty, the one with the least mass would be the one that is full. The one that is in the middle would be half-full. Since oxygen has mass, the one with the most oxygen would have the most mass.

I would find the mass of each metal bottle. The one with the most mass would be the container that is half-full, the one with the least mass would be the one that is full. The one that is in the middle would be full. Since oxygen has mass, the one with the most oxygen would have the most mass.

Can menthol exist in more than one form? Use observations from the activity as evidence to support your response. (MS-PS1-1)

Menthol can exist in all three forms. We saw it as a solid and then when we heated it, it became a liquid. Then some liquid turned into gas and hardened into a solid.

Menthol cannot exist in more than one phase.

Menthol can exist in solid and liquid forms, but not a gas. I saw it as a solid and a liquid, but did not see it as a gas.

Menthol can be a solid, a liquid, and a gas all at the same time.

You have now heated and cooled menthol and water. Based on what you have observed, can one kind of matter (like menthol or water) exist in three different states? Explain. (MS-PS1-1)

Matter exists in all three states since I have seen water in all three states, solid, liquid, and gas. The menthol turned into crystals after being in the gaseous state and it had melted from a solid to a liquid.

Matter cannot exist in all three states. I haven’t seen any type of matter in all three states.

Matter exists in all three states for water, but not menthol since I didn’t see the menthol gas.

All matter exists in all three states at the same time.

The chart below shows 10 different substances identified as a solid, liquid, or a gas. Use the table to answer the following questions. (MS-PS1-1)

The solids can go through the air by themselves.

The solids change shape on their own.

How are the materials on your liquids list similar?

The liquids take the shape of their container and can be poured.

The liquids keep their shape wherever they are.

The liquids can go through the air by themselves.

When modeling air in a flask, what characteristics of gases did you observe? Choose all that apply. (TWO) (MS-PS1-1)

Air can be added and removed from a flask.

Air takes the shape of its container.

How do your models show that air takes the shape of the container it is in? Choose all that apply. (TWO) (MS-PS1-1)

Air takes the shape of its container because gases spread to take the shape of their container.

If the air was a solid, it would have a fixed shape and not be able to fit into certain containers.

Air takes the shape of a container because air stays in one place.

When the shape of a container is a basic square or circle shape, air will spread out; however, if the container is many-sided or an otherwise odd shape, the air is not able to spread out.

Describe what happens to the air as you blow up an inflatable beach toy or an air mattress. Imagine that you are trying to describe the process to another student who was absent from school and does not know what you know about air. Choose all that apply. (MS-PS1-1)

There is empty space between the air, so it is compressed when you add more air to the air mattress..

When you add air to an air mattress, the air mattress will get bigger since air has volume.

Air has mass and volume, so the air mattress gets bigger and has more mass when air is added to it.

The pieces of air get smaller as you blow up an air mattress.

Use your model to describe to a friend what compression means. Choose all that apply. (TWO) (MS-PS1-1)

Compression means squishing the air together and having the same mass in a smaller volume. My model shows this by having the air close together.

Compression means that you take something and fit it into a very small space. My model shows this by having all the air in a small space.

Compression means squishing the air together and having the same mass in a larger volume. My model shows this by having the air far apart.

Compression means that you take something and fit it into a larger space. My model shows this by having all the air in a large space.

Use your model to describe to a friend what expansion means. Choose all that apply. (TWO) (MS-PS1-1)

Expansion is when you give a gas more space to have it take up. My model shows this by the air being spread out.

Expansion means increasing the volume of a sample, making the volume bigger. My model shows this in that there is more space between the air particles.

Expansion is when you give a gas less space to have it take up. My model shows this by the air being in a small area.

Expansion means decreasing the volume of a sample, making the volume less. My model shows this in that there is less space between the air particles.

Is a sponge a good model of air? Why or why not? Choose all that apply. (TWO) (MS-PS1-1)

A sponge is a good model for air because it can be compressed because of all the small spaces in it. It expands when you are not pressing on it.

A sponge is not a good model for air because a sponge does not show how air can be added to or taken away from a container.

A sponge is not a good model for air because it can be compressed. It expands when you are not pressing on it.

A sponge cannot be a model because it has a specific use and design.

How does the pieces model help you explain expansion and compression? Choose all that apply. (MS-PS1-1)

If air is made of tiny pieces, then there can be spaces between the pieces. The tiny pieces are particles.

When I pushed the syringe, the air compressed. My model can show that by showing the particles are closer together.

Because the same number of particles were squeezed into a smaller space, the pressure on my finger increased. So I felt this as a push back on my finger.

If air is made of tiny pieces, then there cannot be spaces between the pieces. The tiny pieces are particles.

When I pushed the syringe, the air did not compress. My model can show that by showing the particles are farther apart.

How does a particle model help me explain how the odor gets from the source to my nose? (MS-PS1-1)

When I was smelling the odor, I was smelling particles that started in the container, but then changed into a gas and moved into the air.

There are squiggles of the odor going from the container to the air to my nose.

The particles were in the air all the time and then moved to my nose.

Once the air particles get to our nose, it has a chemical reaction with our nose and then we smell the odor.

The model below shows a gas being compressed and expanded in a syringe. Use the model to explain what happens to particles when a material is compressed or allowed to expand in a closed space. (MS-PS1-1) When an area of air is compressed, the molecules:

Compression does not affect molecules.

The pressure of compression makes the molecules get smaller and smaller.

The model below shows a gas being compressed and expanded in a syringe. Use the model to explain what happens to particles when a material is compressed or allowed to expand in a closed space. (MS-PS1-1) When an area of air is expanded, the molecules:

Expansion does not affect molecules.

Expansion allows the molecules to enlarge and take up more space.

The model below shows a gas being compressed and expanded in a syringe. Use the model to explain what happens to particles when a material is compressed or allowed to expand in a closed space. (MS-PS1-1) What happens to the motion of the molecules when the gas is compressed?

They continue to move and collide with each other and the side of the container.

Compression does not affect the motion of the molecules.

All of the pressure slows the molecules down until they eventually stop moving.

Chris has two tanks of helium gas. She wants to find out which tank has the most gas in it, so she can blow up balloons for a party. Chris thinks that measuring the masses of the two tanks will help her identify which one contains the most gas. Will comparing the mass of the tanks help Chris know which one has the most gas in it? Why or why not? (MS-PS1-2)

Chris can tell the difference between the tanks of gas since the one that has the most gas in it will have the most mass. Gas has mass.

Chris cannot tell the difference between the tanks by measuring the mass because gas doesn’t have mass that can be measured.

Chris can tell the difference between the tanks of gas since the one that has the least gas in it will have the most mass.

Chris cannot tell the difference between the tanks by measuring the mass because gas does not have mass.

The diagram shows models of a methane molecule and a carbon tetrachloride molecule.

An atom of chlorine, Cl, has more mass than an atom of hydrogen, H. Both methane and carbon tetrachloride are gases at 100°C. (MS-PS1-2) Part 1: Use the provided information to predict how the mass of a liter of methane gas compares to the mass of a liter of carbon tetrachloride gas at 100°C and the same pressure.

Carbon tetrachloride gas will have more mass per liter than methane gas at the same temperature and pressure.

Carbon tetrachloride gas will have less mass per liter than methane gas at the same temperature and pressure.

Carbon tetrachloride gas will have the same mass per liter than methane gas at the same temperature and pressure.

An atom of chlorine, Cl, has more mass than an atom of hydrogen, H. Both methane and carbon tetrachloride are gases at 100°C. (MS-PS1-2) Part 2: Support your prediction with evidence from the information.

Both molecules have the same number of carbon atoms (1) and the same number of atoms attached to the carbon atom (4), but because a chlorine atom has more mass than a hydrogen atom, a liter of carbon tetrachloride gas will have more mass than a liter of methane gas.

Both molecules have the same number of carbon atoms (1) and the same number of atoms attached to the carbon atom (4), but because a hydrogen atom has more mass than a chlorine atom, a liter of carbon tetrachloride gas will have more mass than a liter of methane gas.

Both molecules have the same number of carbon atoms (1) and the same number of atoms attached to the carbon atom (4), but because a chlorine atom has more mass than a hydrogen atom, a liter of methane gas will have more mass than a liter of carbon tetrachloride gas.

Both molecules have the same number of carbon atoms (1) and the same number of atoms attached to the carbon atom (4), but because a hydrogen atom has more mass than a chloride atom, a liter of methane gas will have more mass than a liter of carbon tetrachloride gas.

What Makes Paper Change Color? Describe how your model can be used to explain what happened in the activity. Choose all that apply. (TWO) (MS-PS1-1)

Some of the liquid becomes a gas and evaporates into the air.

The particles of ammonia in the air caused the indicator paper to change color.

The liquid is in the container and stays there.

What Makes Paper Change Color? What is a model of the paper in a flask unable to show? Choose all that apply. (TWO) (MS-PS1-1)

All of the movement of the particles in the flask.

That the ammonia changed into a gas.

What makes the paper change color? (MS-PS1-1)

The paper changes color because some of the liquid evaporates and becomes a gas. The gas travels to the paper and causes it to change colors.

The paper changes color in the light.

The paper changes color because some of the liquid goes up the sides of the container and reaches the paper. This causes it to change colors.

The paper does not actually change color. The gas modifies how we see the paper.

Why is it important to understand particles in order to invent detectors? Choose all that apply. (TWO) (MS-PS1-1)

Particles can sometimes hurt us, so we need to have detectors to tell us that they are around us since we can’t see them.

Particles are constantly changing in unpredictable ways.

Do you know an adult who drinks coffee, tea, or soda pop? Think about that person and picture them in your mind. Choose a description that helps that person understand how they can smell their favorite beverage even though it is a liquid. Choose all that apply. (TWO) (MS-PS1-1)

There are particles in your coffee that get into the air and travel to your nose.

Your nose is a detector and detects the particles when they get into the air.

There are particles in your coffee that stay in the coffee and so you can smell them if you get close.

You see the coffee and it makes you smell it.

What evidence do you have that gases are different? (MS-PS1-1)

They behave differently when they give off light.

We can see that they are different.

Some gases move faster or slower than others.

Why do the different gases give off different colors of light? (MS-PS1-1)

The gases are made up of different particles.

The gas makes the light be different colors.

The speed of the movement of gases determines which color of light the gas gives off.

Do you think odor is a property? Choose all that apply. (TWO) (MS-PS1-1)

I think that an odor is a property because different odors smell differently.

I think that an odor is a property because it is the same smell whether you have a small or a large piece of the substance.

I do not think that an odor is a property.

I think that an odor is a property because the odors from different substances can smell the same.

Write a summary of what you think are the most important things a new student should know about properties in order to catch up with your class. Choose all that apply. (MS-PS1-1)

Properties are always the same for a substance.

Properties help tell substances apart.

Examples of properties are color, texture, hardness, and malleability.

Properties can be different for different sizes of the same substance.

Properties of different substances can be all the same.

Do some elements have common properties? What is your evidence? (MS-PS1-2)

Two substances were both rollable [malleable], but one was harder than the other using the scratch test.

Elements do not have common properties.

Some elements have the same mass and volume.

We can breathe in the elements of oxygen and carbon dioxide.

Based on your investigation (data table), can you determine what a substance is by looking at one property? Choose all that apply. (TWO) (MS-PS1-2)

You can tell what a substance is by looking at a combination of properties like hardness and color.

You can tell what a substance is by looking at a combination of properties like hardness and malleability.

You can tell what a substance is by looking at one property like hardness.

Properties are not enough data to identify a substance.

Can some elements share all properties? What is your evidence? Choose all that apply. (TWO) (MS-PS1-2)

If they share all the same properties, they would be the same substance.

My evidence is that all of the metals that we tested had at least one property that was different.

Gold and Fool’s gold share all the same properties, but they are different substances.

Some elements can share all properties, so they are difficult to tell apart.

What is the difference between an atom and an element? Choose all that apply. (TWO) (MS-PS1-1)

An atom is a particle that makes up all matter. Atoms are different types and each of these types is a different element.

For example, a block of gold is made of particles called atoms. Gold is an element because it is only made up of gold atoms.

An element is what the substance is and an atom is made of different elements.

Atoms and elements are essentially the same things, elements are actually combined of different atoms.

Gold is an element because (MS-PS1-1)

it is made up of only gold atoms.

it has 1,077 sextillion atoms in a small block.

It can be used to make jewelry.

What does this model show? Choose the best answer. (MS-PS1-1)

It shows that a molecule of ammonia is made of three hydrogen atoms and one nitrogen atom. They are connected together.

It shows that 3 nitrogen atoms and 1 hydrogen atom make up ammonia.

It shows that ammonia is made of different molecules.

What does this model not show or how is it different from a real atom? Choose all that apply. (MS-PS1-1)

OpIt does not show that ammonia is made of millions of molecules.

Atoms are not different colors.

It does not show that atoms move.

Atoms are different from this model because they float around in the air not touching anything.

It shows that atoms don’t move around.

Is air a pure substance? Why or why not? Choose the best answer. (MS-PS1-1)

Air is not a pure substance. It is made of different kinds of molecules like carbon dioxide, nitrogen, oxygen and water.

Air is a pure substance because it is made of air molecules.

Air is not a pure substance because it is made of the same kind of molecules throughout.

Air is not a substance, it is matter in the gas phase.

Think about the physical models and the simulation. Choose the best answer for each question. (MS-PS1-1) Part 1: What are the advantages of the simulation?

The simulation shows the particles as they move, bouncing off each other.

The simulation shows the particles staying in the same place.

We are able to get a good understanding of size and scale of the particles.

We are able to visualize the exact speed of the particles moving.

Think about the physical models and the simulation. Choose the best answer for each question. (MS-PS1-1) Part 2: What are the advantages of the consensus model?

The consensus model can show the empty space between the particles and that the odor starts from a source.

The consensus model does not include everyone’s ideas.

The consensus model shows that there is no empty space between the particles and that the odor is everywhere.

The consensus model only shows what the teacher says is the correct answer.

Unit 2 Evaluation MASTER TE From IQWST How Can I Smell Things

Authored by Stephanie Walterreit

Chemistry

6th Grade

Used 2+ times

Unit 2 Evaluation MASTER TE From IQWST How Can I Smell Things

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MULTIPLE CHOICE QUESTION

5 mins • 1 pt

How does an odor get from a source to your nose?

It moves around the container and stays there. We need to be close to the container to smell the odor.

It travels through the air. When it gets to our noses, we smell it as we take in air.

The odor radiates outward from the source in straight lines in all directions.

The odor moves from object to object until it reaches your nose.

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Why does it make a difference if the lid is on or off the container?

The lid kept the smell from moving.

The odor can go through the lid.

With the lid on, the odor must go through the sides of the container.

With the lid off, the odor can reach just above where the lid would be.

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

What does it mean that an odor got out of the container?

It moved into the air in the room from the container.

It stays in the container.

It moved in a straight line through the container opening.

It hovers just above the container opening.

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Think back to the activity with the ball. How would you convince someone who is absent today that air has mass? (MS-PS1-1)

I would say that the air goes into the ball, so it must have mass.

I would say that we can tell that air has mass because we measured the mass of a ball when it was inflated and when it was deflated. We found that the mass of the inflated ball was more than the mass of the deflated ball.

I would say that the pump has mass, so it made the ball have more mass.

I would say that the ball is bigger when inflated, so the air must have mass.

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

The liquid and the wooden block take up space. Was anything taking up space in the plastic bowl before the liquid was poured in? If so, what was taking up the space? (MS-PS1-1)

Nothing was in the plastic bowl.

Air was taking up the space.

There was a vacuum in the plastic bowl.

Air took up part of the space but left space for the liquid to be poured in.

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

Think about the plastic bag with air. What is in the bag? Does air also take up space? (MS-PS1-1)

Air was in the bag and it takes up space.

Nothing was in the bag.

There was a vacuum in the bag.

Air was in the bag, but it doesn’t take up space.

MULTIPLE CHOICE QUESTION

5 mins • 1 pt

What about the air around you? What space is it “taking up”? (MS-PS1-1)

The air around me is taking up space in the room.

The air around me is not taking up space.

The air around me is taking up some space but leaves gaps for more things to come near me.

The air around me takes up space, but only up to a certain height.

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