Earth System

Marissa froze 4 cups of water. She took the frozen water outside the next day and left it in the sun, making the ice melt. She measured the amount of water that came from the melted ice. Based on what you know about matter changing, how much melted ice is the most accurate?

• 1. 2 cups

• 6 cups

• 1 cup

• 4 cups

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5

matter that is made of only one kind of atom or molecule

• Matter

• Molecule

• Substance

a supply of something that is useful

• System

• Property

• Resource

Tags

NGSS.HS-ESS3-1

NGSS.HS-ESS3-2

NGSS.HS-ESS3-3

water that has been used and now contains harmful substances 

• chemical reaction

• wastewater

• chemical waste

Tags

NGSS.MS-PS1-2

Margaret pours chicken broth into a pot. She heats the pot and the liquid boils. After awhile, it appears as if there is no liquid left in the pot.

Student A claims that the chicken broth did not disappear. Student B claims that the chicken broth disappeared. Which student’s claim is accurate? Why?

• Student A; the chicken broth didn’t disappear because the pot absorbed it.

• 1. Student A; the chicken broth didn’t disappear because it changed forms of matter.

• Student B; the chicken broth disappeared because the pot weighs less than before.

• Student B; the chicken broth disappeared because we can’t see it anymore.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-4

NGSS.MS-PS1-5

A group of scientists want to find a way to make the air cleaner for animals. First, the scientists made a model of a possible solution. Next, they tested the model and collected data. They notice that their design makes the air cleaner, but is harmful to birds and other animals. What should they do next?

• See how their design affects the hydrosphere and make improvements.

• 1. Start over with a new design and test it again. 

• See how their design affects the biosphere and make improvements.

• 1. Tell scientists to start building and using their design.

Tags

NGSS.MS-ESS3-3

NGSS.MS-ETS1-1

NGSS.MS-ETS1-2

Don wants to show the interaction between the hydrosphere and atmosphere. Which model would show this interaction?

• A drawing of the air and a separate drawing of a lake

• A life-cycle diagram of a fish in a river

• 1. A model of how a cloud forms in the sky

• A diagram showing a volcano releasing gas in the sky

Tags

NGSS.MS-ESS2-4

NGSS.MS-ESS2-5

NGSS.MS-ESS2-6

A student weighs a banana on a balance. The banana weighs 100 grams. The student cuts the banana in two pieces and weighs the pieces again. Then he cuts it into four pieces, six pieces, and eight pieces. He weighs the pieces each time he cuts the banana. How does the weight of the banana change each time he cuts it? What would the graph look like?

• The number of pieces are increasing, so the weight of the banana will change. Therefore the graph will show an incline in weight.

• Even though the number of pieces are increasing, the weight of the banana does not change. Therefore the graph would be a straight line at 100 grams.

Tags

NGSS.MS-PS1-5

How would a teacher best model that matter is not destroyed when it changes?

• 1. Weigh play doh then change the shape of it and weigh it again

• 1. Burn paper so it changes into ash and smoke

• Boil an ice cube so it changes into gas

• Take a cup of water, pour it into dirt, and watch dirt absorb it

Tags

NGSS.MS-PS1-4

NGSS.MS-PS1-5

what you can observe or measure about something that helps you figure out what it is

• System

• Property

• Resource

Tags

NGSS.MS-PS1-2