CA1 Review Matter

Kai fills a beaker with 200 mL of water. He measures the mass of the beaker and water to get 230 g. He collects 50 g of salt. Kai adds the salt to the water and stirs. Next, Kai measures the mass of the solution he has made. When Kai measures the mass of the beaker with the solution, what is the mass?

• 200 mL

• 230 g

• 50 g

• 280 g

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

Look at the image of the pot. Cara is identifying the physical properties of this item. Pick the words, in order, that best complete the paragraph. Cara investigated this item by placing it on a digital scale to determine its _______. She runs her hand over the surface and determines that the _______ is smooth. She can tell by observation that it is a solid, and it is used to heat food.

• mass; texture

• weight; color

• volume; shape

• density; temperature

Tags

NGSS.MS-PS1-2

A class is studying the ability of substances to float and sink. Each study group is given 3 beakers, 3 substances, and a quantity of water. Which sentences state what Lucia’s group found out? Choose all that apply.

• Aluminum is more dense than water.

• Cork and wood have the same density.

• Wood is more dense than aluminum.

• Cork, because it floats on top of water, is the least dense.

Tags

NGSS.MS-PS1-2

Elena is working on a science project. She wants to work with mixtures. She collects 300 g of sand and 50 mL of water. She divides the sand into 2 piles and adds gravel to one and water to the second. Part A: What will Elena observe when she mixes the sand and the gravel?

• The properties of sand and gravel do not change when the two substances are mixed.

• The sand changes its properties, but the gravel does not.

• The gravel changes its properties, but the sand does not.

• Both the sand and the gravel change their properties.

Part B: How can Elena separate the sand and water?

• By pouring off the water into a different bowl

• By evaporating the water from the sand by applying heat

• By passing the sand and water through a sieve

• By using a magnet to separate the substances

A company is producing a new set of baking pans. They consider several materials with different properties to use for the baking pans. The company wants to use a material with high thermal conductivity. The company will combine aluminum with another metal to make the pans. Which combination will have the best thermal conductivity?

• Aluminum and brass

• Aluminum and copper

• Aluminum and iron

• Aluminum and stainless steel

Tags

NGSS.MS-ETS1-2

NGSS.MS-PS3-3

Look at the illustration of the magnets. Because the construction project she is designing will be exposed to high levels of magnetism, Monique wants to find the best product to use in building the cabinets in the laboratory. Which of these would explain what Monique is doing to find this building material? Choose all that apply.

• Monique tests three types of screws with a magnet to find one that is not magnetic.

• The steel screws would probably work on this project because they are stronger than iron or aluminum.

• Screws would not be affected by the magnetism in the room, so all the screws would work.

• The aluminum screws are the best to use because they do not react to magnetism.

Tags

NGSS.MS-ETS1-3

NGSS.MS-PS2-3

Jenna's group is given a list of five items. They are asked to determine which items on the list are represented by illustration A. Help Jenna’s group by selecting all the listed items that are the same state of matter as illustration A.

• An apple

• Grape juice

• Helium in a balloon

• A pencil

• Pancake batter

Tags

NGSS.5-PS1-1

NGSS.5-PS1-3

A mystery substance is put in a container, and students need to identify whether the substance's particles could be best illustrated with A, B, or C. The substance does not change shape when placed in the container. Which illustration or illustrations fit this description?

• A only

• B only

• C only

• A and C

Zach’s group is supposed to compare and contrast a rock, a small wooden block, and a 2.5 cm × 2.5 cm × 2 cm block of steel. Each person will measure the mass of each item. The group determines that these are the steps to follow to compare and contrast the mass of these substances, though not necessarily in the correct order. In which order should Zach’s group complete the steps?

• A. 2, 4, 5, 3, 1

• B. 1, 2, 4, 5, 3

• C. 4, 3, 4, 2, 1

• D. 3, 2, 1, 4, 5