Review lessons 2024

Joseph adds an equal amount of salt to 4 beakers containing the same amounts of water. He keeps 2 of the beakers at a temperature of 30°C and the other 2 at 15°C. The diagram shows the set-up of the experiment.

In which beaker will the salt dissolve the fastest?

• beaker A

• beaker B

• beaker C

• beaker D

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-4

Sarah listed some information about calcium chloride (CaCl2) in their notebook.

Which of their notes listed indicates a chemical property of calcium chloride?

• It is white and granular.

• The density is 2.15G/.CM3

• The melting point is 772°C.

• It releases energy when it reacts with water.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS3-5

Michael and his classmates were studying the properties of matter. Their first investigation was to find out if air has weight. teacher Michael's used a pump to inflate two balloons with the same amount of air. Then he attached one balloon to each end of a ruler. The ruler was hung from a string that was tied to its middle. The two balloons were balanced, as shown in Figure 1.

 

Then the teacher asked Michael to let some air out of one balloon. Michael could hear the air coming out, but he could not see it. Afterwards, the balloons were no longer balanced, and the inflated balloon was lower than the balloon with less air.

 

Michael’s teacher told the class that air is a mixture of different types of gases. It is mostly made of nitrogen and oxygen, with a little bit of carbon dioxide, argon, and a few other gases. He showed the class a pie chart of the composition of air. The pie chart is shown in Figure 2. 

Michael’s teacher explained that many gases appear colorless and invisible to the naked eye. For example, a glass box full of pure oxygen will look the same as a glass box full of pure nitrogen. The particles in gases are very far apart compared to the particles in a liquid or a solid material. Gas particles are constantly in motion.

 

As a demonstration, Michael's teacher poured a clear oil into a bowl and placed it next to a bowl of water. From the outside, the two liquids looked very similar. He asked the class to think about ways to tell the difference between liquids, gases, and other things that look similar in appearance.

Michael's teacher showed the class three beakers filled with clear, colorless liquid. How could the class find out whether the three beakers were filled with the same material?

• Weigh the three beakers to see if there is any difference.

• Develop tests to see if the materials have different properties.

• Look at the materials through a hand lens to see if their particles are different.

• Pour the contents of the three beakers together to see if there is a change.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-1

Maria performed an experiment to determine how water temperature impacts the time taken for an antacid tablet to dissolve. Maria created the graph shown.

Which variable should be placed on the x-axis, and why?

• Water temperature; it is the dependent variable.

• Water temperature; it is the independent variable.

• 
  Time; it is the dependent variable

• Time; it is the independent variable.

Zach observes a few changes and lists her observations in the table shown.

Which observations are correctly categorized?

• 1 and 3

• 3 and 4

• 1, 2, and 3

• 1, 3, and 4

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-4

Emmanuel observed a person making a campfire. He wrote down three observations to summarize what he observed.

During which observation(s) was Ron observing the formation of a new substance?

• Observation 1

• Observation 3

• Observations 1 and 3

• Observations 2 and 3

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

Will reads in a book that substances R and S take the shape of the containers in which they are placed. Substance R has a definite volume while substance S does not.

What is the most likely form of both substances R and S?

• Substance R is liquid, and substance S is gas

• Substance R is gas, and substance S is liquid

• Substance R is solid, and substance S is liquid.

• Substance R is liquid, and substance S is solid

Leah fills 4 different beakers with 100 mL of water at 4 different temperatures. She dissolves 5 g of sugar in the water in each beaker. She records the time taken to dissolve at each temperature. The table and line graph show the data recorded.

• temperature = 25°C; time = 9 seconds

• temperature = 30°C; time = 7 seconds

• temperature = 35°C; time = 5 seconds

• temperature = 40°C; time = 4 seconds

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

John lists some changes he observes.

Which listed changes are examples of a chemical change?

• 1 and 2

• 1 and 3

• 2 and 3

• 2 and 4

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

Miriam selects two beakers and dissolves sugar in each using different methods, as shown.

What will Joe most likely observe?

• Sugar dissolves in Beaker 2 but not in Beaker 1.

• 
  Sugar dissolves at the same rate inn both beakers.

• Sugar dissolves faster in Beaker 1 than in Beaker 2.

• Sugar dissolves faster in Beaker 2 than in Beaker 1.

Tags

NGSS.MS-PS1-2