Illuminate Unit 2

Michelle set up a science investigation to explore temperature change in objects made of different materials. She heated four objects listed in the table below to the same temperature (100 degrees Celsius). Michelle recorded which material heated to 100 degrees Celsius first,second,third,and fourth (last). Which statement BEST explains why the objects in Michelle’s investigation took different amounts of time to heat to the same temperature AND identifies whether this factor is a dependent or independent variable?

• The objects are different shapes, and the shape of the material is an independent variable.

• The objects exist in different states of matter, and the state of matter is a dependent variable.

• The objects contain different amounts of materials, and the amount of material is a dependent variable.

• The objects are made of different types of materials, and the type of material is an independent variable.

Tags

NGSS.MS-PS3-4

NGSS.MS-PS1-4

Next, Michelle wants to investigate the time it will take for iron to heat to 100°C when the mass is increased from 1 kg to 1.5 kg. Describe if more or less energy will be needed to heat a 1.5 kg sample to 100°C. Explain your answer

• The sample with more mass (1.5 kg) will require more energy to heat to 100°C than the sample with less mass (1 kg). Objects with more mass have more molecules that need to speed up in motion to reach the speed associated with the specified temperature.

• The sample with more mass (1.5 kg) will require less energy to heat to 100°C than the sample with less mass (1 kg). Objects with less mass have more molecules that need to speed up in motion to reach the speed associated with the specified temperature.

Tags

NGSS.MS-PS3-4

NGSS.MS-PS3-5

Michelle wants to create a graph to represent the relationship between the temperature of each object in her investigation and the average kinetic energy of the molecules in the object. Click on each endpoint of a line segment to highlight the relationship Michelle should create.

• Study the image that is the correct answer to this question

• Not the right answer

Tags

NGSS.MS-PS3-4

NGSS.MS-PS1-4

Conductors are materials that transfer heat quickly. Insulators are materials that transfer heat slowly or do not transfer much heat at all. Which statement BEST compares the matter of two of the objects?

• Object 1 is a better conductor than Object 3.

• Object 1 is a better insulator than Object 2.

• Object 3 is a better conductor than Object 2.

• Object 3 is a better insulator than Object 4.

Tags

NGSS.MS-PS3-4

NGSS.MS-PS3-5

NGSS.MS-PS1-2

Some chemical reactions release thermal energy and some reactions gain thermal energy. Sam and Alex want to make a calorimeter, which is a device that can measure thermal energy (heat) changes during chemical reactions involving a sample. Sam and Alex design their device to measure these changes . A drawing of their calorimeter is shown below. As a reaction occurs involving the sample, changes occur in the system based on whether the reaction gains or releases thermal energy. A. Identify the system as open or closed and explain why this type of system is helpful for measuring thermal energy transfer during a reaction. B. Explain why the cork stopper is needed in this device’s design.

• A. This system is closed. This device keeps thermal energy from moving between the reaction contents and the surrounding environment. This makes it more accurate at determining how much energy is released or gained by a reaction inside the cup.

• B. The cork stopper keeps thermal energy from leaving the cup system and moving out into the surrounding environment.

• C. This system is open. This device releases thermal energy moving out into the surrounding environment.

• D. The cork stopper releases thermal energy from the cup out into the surrounding environment.

Tags

NGSS.MS-PS3-4

NGSS.MS-PS1-4

NGSS.MS-PS3-3

Which part of this device is used to measure the change that occurs in the system when a chemical reaction occurs AND which change is measured using this part of the system?

• Part: Thermometer Measured: Temperature

• Part: Cork stopper Measured: Temperature

• Part: Styrofoam cups Measured: Speed of water movement

• Part: Stirrer Measured: Speed of water movement

Tags

NGSS.MS-PS3-4

NGSS.MS-PS1-4

NGSS.MS-PS3-5

NGSS.MS-PS1-2

Students are asked to design a hand warmer to use in gloves on a cold day. The students will make the hand warmer with several materials, including one type of salt. The salt needs to release thermal energy to help make the hand warmer work. The students use a coffee cup calorimeter to test three different salts. They test each salt over three trials (T1,T2,T3). The table shows their data. Use the drop down menus to construct an explanation of which salt should be used in the hand warmer.

• The students should use Salt 3 in their hand warmer because it causes temperature inside the calorimeter to increase the most. An increase in temperatures means that the average kinetic energy of the molecules inside the system increase and thermal energy is released by the reaction. This type of thermal energy movement will help provide warmth to a hand warmer when touched.

• The students should use Salt 2 in their hand warmer.

• The students should use Salt 1 in their hand warmer.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-5

NGSS.MS-PS3-3

The students are given an unknown sample to place in the calorimeter, as shown in the passage. They measure the initial and final temperatures of the water in the calorimeter. The temperatures are shown below. Select THREE statements below that describe energy or matter for this reaction in the coffee cup calorimeter system.

• The reaction caused energy to be released into the surrounding

  water.

• The reaction absorbed energy from the surrounding water.

• The temperature measurement describes the average kinetic energy of the particles of matter in the cup system.

• The temperature measurement describes the average potential energy of the particles of matter in the cup system.

• Before the reaction begins, the water and the sample are present in different states of matter

Tags

NGSS.MS-PS3-4

NGSS.MS-PS1-4

NGSS.MS-PS3-5

Two students are using a rope model to explain the motion of waves. The students move the ropes up and down as shown in the diagram below. The waves move at the same speed. Which mathematical relationship BEST compares the two waves in the rope models?

• Rope 1 amplitude > Rope 2 amplitude

• Rope 1 wavelength > Rope 2 wavelength

• Rope 1 frequency < Rope 2 frequency

• Rope 1 energy < Rope 2 energy

Tags

NGSS.MS-PS4-1

The students created the chart below, which shows the energy associated with waves of different amplitudes. Using the chart, complete the following mathematical explanation of the relationship between wave amplitude and wave energy. Use the drop down menus to complete each statement.

• if the amplitude of a wave is two times greater than the amplitude of another wave, the amount of energy carried by the wave is four times greater. If the amplitude of a wave is four times greater, the amount of energy carried by the wave is sixteen times greater.

• if the amplitude of a wave is three times greater than the amplitude of another wave, the amount of energy carried by the wave is four times greater. If the amplitude of a wave is five times greater, the amount of energy carried by the wave is six times greater.

Tags

NGSS.MS-PS4-1