Amplify Science

Maxine poured two different substances together in a glass beaker. Below are her observations both before and after she mixed these substances. Maxine makes a claim that a new substance formed as a result of mixing these two substances. What evidence from the data best supports this argument?

• The new substance had different properties.

• The new substance remained the same color.

• The new substance stayed the same temperature.

• There is no evidence to support Maxine’s claim.

Tags

NGSS.MS-PS1-2

Georgia has been learning about matter in science class. Her class has created a chart that summarizes the ideas that they have discovered. The teacher sets up stations to allow students to further investigate matter. Refer to the below chart as you consider each of their investigations. When Greta adds sugar to a cup of warm water, the sugar dissolves. She wonders whether the sugar is still there since she cannot see it anymore. She thinks the sugar must still be there because the water tastes sweet. Sam is not sure if the sugar is still there. The sugar taste is still there, but he believes the sugar may be gone since he cannot see it. They talk about how they can decide whether the sugar is still there. Which tests do you think will help them determine whether the sugar is still there? Mark all that apply.

• Mix the sugar with cold water and hot water.

• Add more sugar to the water, and observe what happens.

• Weigh the sugar and water separately before they are combined; after they have been combined, weigh the solution.

• Have more students taste the material, and collect their observations.

• Remove the water by letting the container sit until all of the water evaporates.

Tags

NGSS.MS-PS1-2

A glass of saltwater is sitting on a table. Which of the following best describes the matter in this saltwater?

• It is made up of only one type of molecule.

• It is not made up of any molecules.

• It is made up of more than one type of molecule.

• It is not made up of matter.

Tags

NGSS.MS-PS1-1

A teacher wants to make a model to show her students that gas is a type of matter. Which of the following would best show this to the students?

• a beaker of sand absorbing water

• an ice cube melting

• a pot of liquid bubbling

• a balloon filled with air and then letting it out

Tags

NGSS.MS-PS1-4

Design a project to compare the effects of physical changes (such as temperature and pressure) on different states of matter.

• Heat and cool water, ice, and steam to observe changes in state and record temperatures at which these changes occur.

• Freeze and melt different metals to see which one has the highest melting point.

• Apply pressure to various solids to determine their hardness.

• Observe the color changes in substances when heated without measuring temperature.

Tags

DOK Level 4: Extended Thinking

Consider a plant species that thrives in moist soil conditions. If a prolonged drought occurs, what adaptation might you expect future generations of this plant species to develop?

• Thicker leaves to store more water.

• Deeper root systems to access underground water.

• Brighter colored flowers to attract more pollinators.

• Smaller overall size to reduce water usage.

Answer explanation

Deeper root systems would help the plant access underground water during prolonged droughts, aiding in its survival and adaptation to the dry conditions.

Tags

DOK Level 3: Strategic Thinking

What is the boiling point of water?

• 100 degrees Celsius

• 50 degrees Celsius

• 0 degrees Celsius

• 200 degrees Celsius

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

What is not a property of all matter?

• Mass

• Volume

• Color

• Density

Which of the following is not a characteristic of gas?

• Has a definite volume

• Fills the shape of its container

• Can be compressed

• Expands to fill its container

What state of matter has a definite shape and volume?

• Solid

• Liquid

• Gas

• Plasma