Matter and Mixtures

A student performed an investigation in which she dissolved sugar in water. She was asked to model what happened in this process. She drew the diagram above to show what she observed. What does she need to do to model what happened to the sugar?

• Show that the sugar mixed completely with the water.

• Show that the sugar evaporated and went into the air.

• Show that the sugar melted and turned into water.

• Show that the sugar disappeared and was no longer there.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

A student poured 3 grams of salt into a beaker containing 12 grams of clear water. Below are the results of his investigation. The mass of the mixture was 15 grams. The water was still clear. He could no longer see the salt. Which of the following best explains why he could not see the salt?

• In a mixture the substances cannot be separated based on their properties.

• In a solution the properties of a substance do not change.

• In a mixture the mass of the substances does not change.

• In a solution the substances cannot be distinguished as separate substances.

What claim is best supported by the data in this table?

• Vinegar and oil separate after they have been combined into a mixture.

• Solids and liquids cannot be combined into a mixture.

• When two substances are mixed together, their total mass does not change.

• Some of the mass of the water escape as gas mixed with sugar.

Tags

NGSS.MS-PS1-5

Which of the following best explains how the solutions compare?

• Maggie’s solution is more dilute because it has more solute.

• Maggie’s solution is more concentrated because it has less solvent.

• Sam’s solution is more dilute because it has less solvent.

• Sam’s solution is more concentrated because it has more solute.

A group of students was asked to separate a mixture of iron filings, sawdust, sugar, and plastic beads.

What is the best method to separate the sawdust?

• 1) Add water

  2) Filter

  3) Evaporate the water

• 1) Add water

  2) Use a magnet

  3) Evaporate the water

• 1) Sift

  2) Filter

  3) Use a magnet

• 1) Sift

  2) Add water

  3) Floatation

Tags

NGSS.MS-PS1-2

While testing different ways to separate solutions, students took a black marker and made a line on white coffee filter paper. They then added a small amount of water to the paper directly over the black line. After a while, they noticed that the black marker ink began to separate into different colors.

This shows the process of separating a mixture by:

• evaporation

• flotation

• filtration

• chromatography

Use the following scenario to answer this question. Students in class are investigating the properties of solids, liquids, and gases. During the investigation, the students transfer different materials from one container into another and observe what happens to the materials in the new container.

• They take the shape of the container, but has a fixed volume.

• They change shape and expand to fill different containers.

• They have a fixed shape, but expand to fill different containers.

• They have a fixed shape and volume.

Tags

NGSS.5-PS1-3

Use the following scenario to answer this question. Brad is making grape drink using a pack of flavored drink mix. The directions say to stir the drink mix packet and three-fourths (3/4) cup of sugar in three-fourths (3/4) gallon of water. Brad decides to use 1 gallon of water instead of following the directions. When he tastes the grape drink, he notices it does not taste very sweet. Which of the following best explains what happened to the grape drink when Angela added more water than the directions called for?

• The concentration of the solution increased.

• The contrentation of the solution decreased.

• The amount of the solvent decreased.

• The amount of the solute increased.

A student measured the volume of a certain type of matter in three of the different containers shown in the picture. What is the best conclusion she can make from her observation?

• The matter she is measuring is a liquid.

• The volume of the matter is greater in the beaker.

• The volume of the matter is greater in the graduated cylinder.

• The matter she is measuring is a gas.

A student drew diagrams to show the particles in solids, liquids and gases. She needs to label the diagrams.

What is the correct order for the labels of the diagrams she drew?

• solid, gas, liquid

• liquid, solid, gas

• liquid, gas, solid

• solid, liquid, gas

Tags

NGSS.MS-PS1-4