Unit 4 Mixed Up Review

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

A group of students created a model showing a type of matter. Which of the following describes what is shown by the model?

• particles that make up a liquid

• particles that make up a specific color

• particles that make up heat

• microscopic pieces of ice inside a glass of water

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

Pria found a container of an unknown substance in her refrigerator. She created the following table of her observations and measurements of this substance. Which of the following questions was Pria likely asking in this investigation of an unknown substance? Choose the best response based only on the data in the table below.

• What are the properties of this substance?

• What types of specific molecules is this substance made from?

• What types of atoms is this substance made from?

• What are the types of matter that make up this substance?

Tags

NGSS.MS-PS1-1

This illustration is a/an _____________

• compound

• element

• mixture of elements

• mixture of elements and compounds

Tags

NGSS.MS-PS1-1

A hot-air balloon pilot controls the balloon by adding or releasing hot air as the balloon flies high in the sky. Which of the following best describes why hot air is used to make the balloon rise?

• The hot air molecules stay still, which creates energy that helps the balloon to float.

• The hot air molecules disappear after they are created, causing the balloon to rise.

• The hot air molecules are heavy, which creates energy and causes the balloon to rise in the air.

• The hot air molecules move quickly, bouncing off each other and the walls of the balloon to create energy.

Tags

NGSS.MS-PS1-4

LaToya is making hot chocolate. She pours the hot chocolate powder into a glass of milk, mixes it, and then heats it up in the microwave. LaToya claims that since she can no longer see the powder after it has been mixed, it must no longer be there. Which of the following would not support LaToya’s claim, and instead, show that the powder is still in the mixture?

• The weight of the powder plus the weight of the milk is less than the weight of the mixture.

• The weight of the powder plus the weight of the milk is more than the weight of the mixture.

• The weight of the milk is equal to the weight of the mixture.

• The weight of the powder plus the weight of milk is equal to the weight of the mixture.

Tags

NGSS.MS-PS1-5

Yong pours 1 cup of liquid water into an ice tray and then puts it in the freezer to make ice. Which of the following statements about the liquid water and the ice is accurate?

• When the ice froze, it had the same amount of water as it did when it was a liquid.

• When the ice froze, it gained more water.

• When the ice froze, it had twice as much water as it did when it was a liquid.

• When the ice froze, it lost some water in the process.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS1-5

NGSS.MS-PS3-4

NGSS.MS-PS3-5

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

NGSS.MS-PS1-5

Cameron tests four rocks. All of the rocks are gray. He wonders whether they are made of the same material. He does the following tests on each of the rocks to find out whether the rocks are made of the same or different materials: He examines the surface with a magnifying glass. He drags the rock across a piece of glass. If the rock is harder than glass, the rock will scratch the glass. If the rock is not harder than glass, nothing will happen to the glass. He puts a drop of vinegar on the rock. For some materials, the vinegar will cause bubbles to form. For other materials, nothing will happen. The data from his tests are in the table. Carlos believes that Rocks 1 and 4 are made of the same material. What data supports his conclusion? Select all that apply.

• Rocks 1 and 4 scratch glass.

• Rocks 1 and 4 do not have large holes.

• Rocks 1 and 4 have the same surfaces.

• Vinegar does not make Rocks 1 and 4 bubble.

Tags

NGSS.MS-PS1-2