Grade 5 - Unit 1: Magic Matter

A student is exploring the concept of matter. Based on what you know about matter, which two statements below are scientifically accurate and help define what matter is?

• Matter is anything that has mass and occupies space.

• Matter can only exist as solids or liquids.

• All gases are considered forms of matter.

• Matter cannot be seen or measured.

• Matter must be visible to be real.

During a classroom experiment, a student observes that a metal ball and a wooden cube have different weights even though they are the same size. What is the best explanation for this observation?

• They have different colors.

• The cube has less mass than the ball.

• The ball has more surface area than the cube.

• The metal ball is colder than the cube.

Which statement provides the best reasoning to support the idea that gases are matter, even though they are invisible to the human eye?

• Gases do not interact with other substances.

• Gases are made of light instead of atoms.

• Gases have mass and take up space, as shown when inflating a balloon.

• Gases cannot be measured or studied in a lab.

A balloon is inflated with air. Which of the following provides the best explanation of what is happening on a particle level as the balloon expands?

• Air particles decrease in size, allowing more to fit.

• Energy causes air particles to vibrate less.

• The number of air particles increases, and they push outward.

• The balloon material stretches on its own.

As part of an investigation, students observe ice cubes melting in a tray on a warm day. Which phase change is occurring, and what does this indicate about the role of energy in the process?

• Solid to liquid; energy is being added to cause the change.

• Liquid to solid; energy is being added to the water.

• Solid to liquid; energy is being removed from the ice.

• Liquid to solid; energy is being removed to slow particle motion.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5

Explain how the concept of phase change is demonstrated when water is boiled and then allowed to cool. Which sequence correctly describes the energy changes and the states of matter involved?

• Heat is added: liquid → solid → gas

• Heat is removed: gas → liquid → solid

• Heat is added: liquid → gas; heat removed: gas → liquid

• Heat is removed: solid → gas; heat added: liquid → solid

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

Choose all the examples that represent a mixture where the individual substances keep their original physical properties.

• A salad with lettuce, tomatoes, and cheese

• Saltwater solution

• Trail mix

• A glass of lemonade

• Concrete made with gravel, sand, and cement

A teacher mixes sugar into a glass of water and stirs it until the sugar is no longer visible. Which of the following best explains what this mixture is and why?

• It is a mixture because the sugar stays separate from the water.

• It is a solution because the sugar dissolves completely and spreads evenly throughout the water.

• It is a mixture because the sugar forms layers in the glass.

• It is a solution because the sugar turns into a solid at the bottom of the glass.

Tags

NGSS.MS-PS1-2

When water [freezes/boils/melts], energy is removed. When it [condenses/heats/evaporates], energy is added.

• When water freezes, energy is removed. When it evaporates, energy is added.

• When water boils, energy is removed. When it condenses, energy is added.

• When water melts, energy is removed. When it heats, energy is added.

• When water freezes, energy is added. When it evaporates, energy is removed.

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

A student is asked to separate a mixture of sand, salt, and iron filings. Which sequence of tools would be the most effective to separate all three substances based on their physical properties?

• Funnel, heat, magnet

• Filter, magnet, scale

• Magnet, filter paper, evaporation dish

• Ruler, thermometer, tweezers

Tags

NGSS.MS-PS1-2