Matter Unit Test

Find the mass.

• 285.3 g

• 275.5 g

• 275.3 g

• 265.3 g

A student measured a 4.5 cm³ piece of aluminum and calculated its density to be 2.7 g/cm³ . Based on the information given, is her calculation accurate?

• No, because different-sized pieces of aluminum will have different densities.

• No, because the volume of a sample of aluminum is not related to its density.

• Yes, because experimental error can affect any experimental data.

• Yes, because the density of aluminum doesn’t change based on the size of the sample.

A student is trying to separate a mixture of salt and pieces of iron.

Which method would be most useful for separating these two compounds?

• Use a magnet on the sample

• Mix the sample with water

• Test to see if the sample is conductive

• Find the volume and mass of the sample in order to find the density

Students measure the mass of three objects on a pan balance and then measure their weight using a spring scale. They record their results in the table below.

What change would occur if the mass and weight of the objects were measured on the moon?

• Mass and weight would remain consistent

• Mass and weight would both change

• Mass would not change, but weight would change

• Mass would change, but weight would not change

Tags

NGSS.MS-PS2-4

In Beaker 1, students observe crystals form and grow on the string as the water slowly evaporates. Which statement describes the changes taking place in Beaker 1?

• Both sugar and water are undergoing chemical changes

• Both sugar and water are undergoing physical changes

• Sugar is undergoing a physical change and water is undergoing a chemical change

• Sugar is undergoing a chemical change and water is undergoing a physical change

Tags

NGSS.MS-PS1-4

In Beaker 2, the solution slowly changes from almost colorless to a thick, dark-brown syrup as the water evaporates. The teacher carefully drops some of the syrup from a stirring rod into a beaker of cold water. The syrup forms a hard, brittle lump. Why should students conclude the sugar in the solution underwent a chemical change?

• The solution in the beaker became thicker as it boiled

• The liquid gave off bubbles of gas when it was heated

• The new solid has a different color and texture than sugar

• The hot syrup changed state when dropped into cold water

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-4

Students have set up an investigation as shown. What is the chemical change that is occurring during their investigation?

• The ice in the beaker is melting

• The gas in the heat source is burning

• The water in the beaker is absorbing thermal energy

• The temperature of the glass beaker is increasing

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

Students mix two substances together. The starting materials are shown below.

After these substances are mixed, what would be the best way to separate the component parts?

• Put the mixture on the stove, because the water will boil off, leaving the salt behind

• Use a strong magnet, because the salt will be attracted to them but the water will not

• Shake it through a series of fine mesh sieves, because the particle sizes are different

• Place the beaker in a bowl of ice, because cooling the solution will cause the salt to melt away

Tags

NGSS.MS-PS1-2

Label the phase change diagram.

a

b

c

d

e

Melting Begins

Begins Boling

Evaporation Begins

Melting Ends

Solid

Tags

NGSS.MS-PS1-4

NGSS.MS-PS3-4

Organize these options into the right categories

Groups:

(a) Physical Change

,

(b) Chemical Change

• Rotting Banana

• Shredding Paper

• Lighting a Match

• Rusting Nail

• Boiling Water

• Cooking an egg

• Clay being sculpted

• Chopping Wood

Tags

NGSS.MS-PS1-2