Science Mstep

Two students are outside in the cold, waiting for a bus. One of the students has a package of hand warmers and offers to share them with the other students. The student opens the package and they each put a hand warmer bag in one of their gloves.

After a few minutes, the students notice that the hand warmer bags start to feel warm. They decide to ask their science teacher if they can test the materials inside the hand warmer bags. After reading the ingredients on the hand warmer package, the students decide to focus on iron because it is the most common ingredient.

The students designed the following procedures.

(1.) Open a new hand warmer package.

(2.) Cut open the hand warmer bag.

(3.) Separate the materials by using a magnet to attract the iron.

(4.) Place the iron on a dish.

(5.) Make initial observations and calculations to record properties of the iron.

(6.) Leave the iron in the dish overnight.

(7.) Record final observations and calculations the next day.

The students can tell that a chemical reaction involving iron __________ .

• occurred

• did not occur

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

Two students are outside in the cold, waiting for a bus. One of the students has a package of hand warmers and offers to share them with the other students. The student opens the package and they each put a hand warmer bag in one of their gloves.

After a few minutes, the students notice that the hand warmer bags start to feel warm. They decide to ask their science teacher if they can test the materials inside the hand warmer bags. After reading the ingredients on the hand warmer package, the students decide to focus on iron because it is the most common ingredient.

The students designed the following procedures.

(1.) Open a new hand warmer package.

(2.) Cut open the hand warmer bag.

(3.) Separate the materials by using a magnet to attract the iron.

(4.) Place the iron on a dish.

(5.) Make initial observations and calculations to record properties of the iron.

(6.) Leave the iron in the dish overnight.

(7.) Record final observations and calculations the next day.

The data table shows us that a new substance ___________ form overnight.

• did

• did not

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-4

Two students are outside in the cold, waiting for a bus. One of the students has a package of hand warmers and offers to share them with the other students. The student opens the package and they each put a hand warmer bag in one of their gloves.

After a few minutes, the students notice that the hand warmer bags start to feel warm. They decide to ask their science teacher if they can test the materials inside the hand warmer bags. After reading the ingredients on the hand warmer package, the students decide to focus on iron because it is the most common ingredient.

The students designed the following procedures.

(1.) Open a new hand warmer package.

(2.) Cut open the hand warmer bag.

(3.) Separate the materials by using a magnet to attract the iron.

(4.) Place the iron on a dish.

(5.) Make initial observations and calculations to record properties of the iron.

(6.) Leave the iron in the dish overnight.

(7.) Record final observations and calculations the next day.

Choose one set of properties that supports a chemical reaction has occurred.

• density and color

• color and volume

• volume and texture

• texture and mass

Tags

NGSS.MS-PS1-2

The final mass of the material on the dish the next day is ___________ the initial mass of the material.

• more than

• less than

• equal to

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

An increase in mass could happen if iron atoms are __________ the environment.

• escaping into

• combining with matter in

• being produced and released into

• being exchanged in equal amounts with

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

The students decide to develop a model to explain why the iron appeared to change overnight. To complete the model the students need to include:

(1.) iron atoms from the hand warmer

(2.) oxygen atoms from the air

(3.) the final substance they observed

Select the correct number of iron (Fe) atoms that should go in Box 1 to complete the student model.

• 1

• 2

• 4

• 6

Tags

NGSS.MS-PS1-1

NGSS.MS-PS1-2

NGSS.MS-PS1-5

The students decide to develop a model to explain why the iron appeared to change overnight. To complete the model the students need to include:

(1.) iron atoms from the hand warmer

(2.) oxygen atoms from the air

(3.) the final substance they observed

Select the correct number of oxygen (O) atoms that should go in Box 2 to complete the student model.

• 1

• 2

• 4

• 6

Tags

NGSS.MS-PS1-1

NGSS.MS-PS1-2

NGSS.MS-PS1-5

The students decide to develop a model to explain why the iron appeared to change overnight. To complete the model the students need to include:

(1.) iron atoms from the hand warmer

(2.) oxygen atoms from the air

(3.) the final substance they observed

Select one limitation of this model.

• The model does not show conservation of matter.

• The model does not show the color change of the final substance.

• The model does not who how the atoms are organized in the final substance.

Tags

NGSS.MS-PS1-2

NGSS.MS-PS1-5

After observing what happens with the iron in the hand warmers, the students decide to work on improving the hand warmers to make them get warm faster. The students observe that the hand warmer bag is made of fabric containing tiny holes.

They think that if oxygen is needed to produce heat, maybe only a small amount of oxygen is getting through the fabric. To test this, the students design an investigation to record the change in temperature when the hand warmer ingredients are left in the hand warmer bag and when they are taken out of the hand warmer bag. The students set up two systems.

Investigation Plan

(1.) Open two hand warmer packages. Place one hand warmer bag on a dish labeled System 1.

(2.) Cut open the other hand warmer bag and pour the materials from inside the bag onto the dish labeled System 2.

(3.) Place a thermometer under the hand warmer bag in System 1 and a thermometer inside the materials in System 2.

(4.) Record the temperature of both systems every five minutes until one of the systems nears the starting temperature.

Select TWO similarities between System 1 and System 2.

• The temperature increases in both systems.

• The temperature decreases in both systems.

• The temperature remains constant in both systems.

Tags

NGSS.MS-PS3-4

NGSS.MS-PS3-5

After observing what happens with the iron in the hand warmers, the students decide to work on improving the hand warmers to make them get warm faster. The students observe that the hand warmer bag is made of fabric containing tiny holes.

They think that if oxygen is needed to produce heat, maybe only a small amount of oxygen is getting through the fabric. To test this, the students design an investigation to record the change in temperature when the hand warmer ingredients are left in the hand warmer bag and when they are taken out of the hand warmer bag. The students set up two systems.

Investigation Plan

(1.) Open two hand warmer packages. Place one hand warmer bag on a dish labeled System 1.

(2.) Cut open the other hand warmer bag and pour the materials from inside the bag onto the dish labeled System 2.

(3.) Place a thermometer under the hand warmer bag in System 1 and a thermometer inside the materials in System 2.

(4.) Record the temperature of both systems every five minutes until one of the systems nears the starting temperature.

Select TWO differences between System 1 and System 2.

• The temperature of System 1 increases more quickly than System 2.

• The temperature of System 2 increases more quickly than System 1.

• System 1 reaches a greater maximum temperature (at 80 minutes) than System 2.

Tags

NGSS.MS-ETS1-3

NGSS.MS-PS1-2

NGSS.MS-PS1-4

NGSS.MS-PS3-4

NGSS.MS-PS3-5