classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy
identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water
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Q 1/33
Score 0
Which of these is the best conductor of electricity?
60
Copper penny
Plastic tubing
Cotton string
Glass rod
Q 2/33
Score 0
A teacher mixes a white powder into a beaker of water. The powder cannot be seen in the water. The teacher then heats the mixture until the water evaporates and the powder can be seen again. Which property of the powder is the teacher demonstrating?
60
Mass
Density
Solubility
Conductivity
33 questions
Q.
Which of these is the best conductor of electricity?
1
60 sec
5.5.A: Matter and Energy
Q.
A teacher mixes a white powder into a beaker of water. The powder cannot be seen in the water. The teacher then heats the mixture until the water evaporates and the powder can be seen again. Which property of the powder is the teacher demonstrating?
2
60 sec
5.5.A: Matter and Energy
Q.
A student measures the temperature of water being heated on a hot plate. The student observes that the temperature of the water is 53°C. How many more degrees Celsius must the temperature rise before it reaches the boiling temperature of water? Be sure to use the correct place value.
3
60 sec
5.5.B: Matter and Energy
Q.
A mixture of beads was placed in a container, as shown below. The beads are of various sizes, and each one is made of plastic, glass, or steel. The mixture would be easy to separate because all the beads —
4
60 sec
5.5.C: Matter and Energy
Q.
A teacher sets up an experiment using five jars like the ones shown below. The teacher keeps one jar unwrapped as the control. The other four jars are wrapped with equal thicknesses of four different materials. The jars are each filled with an equal amount of water that is 92°C. Students observe and record the water temperature in each jar after 10 minutes. The results are shown in the table below. Which property of the materials wrapping the jars are the students most likely investigating?
5
60 sec
5.5.A: Matter and Energy
Q.
A student reads the label on the bottle of salad dressing shown below. Why would the student shake the salad dressing well before using it?
6
60 sec
5.5.A: Matter and Energy
Q.
A worker built a sidewalk and pressed some large salt particles into the concrete while it was still wet. When the concrete was dry, the worker washed the sidewalk with water. The picture below shows the sidewalk after it was washed. What most likely happened to the salt?
7
60 sec
5.5.D: Matter and Energy
Q.
A student observes ice forming on the edge of a school building. At what temperature did the water outside the school building most likely begin to change to ice?
8
60 sec
5.5.B: Matter and Energy
Q.
Which of these is not soluble in water?
9
60 sec
5.5.A: Matter and Energy
Q.
A student measures the mass of several substances and records the results in the table below. What is the difference in grams between the total mass of the liquid substances and the total mass of the solid substances used in the investigation? Be sure to use the correct place value.
10
60 sec
5.5.A: Matter and Energy
Q.
When a powdered drink mix was added to water, the liquid turned orange. A student decided the taste was too strong, so he poured out half of the liquid and added more water. Which of the following most likely occurred when more water was added?
11
60 sec
5.5.D: Matter and Energy
Q.
A teacher wears protective gloves to lift a metal pan filled with boiling water from a hot plate. Why are the protective gloves necessary?
12
60 sec
5.5.A: Matter and Energy
Q.
A student made a mixture using equal amounts of salt and pepper. The salt grains were the same size as the pepper grains. What should the student do to most easily separate the pepper from the salt?
13
60 sec
5.5.C: Matter and Energy
Q.
Objects that blow into a swimming pool or that are dropped into the pool by swimmers need to be removed. These objects include foam cups, keys, and coins. Which of the following explains a useful method for removing some of these objects?
14
60 sec
5.5.A: Matter and Energy
Q.
A cook uses the ingredients listed below to prepare a meal. Which table correctly shows the physical properties of these ingredients when placed in hot water?
15
60 sec
5.5.A: Matter and Energy
Q.
A teacher gives a student four clear sealed containers. Each container holds a different substance. The student records some observations about the substance in each container.
Based on these observations, which container most likely holds only gas?
16
60 sec
5.5.A: Matter and Energy
Q.
Some students investigate the properties of four objects using a hand lens, a magnet, and a beaker containing water. Their observations are recorded in the table. Which statement identifies a property that could be used to classify these objects into two different groups?
17
60 sec
5.5.A: Matter and Energy
Q.
A student adds 10 grams of four different powdered solids into four different beakers. The student then adds 100 mL of water to each beaker, stirs the mixtures, and allows them to sit for half an hour before recording observations. Which question is the student most likely trying to answer with this investigation?
18
60 sec
5.5.D: Matter and Energy
Q.
A student classifies the objects shown based on their physical properties. Which property cannot be used to classify these objects into more than one group?
19
60 sec
5.5.A: Matter and Energy
Q.
A science class tested three properties of different materials. The results are shown in the table below. Based on the table, which material would be best to use to insulate electrical wires?
20
60 sec
5.5.A: Matter and Energy
Q.
Cracks in the seafloor called hydrothermal vents send streams of hot water into the ocean. The water from a vent is 387°C. How many degrees above the boiling point of water is this temperature?
21
60 sec
5.5.B: Matter and Energy
Q.
Some people add sugar to their hot tea. Which property of the sugar remains the same when the sugar is in the tea solution?
22
60 sec
5.5.C: Matter and Energy
Q.
Two wires carrying electricity can create a spark if they come too close together. This spark can start a fire. Wires carrying electricity are usually covered with plastic to keep them from starting a fire. Why does the plastic keep the electricity from starting a fire?
23
60 sec
5.5.A: Matter and Energy
Q.
A student combined powdered paint with water to make a small amount of a blue liquid paint mixture. The student left the paint mixture in an open container. Several days later the student found the container and observed that changes had occurred. What most likely happened to the mixture?
24
60 sec
5.5.D: Matter and Energy
Q.
A student puts four objects in a bucket filled with water. The objects are listed below. Which two objects are most likely less dense than the water?
25
60 sec
5.5.A: Matter and Energy
Q.
A student was asked to compare the masses of four blocks that were all the same size but made of different materials. The student used a balance to compare the masses of two blocks at a time. The student repeated this process three more times with different pairs of blocks and recorded observations. Which list shows the blocks in order from least to greatest mass?
26
60 sec
5.5.A: Matter and Energy
Q.
The table lists some properties of four different samples of matter. Which two samples could be glass and saltwater?
27
60 sec
5.5.A: Matter and Energy
Q.
A teacher asks six students to design and build solar ovens that could be used to boil water. After the ovens are complete, the students record the maximum temperatures that can be reached inside their ovens in 1 hour Which list identifies all the ovens that must be redesigned in order to reach temperatures that will boil water in 1 hour?
28
60 sec
5.5.B: Matter and Energy
Q.
A student fills two identical beakers with the same volume of water. The student places one beaker in a freezer and the other beaker on a hot plate. After 5 minutes the student observes that the temperature of the water in the freezer is 19°C and the temperature of the water on the hot plate is 42°C. Which statement best describes the relationship between the two beakers of water and the freezing and boiling points of water?
29
60 sec
5.5.B: Matter and Energy
Q.
A student is asked to design a sleeve for a cup that will insulate thermal energy and not feel hot to the touch when the cup is filled with hot liquid.The student has four materials to choose from. Which of these materials is least useful as an insulator?
30
60 sec
5.5.A: Matter and Energy
Q.
Some ways to separate mixtures are listed below. A student is given a beaker containing gravel and water. Which of these ways could the student NOT use to separate the gravel from the water?
31
60 sec
5.5.C: Matter and Energy
Q.
For an investigation a teacher dropped a bolt into a container of maple syrup and asked students to remove it without touching the syrup. The students first tried to use a strong magnet to remove the bolt, but it remained on the bottom of the container. They finally poured the syrup into another container to get the bolt out. Which of these best describes some of the bolt’s physical properties?
32
60 sec
5.5.A: Matter and Energy
Q.
For an investigation a student put 100 mL of water at room temperature into each of three beakers. Then the student added a coin to Beaker R, 3 g of a powdered drink mix to Beaker S, and 10 mL of lamp oil to Beaker T. The student stirred the contents of the beakers and then left them sitting on a lab table for 5 minutes. Which diagram shows what the student most likely observed in each of the beakers after 5 minutes?
