Elementary School Science Quiz: Graphs Show Weight Stays Same
20 questions · exam conditions
0:00
Graphs Show Weight Stays SameQuestion 1 of 20

Looking at the line graph, what pattern does weight show as water is heated?

The weight increased steadily as temperature went up.
The weight decreased steadily as temperature went up.
The weight stayed constant at all temperatures shown.
The weight changed up and down as temperature went up.
← Back to quizzes

Elementary School Science Quiz

Elementary School Science Quiz: Graphs Show Weight Stays Same

Practice Graphs Show Weight Stays Same in Elementary School Science with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Graphs Show Weight Stays Same, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Science.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

Looking at the line graph, what pattern does weight show as water is heated?

  1. The weight increased steadily as temperature went up.
  2. The weight decreased steadily as temperature went up.
  3. The weight stayed constant at all temperatures shown. (correct answer)
  4. The weight changed up and down as temperature went up.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible; in a line graph, if weight is graphed over temperature and the line is horizontal (flat), this shows weight isn't changing as temperature increases, providing visual evidence for conservation of matter. Choice C is correct because it accurately identifies the visual pattern in the graph: the line is horizontal showing weight remained constant at all temperatures during heating. This demonstrates understanding that visual patterns in graphs provide evidence—when the graph shows a flat line, weight stays the same before and after the change, indicating matter is conserved. Choice A represents the misconception that weight increased steadily as temperature went up; this error occurs because students may misread the graph by confusing the slope or focusing on temperature axis instead of weight values. To help students: Teach explicit graph-reading skills by explaining: 'A horizontal line means the value isn't changing—it stays at the same number.' Practice with simple line graphs, have students trace the line and compare values at different points, use consistent labeling to reduce confusion, and encourage creating graphs from data—watch for misreading scales and always ask: 'What pattern do you see in the line—does it go up, down, or stay flat?'

Question 2

According to the bar graph, what happens to weight before and after the change?

  1. The weight increased after the change in each trial.
  2. The weight stayed the same before and after each trial. (correct answer)
  3. The weight decreased after the change in each trial.
  4. The weight changed by different amounts in each trial.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Bar graphs make patterns visible through height comparison—when every trial shows equal heights for 'before' and 'after' bars, this consistent visual pattern across multiple tests provides strong evidence that weight is conserved during the change being studied. Choice B is correct because it identifies that in each trial shown on the graph, the before and after bars are exactly the same height, demonstrating that whatever change occurred (melting, dissolving, mixing, or phase change), the total weight remained constant. Choice A incorrectly claims weight increased (taller after bars), Choice C suggests decrease (shorter after bars), and Choice D implies inconsistent results—none match the equal bar heights shown. To help students: Use a straight edge or index card to compare bar heights—slide it horizontally from the top of each 'before' bar to its paired 'after' bar to show they align perfectly. Have students create a data table from the graph, noticing that before and after values match exactly in every trial.

Question 3

Based on the bar graph, what conclusion is supported about weight after mixing?

  1. The weight increased after mixing in every trial.
  2. The weight decreased after mixing in every trial.
  3. The weight stayed the same in each mixing trial. (correct answer)
  4. The weight changed in some trials but not others.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Bar graphs use height to represent values—when multiple mixing trials each show equal heights for 'before mixing' and 'after mixing' bars, this consistent visual pattern provides evidence that total weight is conserved when substances are combined. Choice C is correct because it identifies that in every mixing trial shown on the graph, the before and after bars are the same height, demonstrating that combining materials doesn't change the total weight (if you mix 50g of sand with 30g of salt, you get 80g total both before and after mixing). Choice A incorrectly suggests mixing creates new weight, while Choice B implies weight is lost during mixing—both would require unequal bar heights. To help students: Use colored blocks or cubes to model the bars physically—stack blocks to match bar heights and show that before and after stacks are equal. Practice with real mixing experiments where students weigh ingredients separately, then weigh the mixture, creating their own graphs to see that total weight equals the sum of parts.

Question 4

The pictograph shows weight before and after freezing; what pattern do you see?

  1. The weight increased after freezing for every cup.
  2. The weight decreased after freezing for every cup.
  3. The weight stayed the same before and after for each cup. (correct answer)
  4. The weight changed differently for each cup after freezing.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible; in a pictograph, if the number of symbols for weight before and after freezing is the same for each cup, the visual pattern is clear: weight stayed constant, showing conservation. Choice C is correct because it accurately identifies the visual pattern in the pictograph: the symbols are equal in number showing weight stayed the same before and after for each cup. This demonstrates understanding that visual patterns in graphs provide evidence—when the display shows equal values before and after across cups, matter is conserved. Choice A represents the misconception that weight increased after freezing for every cup; this error occurs because students may miscount symbols or focus on one cup instead of comparing before to after. To help students: Teach explicit graph-reading skills by counting symbols aloud: 'How many symbols before? How many after? Are they the same?' Practice with simple pictographs where symbols represent values, use consistent symbols to reduce confusion, have students create their own—watch for miscounting and always ask: 'What pattern do you see comparing before to after for each cup?'

Question 5

According to the combined table and bar graph, what does the pattern show about weight?

  1. The weight stayed the same before and after in all trials. (correct answer)
  2. The weight increased after the change in all trials.
  3. The weight decreased after the change in all trials.
  4. The weight changed in some trials but not others.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible. When scientists combine data tables with bar graphs, the visual display makes it easy to see if weight is conserved. In a combined display, if the table shows equal before/after values and the bar graph shows equal height bars for each trial, the pattern is clear: weight stayed constant. Choice A is correct because it accurately identifies the visual pattern shown in both the table and graph: the weight stayed the same before and after in all trials. This demonstrates understanding that multiple representations (tables and graphs) can provide converging evidence—when both show equal values before and after across trials, matter is conserved. Choice D represents the misconception that weight changed in some trials but not others. This error occurs because students may notice different trials used different amounts and confuse varying starting weights across trials with weight changes within trials, or they might read only one representation and miss the consistent pattern. To help students: Teach how to read multiple representations. First examine the table: 'What numbers do you see for before and after in each trial?' Then examine the graph: 'Do the bar heights match these numbers?' Show how tables and graphs display the same data differently. Practice moving between representations: 'If the table shows 50g before and 50g after, how tall should the bars be?' Watch for: Students who focus on only one representation or who compare across trials instead of before/after within trials.

Question 6

Based on the bar graph, what conclusion is supported about weight when ice melts?

  1. The weight increased after melting in each trial.
  2. The weight stayed the same before and after in each trial. (correct answer)
  3. The weight decreased after melting in each trial.
  4. The weight was different only in Trial 2.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible. When scientists graph weight before and after ice melts, the visual display makes it easy to see if weight is conserved. In a bar graph, if the 'Before' bar and 'After' bar are the same height in Trial 1, Trial 2, and all other trials shown, the visual pattern is clear: weight stayed constant. Choice B is correct because it accurately identifies the visual pattern in the graph: the bars are equal height showing weight stayed the same before and after in each trial. This demonstrates understanding that visual patterns in graphs provide evidence—when the graph shows equal values before and after across multiple trials, this conclusion about conservation is supported. Choice D represents the misconception that weight was different only in Trial 2. This error occurs because students may notice Trial 2 used a different amount of ice than other trials and confuse the different starting weight with a change during melting, not recognizing that the before and after bars within Trial 2 are still equal. To help students: Teach explicit graph-reading skills. For each trial, point and ask: 'Are the before and after bars the same height or different?' Help students see the pattern across all trials. Use consistent colors for before/after. Practice identifying patterns: 'What do you notice is the same in every trial?' Watch for: Students who focus on differences between trials rather than the before/after pattern within each trial.

Question 7

According to the line graph, what happens to water's weight as it is heated?

  1. The weight increased as temperature went up each time.
  2. The weight decreased as temperature went up each time.
  3. The weight stayed the same as temperature increased. (correct answer)
  4. The weight changed differently at each temperature point.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Line graphs show change over time or temperature—when weight is plotted against temperature and the line remains horizontal (flat), this visual pattern clearly shows weight isn't changing even as temperature increases. A horizontal line means the y-value (weight) stays at the same number regardless of changes in the x-value (temperature). Choice C is correct because it accurately identifies that the line graph shows a horizontal line as temperature increases from cold to hot, demonstrating that heating water doesn't change its weight. Choice A represents the misconception that heating adds weight (which would show an upward sloping line), while Choice B suggests heating causes weight loss (which would show a downward sloping line). To help students: Use a ruler to show the line is perfectly horizontal—place it along the graphed line to demonstrate it doesn't go up or down. Have students read the weight value at different temperatures: 'At 20°C the weight is 100g, at 40°C it's still 100g, at 60°C it's still 100g'—this repetition reinforces that a flat line means no change.

Question 8

According to the bar graph, what does it show about weight before and after dissolving?

  1. The weight changed from one substance test to another.
  2. The weight increased after dissolving in each substance.
  3. The weight stayed the same for all substances tested. (correct answer)
  4. The weight decreased after dissolving in each substance.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Bar graphs make patterns visible by representing values as heights—when testing different substances and each shows equal heights for 'before dissolving' and 'after dissolving' bars, this consistent pattern across materials proves that dissolving doesn't change total weight. Choice C is correct because it identifies that for all substances tested (salt, sugar, powder, etc.), the graph shows matching bar heights before and after dissolving, demonstrating that although the solid seems to disappear, its weight is still present in the solution. Choice A suggests weights varied between substances (focusing on different amounts used rather than before/after comparison), while Choices B and D claim weight changes that would require unequal bar heights within each substance's trial. To help students: Color-code the graph with one color for all 'before' bars and another for all 'after' bars, then have students compare heights within each substance pair. Demonstrate with sugar water—weigh sugar and water separately, then weigh the solution to show the total equals the sum, matching what the equal bar heights represent.

Question 9

According to the bar graph, what happens to total weight when substances dissolve?

  1. The weight stayed the same before and after for each substance. (correct answer)
  2. The weight increased after dissolving for each substance.
  3. The weight decreased after dissolving for each substance.
  4. The weight changed differently for each substance.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible. When scientists graph weight before and after dissolving, the visual display makes it easy to see if weight is conserved. In a bar graph showing different substances dissolving, if the 'Before' bar and 'After' bar are the same height for salt, and also the same height for sugar, and the same for each substance tested, the visual pattern is clear: total weight stayed constant. Choice A is correct because it accurately identifies the visual pattern in the graph: the bars are equal height showing weight stayed the same before and after for each substance. This demonstrates understanding that visual patterns in graphs provide evidence—when the graph shows equal values before and after for multiple substances, matter is conserved during dissolving. Choice B represents the misconception that weight increased after dissolving. This error occurs because students may think the dissolved substance 'adds' to the water's weight, not understanding that we're measuring total weight of water plus substance both before and after dissolving. To help students: Teach explicit graph-reading skills. Point to specific bars and ask: 'What's the total weight before dissolving salt? What's the total weight after? Are the bars the same height?' Emphasize that we're comparing total weight (water + substance) not just the water. Use consistent colors and clear labels. Have students create their own graphs from dissolving experiments to understand the connection between measurements and visual display.

Question 10

Based on the bar graph "Weight Before and After Mixing," what conclusion is supported?

  1. The weight increased after mixing in every trial.
  2. The weight stayed the same before and after mixing each time. (correct answer)
  3. The weight decreased after mixing in every trial.
  4. The weight changed from trial to trial after mixing.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible; in a bar graph about mixing, equal heights of before and after bars in every trial visually demonstrate that weight is conserved during the process. Choice B is correct because it accurately identifies the visual pattern in the graph: the before and after bars are equal in each trial, showing weight stayed the same and supporting conservation of matter. Choice D represents the misconception that weight changed from trial to trial, possibly because students confuse varying initial amounts across trials with changes within a trial or misread the x-axis labels. To help students: Teach explicit graph-reading skills by using colors consistently and asking targeted questions like, 'Compare the before and after bars in Trial 1—are they the same height?'; encourage creating personal graphs from tables, and watch for confusion between trials, always prompting, 'What overall pattern do you see in all before and after comparisons?'

Question 11

Based on the bar graph, what happens to total weight when ice melts?

  1. The weight increased after melting in every trial.
  2. The weight stayed the same in all three trials. (correct answer)
  3. The weight decreased after melting in every trial.
  4. The weight changed up and down across the trials.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Bar graphs make patterns visible by using height to represent values—when comparing 'before melting' and 'after melting' bars in each trial, equal heights mean equal weights. If Trial 1 shows equal bar heights for before and after, Trial 2 shows equal bar heights, and Trial 3 shows equal bar heights, the pattern is clear: weight stays constant when ice melts. Choice B is correct because it accurately identifies this visual pattern—in all three trials shown, the before and after bars are the same height, demonstrating that total weight remained unchanged during melting. Choice A represents the misconception that melting adds weight, which would appear as taller 'after' bars, while Choice C incorrectly suggests weight is lost during melting, which would show shorter 'after' bars. To help students: Point to specific bar pairs and ask 'Are these two bars the same height or different?' Use consistent colors (blue for before, red for after) and have students trace their finger across the tops of bar pairs to see they align at the same height, confirming weight conservation.

Question 12

Based on the bar graph, what does it show about weight before and after mixing?

  1. The weight stayed the same before and after in each trial. (correct answer)
  2. The weight increased after mixing in each trial.
  3. The weight decreased after mixing in each trial.
  4. The weight changed in only one trial after mixing.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible; in a bar graph, if the 'Before' bar and 'After' bar are the same height in each trial after mixing, the visual pattern is clear: weight stayed constant, providing evidence for conservation. Choice A is correct because it accurately identifies the visual pattern in the graph: the bars are equal height showing weight stayed the same before and after mixing in each trial. This demonstrates understanding that visual patterns in graphs provide evidence—when the graph shows equal values before and after across trials, matter is conserved. Choice B represents the misconception that weight increased after mixing in each trial; this error occurs because students may misread the scale, confuse different trials with before/after, or focus on one bar instead of comparing heights. To help students: Teach explicit graph-reading skills by pointing to bars and asking: 'How tall is the Before bar? How tall is the After bar? Are they the same?' Use colors consistently, practice with simple graphs, have students create their own from data—watch for confusion between trials and always ask: 'What pattern do you see comparing before to after in all trials?'

Question 13

Based on the bar graph, what pattern does it show about weight after mixing?

  1. The weight decreased after mixing in every trial.
  2. The weight stayed the same before and after in every trial. (correct answer)
  3. The weight increased after mixing in every trial.
  4. The weight changed only in Trial 1 and Trial 2.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible. When scientists graph weight before and after mixing, the visual display makes it easy to see if weight is conserved. In a bar graph, if the 'Before' bar and 'After' bar are the same height in Trial 1, and also the same height in Trial 2, and the same in every trial shown, the visual pattern is clear: weight stayed constant. Choice B is correct because it accurately identifies the visual pattern in the graph: the bars are equal height showing weight stayed the same before and after in every trial. This demonstrates understanding that visual patterns in graphs provide evidence—when the graph shows equal values before and after across all trials, matter is conserved during mixing. Choice C represents the misconception that weight increased after mixing in every trial. This error occurs because students may think mixing creates 'more' substance, or they might misread the graph by comparing the wrong bars, possibly looking at trials with larger amounts and thinking those represent 'after' measurements. To help students: Teach explicit graph-reading skills. Point to specific bars in each trial: 'In Trial 1, how tall is the Before bar? The After bar? Are they equal?' Repeat for each trial to establish the pattern. Use consistent colors and clear labels for before/after. Have students draw lines connecting the tops of before/after bars to visually see they're at the same height. Watch for: Students who compare across trials or focus on one element instead of the before/after pattern.

Question 14

Looking at the line graph, what pattern does weight show during heating water?

  1. The weight increased as the temperature went up.
  2. The weight decreased as the temperature went up.
  3. The weight stayed the same at each temperature point. (correct answer)
  4. The weight changed up and down as temperature changed.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible. When scientists graph weight over temperature during heating, the visual display makes it easy to see if weight is conserved. In a line graph, if weight is graphed against temperature and the line is horizontal (flat), this shows weight isn't changing as temperature increases. A horizontal line provides visual evidence for conservation of matter. Choice C is correct because it accurately identifies the visual pattern in the graph: the line is horizontal showing weight remained constant at each temperature point. This demonstrates understanding that visual patterns in graphs provide evidence—when the graph shows a flat horizontal line across all temperatures, matter is conserved during heating. Choice A represents the misconception that weight increased as temperature went up. This error occurs because students may confuse the upward trend of temperature (x-axis) with an upward trend in weight (y-axis), or they might think hot things weigh more than cold things. To help students: Teach explicit graph-reading skills. Trace the line with your finger and ask: 'Is this line going up, going down, or staying flat?' Explain: 'A horizontal line means the value on the y-axis isn't changing—weight stays at the same number even though temperature is changing.' Practice with simple line graphs where students identify horizontal, increasing, and decreasing patterns. Always ask: 'What does the shape of this line tell us about how weight changes?'

Question 15

Looking at the bar graph "Weight Before and After Dissolving," what does it show?

  1. The weight stayed the same before and after for each substance. (correct answer)
  2. The weight increased after dissolving for each substance.
  3. The weight decreased after dissolving for each substance.
  4. The weight changed differently each time dissolving happened.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible; in a bar graph about dissolving substances, if the 'Before' and 'After' bars are the same height for each substance, this visual pattern clearly shows weight stayed constant across the changes. Choice A is correct because it accurately identifies the visual pattern in the graph: the bars are equal height before and after for each substance, demonstrating understanding that equal values provide evidence for conservation of matter. Choice B represents the misconception that weight increased after dissolving, often because students misread the scale or confuse different substances with changes within a single trial. To help students: Teach explicit graph-reading skills using consistent colors for before and after bars; have them compare heights directly and create their own graphs; watch for errors like focusing on irrelevant elements, and emphasize, 'Look at before and after for each substance—are the bars the same height?'

Question 16

All the symbols in the pictograph show that weight after freezing water does what?

  1. The weight stayed the same for every cup tested. (correct answer)
  2. The weight increased after freezing in every cup.
  3. The weight decreased after freezing in every cup.
  4. The weight changed from cup to cup after freezing.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Pictographs use symbols to represent data—when each cup tested shows the same number of symbols before and after freezing, this visual pattern demonstrates weight conservation during the phase change from liquid to solid. If Cup 1 has 5 weight symbols before freezing and 5 after, Cup 2 has 3 before and 3 after, and Cup 3 has 7 before and 7 after, the pattern is clear: freezing doesn't change weight. Choice A is correct because it accurately identifies that for every cup tested, the pictograph shows equal numbers of symbols before and after freezing, proving weight stays constant when water becomes ice. Choice B represents the misconception that freezing adds weight (more symbols after), while Choice C suggests weight is lost (fewer symbols after). To help students: Have them count symbols for each cup's before/after pair—'Cup 1: 5 symbols before, 5 symbols after. Are these the same?' Create a simple pictograph together using stickers where each sticker represents 10 grams, reinforcing that equal sticker counts mean equal weights.

Question 17

Based on the bar graph, which statement is true about total weight after melting?

  1. The weight stayed the same, shown by equal bar heights. (correct answer)
  2. The weight increased, shown by taller after bars each time.
  3. The weight decreased, shown by shorter after bars each time.
  4. The weight changed randomly, shown by uneven bar pairs.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Bar graphs use height to directly represent measured values—when comparing bars labeled 'before melting' and 'after melting,' equal heights provide visual proof that the same amount of matter is present in both ice and water forms. Choice A is correct because it explicitly connects the visual feature (equal bar heights) to the scientific conclusion (weight stayed the same), demonstrating understanding that bar height represents the measured weight value. Choices B and C represent opposite misconceptions about weight change during melting, which would require visibly different bar heights (taller for increase, shorter for decrease), while Choice D suggests random changes that would show no pattern. To help students: Project the graph and use a ruler to measure actual bar heights in centimeters, showing that 4cm before equals 4cm after in each trial. Create physical bar models using stacked blocks where students can see and feel that equal heights mean equal amounts, then transition to reading printed graphs with the same understanding.

Question 18

Looking at the bar graph, what does it show about weight before and after dissolving?

  1. The weight stayed the same for each substance tested. (correct answer)
  2. The weight increased after dissolving for each substance.
  3. The weight decreased after dissolving for each substance.
  4. The weight changed differently each time dissolving happened.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Bar graphs display data visually where bar height represents the measured value—when multiple substances are tested and each shows equal heights for 'before dissolving' and 'after dissolving' bars, this visual pattern demonstrates weight conservation across different materials. Choice A is correct because it identifies that for each substance tested (whether salt, sugar, or other materials), the before and after bars are the same height, showing weight stayed constant despite the substance appearing to disappear when dissolved. Choice B represents the misconception that dissolving adds weight, while Choice C suggests matter is lost when substances dissolve—both would show unequal bar heights. To help students: Create a data table alongside the graph showing exact values, then have students verify that each before/after pair has matching numbers and matching bar heights. Practice with simple examples where students measure sugar before and after dissolving, then create their own bar graphs to see how equal masses produce equal bar heights.

Question 19

Looking at the bar graph, what pattern does it show about weight during mixing?

  1. The weight decreased after mixing in every trial shown.
  2. The weight stayed the same before and after mixing. (correct answer)
  3. The weight increased after mixing in every trial shown.
  4. The weight changed in only one trial of mixing.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Bar graphs display data where height represents the measured value—when multiple mixing trials each show identical heights for 'before mixing' and 'after mixing' bars, this repeated visual pattern provides strong evidence that combining substances conserves total weight. Choice B is correct because it identifies that the bar graph shows equal heights for before and after bars in every mixing trial, demonstrating that whether mixing liquids, powders, or solutions, the total weight equals the sum of the parts. Choice A incorrectly states weight decreased (shorter after bars), Choice C claims increase (taller after bars), and Choice D suggests inconsistency—none match the pattern of equal bar pairs. To help students: Have them use their finger to trace from the top of each 'before' bar horizontally to its 'after' partner, confirming alignment. Create a mixing demonstration where students predict, measure, and graph results themselves—when they see their own data produce equal bar heights, the concept of weight conservation during mixing becomes concrete and memorable.

Question 20

According to the bar graph, what conclusion is supported about weight after ice melts?

  1. The weight stayed the same before and after in every trial. (correct answer)
  2. The weight increased after melting in every trial.
  3. The weight decreased after melting in every trial.
  4. The weight changed in some trials but not others.
Explanation: This question tests the ability to use graphs to identify patterns showing that weight remains constant during changes (NGSS 5-PS1-2). Students must interpret visual data displays to recognize conservation of matter. Graphs are powerful tools for making patterns visible; in a bar graph, if the 'Before' bar and 'After' bar are the same height in every trial after melting, the visual pattern is clear: weight stayed constant, supporting conservation of matter. Choice A is correct because it accurately identifies the visual pattern in the graph: the bars are equal height showing weight stayed the same before and after in every trial. This demonstrates understanding that visual patterns in graphs provide evidence—when the graph shows equal values before and after, matter is conserved. Choice C represents the misconception that weight decreased after melting in every trial; this error occurs because students may misread the scale or confuse bar heights. To help students: Teach explicit graph-reading skills by asking: 'Are the Before and After bars the same height?' Practice with simple bar graphs, use consistent colors, have students graph data themselves—watch for scale errors and always ask: 'What pattern shows in all trials?'