Free Printable WorksheetScienceGrade 9Science CurriculumNGSS HS-PS1-7, HS-PS3-2

9.19 Conservation of Matter in Physical Changes Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Physical Science with Earth and Science Science worksheet provides structured practice on 9.19 Conservation of Matter in Physical Changes. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Conservation of Matter in Physical Changes: MCQ focus: use mass data to show matter is conserved during phase changes, dissolving, and separation of mixtures. Aligned to NGSS high school Physical Science, Earth and Space Science, and Engineering Design; NRC/DCI; SEP/CCC; CCSS math/literacy connections; selected CA NGSS, NYSSLS, Florida CPALMS, and Texas TEKS references NGSS HS-PS1-7, HS-PS3-2 - NGSS-aligned Conservation of Matter in Physical Changes: NGSS: HS-PS1-7; HS-PS3-2; NRC/DCI: PS1.B; PS3.A; SEP/CCC: Using mathematics / Energy and matter; Common: HSN-Q.A; State refs: CA/NYSSLS same HS-PS PE family; FL SC.912.P.8; TX IPC matter strand.

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Physical Science with Earth and Science

Subject

Science

Domain

Science Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 9.19 Conservation of Matter in Physical Changes skill assessments:

Problem 1Difficulty: Mastery

A closed system starts with a total mass of 305.0 g. After several physical changes, measured parts are 120.3 g of liquid, 84.7 g of solid, and 99.8 g of gas in the bag. What residue mass completes conservation?

A304.8 g

B205.0 g

C0.0 g

D0.2 g

Solution & Explanation:Measured parts total 120.3 g + 84.7 g + 99.8 g = 304.8 g. The missing residue is 305.0 g - 304.8 g = 0.2 g.

Problem 2Difficulty: Mastery

Which particle-level idea explains why dissolving conserves matter?

ANew solute particles are created only when the solution evaporates.

BSolute particles stop counting as matter once water surrounds them.

CEach solute particle still exists after dissolving, even though the particles are dispersed.

DSolvent particles destroy solute particles during stirring.

Solution & Explanation:Dissolving disperses solute particles among solvent particles. The particles remain present, so their mass remains part of the solution.

Problem 3Difficulty: Mastery

A container plus sample reads 87.35 g before a physical change and 87.34 g after. The empty container is 22.10 g, and the balance uncertainty is ±0.03 g. Which interpretation is best?

AThe sample was destroyed because the final reading is smaller.

BThe sample masses are 65.25 g and 65.24 g, consistent with conservation within uncertainty.

CThe sample lost 22.10 g because the container mass must be subtracted twice.

DThe sample gained 0.01 g because physical changes create matter.

Solution & Explanation:Subtracting the container gives 65.25 g before and 65.24 g after. The 0.01 g difference is within ±0.03 g, so the data support conservation.

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Physical Science with Earth and Science Science students. It aligns with educational standard NGSS HS-PS1-7, HS-PS3-2 (NGSS: HS-PS1-7; HS-PS3-2; NRC/DCI: PS1.B; PS3.A; SEP/CCC: Using mathematics / Energy and matter; Common: HSN-Q.A; State refs: CA/NYSSLS same HS-PS PE family; FL SC.912.P.8; TX IPC matter strand.).