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- 1. Multiple Choice
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?
It evaporated into a gas.
It turned into concrete.
It dissolved in the water
It turned into a solid.
- 2. Multiple Choice
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?
The physical state changed.
The orange color became lighter.
The liquid had a sweeter taste.
None of the above
- 3. Multiple Choice
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?
- 4. Multiple Choice
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?
Use a pair of tweezers to remove each grain of pepper
Run a small magnet through the mixture to attract the pepper
Put the mixture in water and filter the pepper out of the water
Use a strainer with a fine wire screen to remove the pepper
- 5. Multiple Choice
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?
Container 1
Container 2
Container 3
Container 4
- 6. Multiple Choice
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?
Density can be used to separate objects that sink in water from objects that do not.
Magnetism can be used to separate objects that are attracted by a magnet from objects that are not.
Solubility can be used to separate objects that dissolve in water from objects that do not.
Physical state can be used to separate objects that are solids from objects that are not.
- 7. Multiple Choice
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?
At what water temperature do the substances dissolve?
How much water is needed to cause a substance to change state?
What causes a substance to sink when put in water?
Which substances dissolve in water?
- 8. Multiple Choice
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?
Magnetism
Mass
Electrical conductivity
Solubility in water
- 9. Multiple Choice
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?
Wood
Plastic
Copper
Steel
- 10. Multiple Choice
Some people add sugar to their hot tea. Which property of the sugar remains the same when the sugar is in the tea solution?
The taste of the sugar
The size of the sugar crystals
The color of the sugar
The texture of the sugar
- 11. Multiple Choice
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?
The container was empty after the mixture evaporated into the air.
The paint evaporated, leaving only clear water in the container.
The water evaporated, leaving only a dry blue solid in the container.
The liquid paint mixture was lighter in color after some water evaporated.
- 12. Multiple Choice
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?
Blocks N, M, L, P
Blocks P, M, L, N
Blocks N, L, M, P
Blocks P, L, M, N
- 13. Multiple Choice
The table lists some properties of four different samples of matter. Which two samples could be glass and saltwater?
Samples 1 and 2
Samples 3 and 4
Samples 1 and 3
Samples 2 and 3
- 14. Multiple Choice
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?
1
2
3
4
- 15. Multiple Choice
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?
- 16. Multiple Choice
Students are investigating properties of objects. They observe four objects and record observations for each object in the table. Based on the students’ observations, which of these tables properly identifies the objects?
- 17. Multiple Choice
A student measured out 10 mL of four clear liquids and added one drop of a different-colored dye to each liquid. One of the liquids was water. The student then carefully poured each liquid into a graduated cylinder and let the mixture settle for 30 minutes. The student observed that the liquids had separated into layers, as shown in the diagram. Which of these procedures would help the student identify the layer of water?
Stir the liquids, let them settle, and then identify the bottom layer as water
Drop a piece of ice into the graduated cylinder, let the ice settle, and then identify the layer just above the ice as water
Add water to the graduated cylinder, let the mixture settle, and then identify the layer that increases in volume as water
Carefully pour each layer into separate plastic containers, place the containers in a freezer, and then identify the liquid that takes the longest to freeze as water
- 18. Multiple Choice
A student stirs 15 grams of each substance listed below into 200 milliliters of water to form four different mixtures. The student then tries to separate the water from each mixture by pouring the mixture through a kitchen tea strainer. Which mixture can the student separate most easily with the strainer?
Salt and water
Gravel and water
Shampoo and water
Sugar and water
- 19. Multiple Choice
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?
186 g
168 g
163 g
183 g
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