Recall & Identify
Which statement best describes matter?
A. Anything that produces light
B. Anything that has mass and takes up space
C. Anything that can move
D. Anything that produces heat
B. Anything that has mass and takes up space
A student mixes salt and water. The salt disappears from view as it dissolves.
What is the best conclusion?
A. A new substance definitely formed.
B. The salt was destroyed.
C. The salt and water formed a mixture.
D. The water changed into a gas.
C. The salt and water formed a mixture.
A student makes the following claim:
"If I mix two substances together, a new substance will always form."
Which response is best?
A. Agree, because all mixtures create new substances.
B. Agree, because matter disappears when substances mix.
C. Disagree, because some substances can mix without forming a new substance.
D. Disagree, because substances cannot be mixed.
C. Disagree, because some substances can mix without forming a new substance.
Scientists want to determine whether Substance X and Substance Y form a new substance when mixed.
Which plan would provide the strongest evidence?
A. Mix the substances and record only their color.
B. Mix the substances and record observations before and after, including temperature, appearance, gas production, and mass.
C. Ask students whether they think a new substance formed.
D. Mix the substances without recording any observations.
B. Mix the substances and record observations before and after, including temperature, appearance, gas production, and mass.
What does mass describe?
A. The amount of space an object takes up
B. The amount of matter in an object
C. How hot an object is
D. The shape of an object
B. The amount of matter in an object
What is a mixture?
A. A substance that has disappeared
B. Two or more substances combined
C. A substance that can only be a solid
D. A form of energy
B. Two or more substances combined
A student mixes two clear liquids. The mixture begins to produce bubbles.
Why is this observation important?
A. It could be evidence that a new substance formed.
B. It proves that the liquids disappeared.
C. It shows that the liquids became solids.
D. It proves that no change occurred.
A. It could be evidence that a new substance formed.
Two groups conduct investigations.
Group A: Mixes salt and water. The salt dissolves.
Group B: Mixes two substances. Bubbles form, the temperature changes, and a new solid appears.
Which group has stronger evidence that a new substance formed?
A. Group A, because the salt disappeared
B. Group A, because water is a liquid
C. Group B, because several changes were observed
D. Both groups have exactly the same evidence
C. Group B, because several changes were observed
Which evidence would provide the strongest support for the claim that a new substance formed?
A. The substances were placed next to each other.
B. The substances were mixed in a larger container.
C. A gas formed, the temperature changed, and a new solid appeared.
D. The mixture was stirred for one minute.
C. A gas formed, the temperature changed, and a new solid appeared.
A student says, "A mixture is always a new substance." Which statement correctly uses the vocabulary?
A. A mixture contains two or more substances, but mixing does not always create a new substance.
B. A mixture is always one new substance.
C. A mixture is a type of mass.
D. A mixture is the same thing as volume.
A. A mixture contains two or more substances, but mixing does not always create a new substance.
Which observation could provide evidence that a new substance formed?
A. The object was moved.
B. The object was cut in half.
C. Bubbles formed.
D. The object changed location.
C. Bubbles formed.
Which investigation would provide the best evidence about whether mixing two substances creates a new substance?
A. Look at the color of each substance before mixing only.
B. Measure and record observations before and after mixing.
C. Ask students which substance they like better.
D. Measure the container without the substances
B. Measure and record observations before and after mixing.
Which piece of evidence would be least useful when determining whether a new substance formed?
A. A new gas was produced.
B. The temperature changed.
C. The mixture formed a new solid.
D. The substances were poured into a different container.
D. The substances were poured into a different container.
Scientists want to determine whether the mass of materials changes during an interaction. Which investigation would provide the strongest evidence?
A. Measure the materials only after the interaction.
B. Estimate the mass before and after the interaction.
C. Measure the mass before and after the interaction using a balance and record the data.
D. Observe the materials without measuring them.
C. Measure the mass before and after the interaction using a balance and record the data.
A student says, "The basketball takes up space and has mass." Which term best describes the basketball?
A. Energy
B. Matter
C. Mixture
D. Temperature
B. Matter
Which is an example of mixing substances?
A. Cutting paper
B. Combining sand and water
C. Moving a pencil
D. Freezing an ice cube
B. Combining sand and water
A student mixes two substances and notices that the mixture becomes warmer.
What does this observation suggest?
A. Nothing happened.
B. The substances disappeared.
C. An interaction occurred that may have produced a new substance.
D. The mixture became smaller.
C. An interaction occurred that may have produced a new substance.
A student says that bubbles are always proof that a chemical change occurred.
Which response is most accurate?
A. Bubbles can be evidence of a new substance, but scientists should consider other evidence too.
B. Bubbles can never provide useful evidence.
C. Bubbles always mean that a substance is boiling.
D. Bubbles prove that matter was destroyed.
A. Bubbles can be evidence of a new substance, but scientists should consider other evidence too.
A student mixes two substances in an open container. The mass decreases from 500 g to 475 g. Which question would be most useful for the student to investigate next?
A. Did some matter escape from the container?
B. Did the balance stop working?
C. Did the substances stop being matter?
D. Did the container become invisible?
A. Did some matter escape from the container?
A student observes that a metal spoon is shiny, hard, and smooth. These characteristics are examples of the spoon's —
A. properties
B. mixtures
C. volume
D. energy
A. properties
A student combines two objects in a closed container. Object A has a mass of 50 g and Object B has a mass of 75 g. What should the total mass be?
A. 25 g
B. 75 g
C. 100 g
D. 125 g
D. 125 g
A student measures a block before an interaction. The block has a mass of 125 grams. After the interaction, the block has a mass of 125 grams. What happened to the mass?
A. It increased.
B. It decreased.
C. It stayed the same.
D. It disappeared.
C. It stayed the same.
A student mixes two substances in an open container. Before mixing, the substances have a combined mass of 300 g. After mixing, the mass is 285 g. Which is the best explanation for the difference?
A. Matter may have escaped from the container.
B. Matter was destroyed.
C. The substances stopped being matter.
D. Mass cannot be measured after substances are mixed.
A. Matter may have escaped from the container.
Why is it important for scientists to measure mass both before and after an interaction?
A. To determine whether the amount of matter changed
B. To determine the color of the substances
C. To determine how fast the substances moved
D. To determine the temperature only
A. To determine whether the amount of matter changed
A student says, "Air is not matter because I cannot see it." Which response is best?
A. Air is matter because it has mass and takes up space.
B. Air is not matter because it cannot be seen.
C. Air is energy because it moves.
D. Air is not matter because it is a gas.
A. Air is matter because it has mass and takes up space