WorksheetsZ2 EOY: Matter
Total questions: 20
Worksheet time: 15mins
Which of these best describes the motion of atoms in a solid iron as it melts?
The atoms slow down and gather together.
The atoms speed up and move past one another.
The atoms vibrate in place but cannot move past one another.
The atoms are separated from their electrons, leaving the electrons negatively charged.
The diagram is a representation of the periodic table. The letters A through D represent four elements
Which letter represents the element with the most protons?
A
B
C
D
Sulfur, bromine and argon are nonmetal elements. At room temperature, sulfur is a solid, bromine is a liquid, and argon is a gas. Which statement about these elements is true?
Bromine has a lower melting point than either sulfur or argon.
Sulfur has a lower melting point than either bromine or argon.
Sulfur has a higher melting point than either bromine and argon.
Argon has a higher melting point than either bromine or sulfur.
The chemical equation shows how solid potassium (K) and chlorine gas (Cl2)combine to form potassium chloride (KCl).
2K + Cl2 →2KCl
A scientist mixes 78 grams of potassium with 71 grams of chlorine gas. How much potassium chloride can the scientist expect to be produced?
7 grams
71 grams
78 grams
149 grams
Which of these represents an element?
Pb
PbS
CO2
NaCl
Which of these is the best evidence that a substance has undergone a chemical change?
The substance has released light.
The shape of the substance has changed.
The density of the substance has changed.
The temperature of the substance has decreased.
A student pours a teaspoon of salt into a glass of water. The student stirs the water until the salt dissolves completely. Afterwards, the student cannot see the salt in the water.
Which kind of substance has the student made?
an element
a compound
a homogenous mixture
a heterogenous mixture
The chemical equation shows how nickel oxide (Ni2O3) changes into nickel atoms (Ni) and oxygen molecules (O2).
2Ni2O3 → 4Ni + 3O2
How many atoms of nickel are involved in this reaction?
2
4
8
9
The boiling point of nitrogen is -196°C. The melting point of nitrogen is -210°C.
At which temperature does nitrogen most likely condense, or change from a gas to a liquid?
-14°C
-196°C
-210°C
-406°C
What situation involves a precipitate forming?
Water condenses in clouds and falls to the ground.
An iron fence outdoors is rained on repeatedly and begins to rust.
Salt is poured into water, and the water is stirred until the salt dissolves completely.
Two liquid solutions are mixed together, and a yellow solid forms at the bottom of the container.
The model represents the particles found in a sample of a hard, shiny, solid substance. How should the substance be classified?
as a mixture
as an element
as a compound
as a pure substance
How do the physical properties of a substance differ from its chemical properties?
Tools are needed to measure chemical properties, but not physical properties.
All physical properties can be seen with the unaided eye, while chemical properties cannot
Chemical properties can be used to identify a substance, but physical properties cannot.
Physical properties can be observed without changing the identity of the substance, while chemical properties cannot.
Aluminum (Al) and bromine (Br) react to form aluminum bromide. Which chemical equation correctly describes this reaction?
Al + Br2 → 2 AlBr2
2Al + Br2 → 3AlBr
2Al + 3Br2 → 2AlBr3
2Al + 3Br2 → 2AlBr
A model of a single atom is shown.
The model represent an atom of a certain element. Which is the atomic number of that element?
5
6
11
16
A model of a single atom is shown.
In which period, or row, of the periodic table would you find this element?
first row or period
second row or period
fifth row or period
sixth row or period
Look at the illustrations.
Which model shows the structure and movement of particles in a solid?
Model 1
Model 2
Model 3
Model 4
A student is planning an investigation to explore different properties of matter. Which investigation will help the student explore a physical property of matter?
Investigation: Place a solid in a beaker and add a small amount of liquid.
Observation: The beaker becomes warm to the touch.
Investigation: Add a small amount of solid to a liquid in a beaker.
Observation: The solid dissolves in the liquid.
Investigation: Add a small amount of solid to a liquid in a beaker.
Observation: The solution starts to fizz and overflows the container.
Investigation: Place a solid in a beaker and add a small amount of liquid.
Observation: Bubbles form on the top of the solid.
A student is shown a simple model of particles that make up a liquid, as shown. How should the model be changed to show the particles of a solid?
Increase the velocities of the particles, and increase the space between the particles.
Increase the velocities of the particles, and decrease the space between the particles.
Decrease the velocities of the particles, and increase the space between the particles.
Decrease the velocities of the particles, and decrease the space between the particles.
Iron can be found as a gray powder and sulfur can be found as a yellow powder. A student is shown models of two substances made of iron (Fe) and sulfur (S)
The student is asked to classify each substance as a mixture or pure substance and describe how it would appear. Which classification and description of the models is correct?
Model 1:
Classification: pure substance Description: uniform
Model 2:
Classification: homogeneous mixture Description: gray and yellow particles visible but evenly distributed
Model 1:
Classification: pure substance Description: gray and yellow particles visible but evenly distributed
Model 2:
Classification: heterogeneous mixture Description: uniform
Model 1:
Classification: homogeneous mixture Description: uniform
Model 2:
Classification: pure substance Description: gray and yellow particles visible but evenly distributed
Model 1:
Classification: heterogeneous mixture Description: gray and yellow particles visible but evenly distributed
Model 2:
Classification: pure substance Description: uniform
A student is shown a simple model of particles that make up a liquid, as shown. How should the model be changed to show the particles of a liquid at a higher temperature?
Separate the particles into positive and negative charges, and increase the space between the particles.
Separate the particles into positive and negative charges, but maintain the same space between the particles.
Decrease the velocities of the particles, and decrease the space between the particles.
Increase the velocities of the particles, and but maintain the same space between the particles.
