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Matter and Its Properties

Matter and Its Properties — Free MYP1 Sciences Practice Questions

1QuestionDefinition of Elements and SymbolsConcept Practice

2 marks~3 minCriterion B

A student mixes iron filings with sand and uses a magnet to separate them. The student tests three different masses of iron filings: 10 g, 20 g, and 30 g. Each time, the student measures the mass of iron the magnet picks up.

Identify the independent variable and the dependent variable in this investigation. [1]

Describe one thing the student should keep the same to make this a fair test. [1]

Solutions

2QuestionCompounds and Chemical FormulaeConcept Practice

2 marks~3 minCriterion A

Look at the two chemical formulas below.

Water:

\text{H}_2\text{O}

Table salt:

\text{NaCl}

Describe what each formula tells you about the atoms in that compound. [2]

Solutions

3QuestionAtomic Number and Mass Number BasicConcept Practice

2 marks~3 minCriterion A

Every element has its own atomic number.

State what the atomic number tells you about an atom. [1]

Describe how atomic number is used to organise elements in the periodic table. [1]

Solutions

4QuestionStructure of a Simple AtomConcept Practice

2 marks~3 minCriterion B

A student builds a model of an atom using beads. She changes the number of protons in each model but keeps the number of electrons and neutrons the same each time.

Identify the independent variable in this investigation. [1]

Identify one controlled variable in this investigation. [1]

Solutions

5QuestionIntroduction to the Concept of IonsConcept Practice

4 marks~6 minCriterion D

A small town is thinking about adding a special device to its water supply. The device puts silver ions into the water. Silver ions are charged particles that can kill harmful bacteria in the water. The device is expensive and may change the taste of the water.

Identify one benefit of using this device. [1]

Describe one limitation of using this device. [1]

State whether this device is a good choice for every town, and give two reasons to support your answer. [2]

Solutions

6QuestionStructure of a Simple AtomConcept Practice

4 marks~6 minCriterion C

Scientists once drew atoms as solid balls, like tiny marbles. We now know atoms have a small, dense centre with tiny particles moving around it.

Identify one advantage of the solid-ball model for a student who has never studied atoms before. [1]

Describe one disadvantage of the solid-ball model. [1]

Compare the solid-ball model with what we now know about atoms. State one way the models are the same and one way they are different. [2]

Solutions

7QuestionDistillation and Chromatography IntroductoryConcept Practice

6 marks~9 minCriterion C

A student tested three black markers — A, B, and C — using paper chromatography with water. The results are shown below.

Marker A: 2 spots — blue and yellow
Marker B: 3 spots — red, blue, and yellow
Marker C: 1 spot — black

Identify which marker contains the most pigments and which contains the fewest. [1]

Describe how you could use Marker A to make a green ink. [2]

Compare Marker A and Marker C. Describe one way they are similar and one way they are different, based on the chromatography results. [3]

Solutions

8QuestionDissolvingConcept Practice

3 marks~5 minCriterion B

A sugar cube is placed in water at different temperatures. The results are shown below.

Temperature ( $°C$ )	20	30	40	50	60
Dissolving time (seconds)	120	85	60	40	25

Identify the temperature at which the sugar cube dissolved the fastest. [1]

Describe what happens to the dissolving time as the water temperature increases. [1]

Compare how quickly the sugar dissolves in water at

20°C

with water at

60°C

, and suggest one reason for the difference. [1]

Solutions

9QuestionChoosing Appropriate Separation MethodsConcept Practice

2 marks~3 minCriterion A

A student has a mixture of rice grains and marbles. She uses a sieve to separate them. The smaller rice grains fall through the holes, and the larger marbles stay on top.

Name the separation method the student is using. [1]

Describe why this method works for this mixture. [1]

Solutions

10QuestionDefinition and Properties of Acids and BasesConcept Practice

3 marks~5 minCriterion B

Four household substances were tested for taste and feel.

Lemon juice	sour taste	not slippery
Soap	bitter taste	slippery
Vinegar	sour taste	not slippery
Baking soda solution	bitter taste	slippery

Identify one substance from the list that is an acid. [1]

Describe the pattern in taste and feel that shows a substance is a base. [1]

Describe how the taste and feel of acids and bases are different from each other. [1]

Solutions

11QuestionCommon Acids and Bases in Everyday LifeConcept Practice

2 marks~3 minCriterion A

Look at the list of household items below.

- Lemon juice
- White vinegar
- Liquid hand soap

Identify the two acids from the list. [1]

Describe one reason why lemon juice and white vinegar are both acids. [1]

Solutions

12QuestionSafety and Handling of Acids and Bases in the LabConcept Practice

4 marks~6 minCriterion D

A student mixes vinegar and baking soda in a beaker. The mixture fizzes and bubbles. The student is wearing safety goggles, but they keep fogging up, making it hard to see.

Identify ONE hazard to the eyes during this experiment. [1]

Describe how safety goggles protect the student from this hazard. [1]

The goggles fog up and reduce visibility. Describe ONE reason why the student should keep the goggles on despite this discomfort. [2]

Solutions

13QuestionClassification of Materials like Natural or Artificial and theri usageConcept Practice

2 marks~3 minCriterion D

Your family is sorting items for a recycling project. You have a wooden spoon, a plastic cup, a glass jar, and a wool sweater.

Identify one natural material from the list above. [1]

Describe one way that using wood instead of plastic for a children's toy is better for the environment. [1]

Solutions

14QuestionEnergy and Particle Movement in State ChangesConcept Practice

2 marks~3 minCriterion B

A student puts one ice cube into each of three cups. Cup A has warm water, Cup B has room-temperature water, and Cup C has cold water. The student times how long each ice cube takes to fully melt.

Identify the independent variable in this investigation. [1]

Name one variable the student must keep the same to make this a fair test. Describe why keeping it the same matters. [1]

Solutions

15QuestionClassification of Materials like Natural or Artificial and theri usageConcept Practice

2 marks~3 minCriterion A

Look at the three materials below.

- Wood (from trees)
- Plastic (made in factories from chemicals)
- Wool (from sheep)

Identify which one of the three materials above is artificial. [1]

Describe one reason why wool is classified as natural. [1]

Solutions

16QuestionInvestigating Changes in the LabConcept Practice

3 marks~5 minCriterion C

Students mixed baking soda with vinegar in a beaker and noticed three things:

1. Fizzing and gas bubbles appeared.
2. The mixture felt slightly cooler.
3. A white solid was left at the bottom.

Identify one observation from the list above that shows a chemical change occurred. [1]

Describe why that observation is evidence of a chemical change. [1]

Explain why the temperature drop (Observation 2) alone is not enough to prove a chemical change happened. [1]

Solutions

17QuestionDefinition and Comparison of Physical and Chemical ChangesConcept Practice

3 marks~5 minCriterion B

The table below shows four everyday changes.

Change — New substance formed? — Can it be reversed?

Ice melting	No	Yes
Toast burning	Yes	No
Sugar dissolving in water	No	Yes
Iron rusting	Yes	No

Identify one change from the table that is a physical change. [1]

Describe the pattern in the table that shows whether a change is a physical change or a chemical change. [1]

Compare ice melting and iron rusting using the data in the table. [1]

Solutions

18QuestionExamples of Reversible and Irreversible ChangesConcept Practice

2 marks~3 minCriterion D

Ice can melt into water and then be frozen back into ice again.

Give one example from everyday life where the change between ice and water is useful. [1]

Describe why it is helpful that this change can happen again and again. [1]

Solutions

19QuestionDefinition and Comparison of Physical and Chemical ChangesConcept Practice

4 marks~6 minCriterion A

Look at the two scenarios below.

Scenario 1: An ice cube is left on a table and melts into a puddle of water.
Scenario 2: A piece of paper is set on fire and burns, leaving behind ash and smoke.

Identify which scenario shows a physical change and which shows a chemical change. [2]

Describe one reason why Scenario 1 is a physical change. [1]

Describe one way in which Scenario 2 is different from Scenario 1 that shows it is a chemical change. [1]

Solutions

20QuestionCompounds and Chemical FormulaeAssessment Practice

6 marks~9 minCriterion C

Salt (

NaCl

) is spread on icy roads in winter to make them safer. When the ice melts, the salty water can wash into rivers and lakes.

Identify one benefit of spreading salt on icy roads. [1]

Describe one way that salt washing into rivers can cause harm. [2]

Some people say salt cannot be harmful because it is natural. Describe why this idea may not be correct. Use an example to support your answer. [3]

Solutions

21QuestionSolutions and Pure SubstancesAssessment Practice

6 marks~9 minCriterion D

A student puts two dishes on a sunny windowsill. Dish A has 20 mL of pure water. Dish B has 20 mL of salty water. After three days, Dish A is empty and clean. Dish B has a white powder left behind.

Name the substance that makes up the white powder left in Dish B. [1]

Describe why Dish A leaves nothing behind after three days. [2]

Describe one way in which evaporation is a useful method for checking if a drink is pure, and one way in which it is not useful. [3]

Solutions

22QuestionFiltration and EvaporationAssessment Practice

6 marks~9 minCriterion D

A family makes salt by leaving seawater in shallow ponds. The sun and wind slowly remove the water, leaving salt crystals behind.

Name the method the family uses to separate salt from seawater. [1]

Describe why filtration would not work for separating salt from seawater. [2]

Describe one problem with using sunlight and wind to evaporate water, and suggest one way the family could solve this problem. [3]

Solutions

23QuestionSafety and Handling of Acids and Bases in the LabAssessment Practice

4 marks~6 minCriterion C

The table below shows the colour of red cabbage indicator in five household liquids.

Liquid	Lemon juice	Vinegar	Water	Baking soda solution	Soap
pH	2	3	7	9	10
Indicator colour	Red	Pink	Purple	Blue	Green

Identify the colour of the red cabbage indicator in an acid and in a base. [1]

Describe how the colour of the red cabbage indicator changes as pH increases from 2 to 10. [1]

Milk has a pH of 6 and bleach has a pH of 12. Describe how the indicator colour in milk and in bleach would differ, using the data in the table to support your answer. [2]

Solutions

24QuestionChanges of State Melting Boiling Condensation FreezingAssessment Practice

5 marks~8 minCriterion C

A student put an ice cube in a beaker and measured the temperature every 30 seconds.

Time (s)	0	30	60	90	120	150	180	210	240	270
Temperature (°C)	−5	−2	0	0	0	1	2	3	5	7

Name the change of state that happens to the ice cube. [1]

Describe what the temperature readings between 60 s and 120 s tell you about what is happening to the ice. [2]

A classmate says: "The ice melted at exactly 0°C." State whether you agree or disagree, and give one piece of evidence from the data to support your answer. [2]

Solutions