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Matter and Its Properties — Free MYP3 Sciences Practice Questions
1QuestionCompounds and Chemical FormulaeConcept Practice
2 marks~3 minCriterion A
The chemical formula for water is .
a
State the name of the element represented by the symbol O in the formula . [1]
b
Explain why is classified as a compound rather than a mixture. [1]
Solutions
2QuestionAtomic Number and Mass Number BasicConcept Practice
3 marks~5 minCriterion A
The diagram shows a carbon atom. The nucleus contains 6 protons and 6 neutrons. Two electron shells surround the nucleus: 2 electrons on the inner shell and 4 electrons on the outer shell.
a
State the atomic number of carbon. [1]
b
Calculate the mass number of carbon. [1]
c
A different atom has 6 protons and 8 neutrons. Its mass number is 14. Explain what type of atom this is and why. [1]
Solutions
3QuestionChoosing Appropriate Separation MethodsConcept Practice
2 marks~3 minCriterion A
The diagram below shows a labelled filtration setup used to separate a mixture of sand and water.
a
Identify the labelled part where the solid residue collects. [1]
b
Explain why the liquid filtrate passes through the filter paper but the sand does not. [1]
Solutions
4QuestionCommon Acids and Bases in Everyday LifeConcept Practice
2 marks~3 minCriterion A
A student tests three household substances with universal indicator and records the results.
Lemon juice → red
Soap → blue
Vinegar → red
Lemon juice → red
Soap → blue
Vinegar → red
a
Classify each substance as an acid, a base, or neutral. [1]
b
Explain what the red colour of the universal indicator tells you about lemon juice and vinegar. [1]
Solutions
5QuestionApplications of Particle Theory in Real LifeConcept Practice
2 marks~3 minCriterion A
The diagram shows particle arrangements in three states of matter.
Describe the structural characteristics of particles in the solid state. [2]
Describe the structural characteristics of particles in the solid state. [2]
Solutions
6QuestionExamples of Reversible and Irreversible ChangesConcept Practice
2 marks~3 minCriterion B
A student heats 10 g of sugar at four temperatures — , , , and — for 2 minutes at each temperature. After heating, the sugar is cooled to see whether it returns to its original state.
a
Identify the independent variable and the dependent variable in this investigation. [1]
b
State one controlled variable and explain why keeping it constant makes this a fair test. [1]
Solutions
7QuestionDefinition and Comparison of Physical and Chemical ChangesConcept Practice
2 marks~3 minCriterion A
The diagram shows two changes.
Change A: An ice cube melts into liquid water.
Change B: A match burns, producing ash and smoke.
Change A: An ice cube melts into liquid water.
Change B: A match burns, producing ash and smoke.
a
Identify which change (A or B) is a physical change and which is a chemical change. Write your answer as: Physical change: [label], Chemical change: [label]. [1]
b
Explain why Change B is classified as a chemical change. [1]
Solutions
8QuestionCompounds and Chemical FormulaeAssessment Practice
4 marks~6 minCriterion D
A student reads two snack ingredient lists. One states "contains sodium chloride ()" and the other states "contains salt."
a
Describe what represents and identify the common name for this compound. [1]
b
Explain why using instead of "salt" on a food label could confuse consumers. [1]
c
A food company must choose whether to list ingredients using chemical formulas or common names. Analyse one advantage and one disadvantage of requiring chemical formulas on all food labels. [2]
Solutions
9QuestionDefinition of Elements and SymbolsAssessment Practice
3 marks~5 minCriterion B
The graph below shows the first ionisation energy (in kJ/mol) for elements with atomic numbers 11 to 18 (sodium to argon).
a
State the general trend in first ionisation energy from sodium to argon. [1]
b
Explain this trend using atomic structure. [2]
Solutions
10QuestionIdentifying Substances from Their PropertiesAssessment Practice
4 marks~6 minCriterion C
A student tests three white powders — X, Y, and Z — by heating each one and recording its melting point.
Melting point of X:
Melting point of Y:
Melting point of Z:
Known melting points — sodium chloride: ; sucrose: ; wax:
Melting point of X:
Melting point of Y:
Melting point of Z:
Known melting points — sodium chloride: ; sucrose: ; wax:
a
State which powder is sodium chloride. [1]
b
Explain why melting point can be used to identify a pure substance. [1]
c
A fourth powder, W, melts at . Analyse whether powder W is the same substance as powder Y. Support your answer with evidence from the data. [2]
Solutions
11QuestionHistorical Models of the Atom SimplifiedAssessment Practice
6 marks~9 minCriterion B
In the Geiger–Marsden experiment, alpha particles were fired at thin gold foils of different thicknesses. The results below show the percentage of alpha particles detected at each angle range.
| Foil thickness | 0.5 μm | 1.0 μm | 2.0 μm |
|---|---|---|---|
| Small angles (less than 5°) | 99.8% | 99.5% | 99.0% |
| Medium angles (5°–90°) | 0.15% | 0.40% | 0.80% |
| Large angles (greater than 90°) | 0.05% | 0.10% | 0.20% |
a
Describe the pattern shown in the large-angle (greater than 90°) data as foil thickness increases. [1]
b
Explain, using the nuclear model of the atom, why most alpha particles pass straight through the gold foil with little or no deflection. [2]
c
A student uses a gold foil of thickness 0.1 μm. Using the data, predict the percentage of alpha particles detected at large angles (greater than 90°) and justify your prediction. [3]
Solutions
12QuestionHistorical Models of the Atom SimplifiedAssessment Practice
5 marks~8 minCriterion C
In 1911, Ernest Rutherford fired alpha particles at a thin gold foil and recorded three observations:
1
Most alpha particles passed straight through.
2
A small number were deflected by small angles.
3
Approximately 1 in 8000 bounced back toward the source.
Two models existed: Thomson's plum pudding model (positive charge spread throughout the atom) and Rutherford's nuclear model (tiny, dense, positive nucleus surrounded by empty space).
Justify which model is better supported by the experimental evidence. In your answer, explain how each observation supports or contradicts each model. [5]
Two models existed: Thomson's plum pudding model (positive charge spread throughout the atom) and Rutherford's nuclear model (tiny, dense, positive nucleus surrounded by empty space).
Justify which model is better supported by the experimental evidence. In your answer, explain how each observation supports or contradicts each model. [5]
Solutions
13QuestionAtomic Number and Mass Number BasicAssessment Practice
6 marks~9 minCriterion D
Cobalt-60 is a radioactive isotope with an atomic number of 27 and a mass number of 60. It is used in radiotherapy to destroy cancer cells by emitting gamma rays. However, its use carries risks, including radiation exposure for medical staff and challenges in disposing of radioactive waste.
a
Describe one benefit and one limitation of using Cobalt-60 in cancer treatment. [2]
b
Explain how medical facilities can manage the risks associated with Cobalt-60 use, including risks to staff and to the environment. [2]
c
Evaluate whether the use of Cobalt-60 in cancer treatment is ethically acceptable. Use evidence from the stimulus to support your judgement. [2]
Solutions
14QuestionFiltration and EvaporationAssessment Practice
5 marks~8 minCriterion B
A group of students investigates how filter pore size affects the time taken to filter 100 mL of water. Their results are shown in the graph below.
| Pore size (mm) | 0.1 | 0.5 | 1.0 | 2.0 |
|---|---|---|---|---|
| Filtration time (s) | 400 | 200 | 100 | 50 |
a
Calculate the filtration rate in mL/min for each pore size. Use the formula: [2]
b
Describe the relationship between pore size and filtration rate shown by your results. [2]
c
A student predicts that a filter with a pore size of 4.0 mm would have a filtration rate of 240 mL/min. Analyse the data to explain whether this prediction is supported. [1]
Solutions
15QuestionChoosing Appropriate Separation MethodsAssessment Practice
3 marks~5 minCriterion C
A mixture of sand and salt water is poured through filter paper in a funnel. Sand remains on the filter paper while liquid collects in the beaker below.
a
Identify the separation technique shown. [1]
b
Explain why sand is retained on the filter paper while salt water passes through. [1]
c
A student claims that filtration could also be used to separate salt from salt water. Evaluate this claim, referring to particle size. [1]
Solutions
16QuestionChoosing Appropriate Separation MethodsAssessment Practice
6 marks~9 minCriterion D
A local water treatment plant uses filtration to remove visible particles from river water. Tests show that harmful bacteria are still present after filtration.
a
Explain why filtration alone cannot remove bacteria from the water. [2]
b
Describe one additional method that could remove or destroy bacteria, and explain how it works. [2]
c
A plant manager is choosing between UV treatment and chlorination for large-scale use. Identify one limitation of each method and explain which method you would recommend, giving a reason for your choice. [2]
Solutions
17QuestionSafety and Handling of Acids and Bases in the LabAssessment Practice
6 marks~9 minCriterion B
A student investigates how the concentration of hydrochloric acid (HCl) affects how quickly it neutralises sodium hydroxide (NaOH). Each trial uses 50 mL of 0.5 M NaOH at 25°C, with 10 mL of HCl added. The time for the solution to reach pH 7 is recorded.
| Concentration of HCl (M) | 0.1 | 0.5 | 1.0 |
|---|---|---|---|
| Time to reach pH 7 (s) | 120 | 24 | 12 |
a
Describe the relationship between HCl concentration and the time to reach pH 7 shown in the data. [1]
b
Calculate the time you would expect 2.0 M HCl to take to reach pH 7. Show your working. [2]
c
Explain why increasing the concentration of HCl increases the rate of neutralisation. Use collision theory in your answer. [3]
Solutions
18QuestionCommon Acids and Bases in Everyday LifeAssessment Practice
3 marks~5 minCriterion C
Four household substances — lemon juice, vinegar, baking soda, and soap — are each tested with a drop of blue litmus solution. Lemon juice and vinegar turn the litmus red. Baking soda and soap leave the litmus blue.
a
Classify each substance as an acid or a base. [1]
b
Explain why lemon juice turns blue litmus red. [1]
c
A student claims that soap and baking soda must behave identically in all acid-base tests because both leave blue litmus unchanged. Explain why this claim may not be correct. [1]
Solutions
19QuestionCommon Acids and Bases in Everyday LifeAssessment Practice
6 marks~9 minCriterion D
Vinegar (acetic acid, ) is used to remove limescale (calcium carbonate, ) from kettles. Marble is also made of calcium carbonate.
a
Describe what happens when vinegar reacts with limescale, naming the type of reaction and the products formed. [2]
b
Explain why vinegar should not be used to clean marble surfaces. [2]
c
A student claims: "A stronger acid is always a better cleaner." Using vinegar and one other household cleaner, analyse whether this claim is accurate. [2]
Solutions
20QuestionApplications of Particle Theory in Real LifeAssessment Practice
8 marks~12 minCriterion D
A city is piloting electrostatic precipitators — devices that use ionization to remove airborne particles — in one school.
School A (with precipitator): energy use 1200 kWh/month; cost 180 dollars/month; particle removal efficiency 85%; asthma-related visits 12 per month.
School B (without precipitator): energy use 800 kWh/month; cost 120 dollars/month; particle removal efficiency 0%; asthma-related visits 24 per month.
School A (with precipitator): energy use 1200 kWh/month; cost 180 dollars/month; particle removal efficiency 85%; asthma-related visits 12 per month.
School B (without precipitator): energy use 800 kWh/month; cost 120 dollars/month; particle removal efficiency 0%; asthma-related visits 24 per month.
a
Explain, using particle theory, how the precipitator removes particles from the air. [2]
b
Calculate the percentage change in asthma-related visits and the percentage change in energy use when the precipitator is installed. [2]
c
Analyse the data to decide whether the city should install precipitators in all schools. In your answer, refer to both the health data and the energy data, and identify one limitation of using this pilot study to make that decision. [4]
Solutions
21QuestionApplications of Particle Theory in Real LifeAssessment Practice
5 marks~8 minCriterion B
A student traps of air at in a syringe and pushes the plunger to different volumes, recording the pressure each time. Temperature remains constant throughout.
| Volume () | 20 | 15 | 10 | 8 | 5 |
|---|---|---|---|---|---|
| Pressure () | 100 | 133 | 200 | 250 | 400 |
a
Calculate the product for each of the five data points. [2]
b
Describe the relationship between pressure and volume shown by the data. [1]
c
Justify whether the data supports Boyle's Law. Use your results from (a) and appropriate scientific terminology in your answer. [2]
Solutions
22QuestionApplications of Particle Theory in Real LifeAssessment Practice
5 marks~8 minCriterion C
A sealed balloon is placed in a freezer and appears deflated. The same balloon is then moved to a warm room, where it appears inflated.
a
Describe the movement of air particles inside the balloon when it is in the freezer. [1]
b
Explain why the balloon inflates when moved from the freezer to the warm room. [2]
c
A student claims: "If the balloon is moved from the warm room into an even colder freezer than before, the balloon will shrink to a smaller size than it was originally." Analyse this claim using particle theory. [2]
Solutions
23QuestionInvestigating Changes in the LabAssessment Practice
4 marks~6 minCriterion C
Two laboratory setups are described below.
Setup A: An egg is placed in a beaker of boiling water. The egg white changes from transparent to white and solid.
Setup B: Salt is stirred into water at room temperature. The salt grains dissolve to form a clear, colourless solution.
Setup A: An egg is placed in a beaker of boiling water. The egg white changes from transparent to white and solid.
Setup B: Salt is stirred into water at room temperature. The salt grains dissolve to form a clear, colourless solution.
a
Identify which setup demonstrates a chemical change. [1]
b
Describe two pieces of observable evidence from that setup that support your answer. [2]
c
A student claims the change in Setup B is also chemical because "something new is formed when salt dissolves." Explain why this claim is incorrect, using your understanding of physical and chemical changes. [1]
Solutions
24QuestionDefinition and Comparison of Physical and Chemical ChangesAssessment Practice
6 marks~9 minCriterion D
A city produces 200,000 tonnes of plastic waste each year. Currently, all plastic is incinerated, releasing toxic gases. A proposed alternative is recycling: melting and remoulding the plastic into new products. Recycling uses 30% less energy than producing new plastic, but costs 5 million dollars per year for sorting and cleaning. Incineration generates electricity worth 2 million dollars per year.
a
Compare the chemical change that occurs during incineration with the physical change that occurs during recycling. [2]
b
Explain two environmental benefits and one drawback of switching from incineration to recycling, using data from the scenario to support your answer. [3]
c
Analyse one limitation of the comparison you made in part (b). [1]
Solutions