1. Chemical Nature of Matter
7th Grade PASS Review
Chemical Nature of Matter

2. The model below lists characteristics of which of the following?
Smallest part of an element
Has chemical properties
Has mass
Title
Atom
Element
Cell
Molecule
A- have students identify key terms in the question stem and the model related to atoms. They can also use evidence from the model and question stem to eliminate other answer choices.

3. The darkened zigzag line on the Periodic Table serves to
Separate solids and liquids
Separate families and periods
Separate metals and nonmetals
Separate reactive and nonreactive
C- Students can use logical reasoning to eliminate answer choices. A- most elements can exist in multiple states. B- families are columns and periods are rows. D- while elements on the right side of the table are generally more reactive, that is not the purpose of the line.

4. Carbon Dioxide is made of one atom of carbon and two atoms of oxygen
Carbon Dioxide is made of one atom of carbon and two atoms of oxygen. Carbon Dioxide can be classified as which of the following?
Heterogeneous mixture
Homogeneous mixture
Compound
Element
C- have students use evidence and logical reasoning to eliminate other options and/or give examples of other answer choices.

5. Which of the following would best fit in the area labeled 1 of the model below?
Matter 1
homogeneous
heterogeneous
Pure Substances
elements 2
B- have students eliminate other options with logical reasoning.
Properties
Mixtures
Atoms
Cells

6. Title changes shape takes up space is living bitter taste
Which of the following characteristics could be added to the chart below?
Smallest part of an element
Has chemical properties
Has mass
Title
changes shape
bitter taste
A- have students discuss what the chart represents. The eliminate other answer choices using logical reasoning.
takes up space
is living

7. Matter can be broken down into tiny particles called
Atoms
Cells
Molecules
Compounds

8. Compound Element Mixture
The model below classifies different types of matter. Match each of the terms below with the correct type of matter.
Matter 1
Made of one kind of atom
Matter 2
2 or more elements chemically combined
Matter 3
Two or more substances physically combined
1- element 2-compound 3-mixture Have students identify key terms that are related to each type of matter.
Compound Element Mixture

9. The model below classifies different types of matter
The model below classifies different types of matter. Which characteristic below could be added to compound?
Element
Made of one kind of atom
Compound
2 or more elements chemically combined
Mixture
Two or more substances physically combined
Can be separated by physical means.
Cannot be changed into simpler substances.
Each substance maintains it’s own individual properties.
Can only be changed into simpler substances by chemical reaction.
D- have students use evidence from the model and key words in the answer choices to eliminate other options.

10. Lisa had a fruit salad with cantaloupe, strawberries, and watermelon for lunch. Which of the following best describes Lisa’s lunch?
Element
Compound
Homogeneous mixture
Heterogeneous mixture
D- have students use evidence and logical reasoning to eliminate other answer choices. A- an element is composed of one kind of atom. B- a compound is chemically mixed.
C- homogeneous mixtures are uniform throughout and cannot be visibly distinguished. Students can also give examples of the other answer choices.

11. Which of the following would best fit in the area labeled 2 of the model below?
Matter 1
homogeneous
heterogeneous
Pure Substances
elements 2
A- have students eliminate other options with logical reasoning.
Compounds
Mixtures
Atoms
Cells

12. The model below compares metals and nonmetals
The model below compares metals and nonmetals. Place each of the following terms in the correct location on the model below.
Metals
Nonmetals
Metals: A, C, D Nonmetals: B, E F should be placed in the middle.
Luster
Dull
Shiny
Malleable
Brittle
Elements

13. Mrs. Thomas’s class was testing the pH of an unknown substance using both blue and red litmus paper. The picture below shows their results. The unknown substance is most likely which of the following?
Washing detergent
Lemon juice
Antacid
Water
D- students should determine what type of substance results in a violet color for both red and blue litmus paper (neutral). Then they can eliminate answer choices using reasoning. Students should also identify each substance as an acid, base, or neutral.

14. Which of the following describes one way metals differ from nonmetals?
Metals have higher density than nonmetals.
Metals break easily and nonmetals are malleable.
Metals are made of atoms and nonmetals are not.
Metals are not good conductors and nonmetals are.
A- have students use evidence from each answer choice to eliminate incorrect answers. B- metals can be hammered into different shapes (malleable). C- metals and nonmetals are made of atoms. D- metals are good conductors and nonmetals are not.

15. Each row on the periodic table represents which of the following?
A- have students identify columns as family and group. They can also identify where to find the atomic mass of each element.
Period
Family
Group
Mass

16. Which of the two elements listed below have the most similar properties?
K & Cr
H & He
Na & Fr
Ba & La
C- have students locate each element on the periodic table and discuss how the table is organized for elements with similar properties (in columns/families/groups). They should be able to eliminate answer choices using evidence and logical reasoning. Students should also use evidence from the chart to support their final answer. A- K& Cr are in the same period not same group. B- H & He are in same period and are on opposite sides of table. D-Ba & La, even though these are side by side they are not in the same family.

17. Have students identify the atomic number and/or the atomic symbols of random elements.

18. The model below compares metals and nonmetals
The model below compares metals and nonmetals. Which of the following could be used as a characteristic of Metals only?
Metal
Luster
Shiny
Malleable
Nonmetal
Brittle
Dull
Elements
atoms
C- have students identify what the other answer choices describe. A- nonmetal, B- both, D- nonmetal
Nonconductors
Matter
Ductile
Low density

19. Based on the segment of the periodic table below, what is the atomic mass of Sodium?
22.990 11 Na
33.990
A- have students identify what 11 & Na represent.

20. The circled 3 represents which of the following?
C- have students identify other numbers in the equation as a coefficient or subscript. They can also identify what the elements are and which substances represent reactants and products.
Coefficient
Element
Subscript
Reactant

21. The chart below shows the chemical formula for several common substances. Based on the information below, how does hydrogen peroxide differ from water?
Substance Name
Chemical Formula
Methane
CH4
Ammonia
NH3
Silica (quartz sand)
SO2
Water
H2O
Hydrochloric acid
HCl
Sulfuric acid
H2SO4
Sulfurous acid
H2SO3
Nitric acid
HNO3
Hydrogen peroxide
H2O2
Hydrogen peroxide is made of Hydrogen and Oxygen.
Hydrogen peroxide has two hydrogen atoms.
Hydrogen peroxide does not have oxygen.
Hydrogen peroxide has a Carbon atom.
B- Have students use evidence from the chart to eliminate other answer choices. A- both substances are made of H and O this is not a difference. C- the O is the chemical symbol for Oxygen. D- C is the chemical symbol for carbon, and there is no C in the formula for hydrogen peroxide.

22. The chemical formula for Silver Nitrate is AgNO3
The chemical formula for Silver Nitrate is AgNO3. How many atoms are in one molecule of silver nitrate? 1 3 4 5
D- have students identify how many elements are in this formula (3- each capital letter represents one element). Then have them identify how many atoms of each element (1-Ag, 1-N, 3- O).

23. The model below illustrates the melting and boiling point of water
The model below illustrates the melting and boiling point of water. This model best represents which of the following? Select 2 correct answers.
Chemical properties
Physical properties
Chemical changes
Physical changes
Atomic changes
B & D- have students explain why this model represents B & D (water changes shape and state, but it is water in each stage of the model; boiling point and melting points are physical properties represented by the temperature at each stage). Students should also give examples of chemical properties and changes.

24. Sodium hydrogen phosphate
The formula for Sodium Hydrogen Phosphate is listed below. Based on this formula which of the following elements are in sodium hydrogen phosphate? Select all that apply.
Sodium
Hydrogen
Carbon
Nitrogen
Oxygen
Chlorine
Na2HPO4
Sodium hydrogen phosphate
A, B. E: Have students eliminate other answer choices by identifying their chemical symbols. P= is not represented in the answer choices, but students could identify the element name for it.

25. Tom used blue litmus paper to determine the pH of vinegar
Tom used blue litmus paper to determine the pH of vinegar. Which of the following best describes the results Tom most likely got from his test?
The paper turned red.
The paper stayed blue.
The paper turned magenta.
The paper turned colorless.
A- have students identify key terms in the question stem. Students should identify vinegar as a common acid. They can use reasoning and evidence to refute the other answer choices.

26. A base Neutral An acid A metal
When testing an unknown substance with Phenolphthalein, the results were a bright pink color. Based on this data, the unknown substance is
A base
Neutral
An acid
A metal
C- have students eliminate other answer choices with logical reasoning.

27. Based on the Periodic Table below, what conclusion can be made about Potassium? Select 2 correct answers.
It is in period 2
It is in family 2
It is a nonmetal
It is a metal
It is a gas
B & D: have students use evidence from the table to eliminate answers. Period 2 is the second row, Ca is in period 4. Nonmetals are located on the right side of the zigzag line. Elements can exist in multiple states.

28. The model below illustrates a chemical equation
The model below illustrates a chemical equation. This model best supports which of the following?
Inertia
Atomic Theory
Law of Conservation of Matter
Physical Properties of Matter
C- students should use evidence and logical reasoning to eliminate other answer choices. They should also be able to explain inertia. A- is related to forces that states an object in motion will remain in motion…. B- Atomic theory refers to atoms being the smallest particle of all matter. Students are not required to know this theory by name. They may also argue that the equation does demonstrate that molecules are made of combinations of individual atoms. However, when given all answer choices this is not the “best”. C- This law states that matter is never lost but only transformed. The equation demonstrates individual atoms being rearranged to create new molecules and that each side of the equation has the same number of individual atoms. D- This is not a law or theory and the model represents chemical changes not physical changes.

29. The model below represents the chemical equation for table salt
The model below represents the chemical equation for table salt. Which of the following is the product of this chemical equation? Na Cl
Cl2
NaCl
D- students should first identify what a product of an equation is. They can also identify what the other answer choices represent. A-reactant/element, B- element, C- reactant/molecule.

30. Stomach acid and baking soda react to form carbon dioxide gas, salt, and water. The chemical equation for this process is shown below. Which of the following statements describes how this equation supports the Law of Conservation of Matter?
Reactant
Product
HCl + NaHCO3
CO2 + NaCl + H2O
The number of atoms are equal on both sides of the arrow.
The reactant is on the left and the product is on the right.
Both sides of the arrow have the same elements.
None of the substances have been broken apart.
A- have students identify what the law of conservation of matter means. They can eliminate answer choices using reasoning and evidence. B- this is true, but it does not support the law of conservation. C- this is true, and students may argue that this is the correct answer. Asking the students what would happen if the CO2 was just CO. Would this be balanced, would it demonstrate conservation? But all of the elements would still be the same on both sides. D- Both of the reactants have been broken apart to create new substances.

31. The diagram below compares physical and chemical properties
The diagram below compares physical and chemical properties. Which of the following statements are characteristics of both physical and chemical properties? Select 2 correct answers.
Chemical Properties
Physical Properties
Can be observed
Involves reactions
Can be used to identify matter
Does change the type of matter
Doesn’t change the type of matter
A & C- have students identify which type of property is represented by the other answer choices. B- chemical, D- Chemical, E- Physical

32. Julia uses toothpaste to clean her jewelry because it is a good cleaner. The pH of toothpaste is most likely which of the following? 5 7 9
D- Students should identify cleaners as having a pH above 7. Students can give examples of substances that might have the pH of other answer choices.

33. The picture below shows the reaction that occurred when two substances were combined. Which of the following summarizes this reaction?
A gas was formed.
A precipitant was formed.
A physical change occurred.
The substances changed states.
B- students should describe what a picture of the other answer choices might look like. They can also use evidence and logical reasoning to refute another answer choice.