STANTHORPE STATE HIGH SCHOOL

Student name: Year Level: 8

Teacher name: Date: 20/3/2023, Week 9

Subject Science
Technique Examination
Unit Chemistry Topic Exploring Matter
Calculate, compare, construct,
Cognitive Curriculum ACSSU151, ACSSU152, ACSSU153,
describe, determine, explain,
Verbs Reference ACSIS144
identify, justify, predict, sketch, use

Conditions

Time 60 minutes Perusal 2 minutes

Instructions

 Show all working in the spaces provided. An additional page for responses has been added to the end
of the exam, if needed.
 Write responses using black or blue pen.
 Draw graphs or diagrams with a pencil.
 Calculators allowed.

Results

Science Understanding Science Inquiry Skills LOA

/35 /14

Feedback

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 A B C D E

Student work has the following characteristics:

 thorough  informed  comparison of  description of statements about

comparison and comparison and physical and physical and properties and
explanation of description of chemical chemical behaviours of
physical and physical and changes changes substances
chemical chemical  explanation and  description of
Science understanding

changes changes prediction of the the properties

Chemical sciences

 justified  informed properties and and behaviours

explanation and explanation and behaviours of of substances
justified plausible substances with reference
prediction of the prediction of the using the to the particle
properties and properties and particle model model
behaviours of behaviours of
substances substances
using the using the
particle model particle model

1, 2, 3, 4, 5, 6a,
6d, 10c, 11b, 11c 7b, 10a, 10b 6c , 8, 9
6b, 7a

 following of  following of  construction of  partial  partial

conventions to conventions to representations construction of construction of
Processing and analysing data and

construct construct of data to reveal representations representations

accurate representations and analyse of data to of data
representations of data to reveal patterns and partially reveal  statements
Science inquiry skills

of data to reveal and analyse trends patterns and about data

and analyse patterns and  use of these trends
information

patterns and trends patterns and  drawing of

trends  use of these trends when conclusions
 use of these patterns and justifying
patterns and trends when conclusions
trends when describing
explaining relationships
relationships to when justifying
justify conclusions
conclusions
12b, 12c, 13a 11a 13b, 13c 12a

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Multiple Choice

Questions 1 - 5 are multiple choice. Identify the best answer for each, and circle the corresponding letter

Question 1 SU 1 mark

Evaporation occurs when:

A a gas changes to a liquid
B a solid changes to a liquid
C a liquid changes to a solid
D a liquid changes to a gas

Question 2 SU 1 mark

A smell spreading through a room is an example of:

A expansion of a gas
B an increase of pressure on a gas
C diffusion of a gas
D contraction of a gas

Question 3 SU 1 mark

The particles that make up all matter are called:

A compounds
B elements
C atoms
D molecules

Question 4 SU 1 mark

The chemical symbol H represents the element:

A Hydrogen
B Helium
C Hafnium
D Holmium

Question 5 SU 1 mark

The formation of a new substance, a colour or temperature change, and the production of a gas are all
signs:
A you have made a mistake
B a physical change has occurred
C a chemical change has occurred
D no changes have occurred

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Short Response

Write responses in full sentences, unless otherwise indicated.

Question 6 SU 7 marks

The diagram above shows the processes that cause matter to change state.

a) Identify the state of matter in container A. _________________________________________ [1]

b) Sketch the arrangement of particles inside container A. [1]

c) If the particles in container B (liquid) are cooled, describe which process would occur, and
identify the new state of matter. [2]

d) Use the particle theory to explain why heating or cooling causes matter to change states. [3]

Question 7 SU 4 marks
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The following diagrams represent molecules (A – D). Different shading and sizes are used to represent
different atoms.

A B
C D

a) Identify how many different atoms are in the 4 diagrams above. _______________ [1]

b) Use the diagrams provided to explain the difference between a compound and an element. [3]

Question 8 SU 2 marks

Hydrogen peroxide (commonly known as bleach) has the chemical formula H2O2. Identify which
elements are present, and how many of each element there are in hydrogen peroxide.

Question 9 SU 1 mark

Carbon dioxide contains 1 carbon atom, and 2 oxygen atoms. Identify the chemical formula for carbon
dioxide.

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Question 10 SU 6 marks

a) Heating water causes it to boil and become steam. Determine whether heating water to boil is an
example of a physical or chemical change. Explain why. [2]

b) Heating pork causes the meat to harden and change colour from pink to white. Determine
whether heating pork to cook is an example of a physical or chemical change. Explain why. [2]

c) Use the above examples given to compare physical and chemical changes. [2]

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Question 11 SU 10 marks

The table below shows the mass (in grams) and the volume (in centimetres cubed) of samples of 3
different liquids.
Liquid Sample Mass (g) Volume (cm3) Density (g/cm3)

A 4.1 5.5

B 10.1 9.9

C 35 25

a) Calculate the density of each sample and add to table above. Show all your working, in the space
below. [4]

b) In an oil spill at sea, the oil floats on the surface of the water. Predict which liquid sample is oil
and which is water. Justify your answer, using the data provided and calculations. [4]

c) If the temperature of the oil was to decrease, explain on a particle level what changes might be
seen in the oil. Link to the change in speed, movement and substance viscosity. [2]

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Question 12 SIS 5 marks

The graph below shows how much sugar and salt will dissolve (in grams) in 100 mL of water at different
temperatures (in degrees celcius).

a) Identify how much sugar will dissolve at 70 °C. ____________________________________ [1]

b) Analyse the graph to explain the relationship between temperature and the solubility of sugar. [2]

c) What conclusion can be made about the solubility of salt compared to sugar? Justify your
response, using information from the graph. [2]

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Question 13 SIS 9 marks

Results from an experiment where 50 mL of ice water was heated. The temperature was measured every
minute with the following data collected.

Time (min) 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Temperature (°C) 0 0 1 6 13 22 30 40 50 60 70 80 90 97 100 100

a) Construct a line graph to show the relationship between the temperature of the water and
heating time. Use grid paper provided over page. [5]

b) Identify at what time(s) the ice is melting. _________________ [1]

Explain how you determined your answer. [1]

c) Identify at what time(s) the water is boiling ______________ [1]

Explain how you determined your answer. [1]

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Graph Paper for Question 13

ADDITIONAL PAGE FOR STUDENT RESPONSES

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If you want your responses on this page marked:
 Cancel your original response by ruling a single diagonal line through it, and noting the page number of your
replacement response
 Cross out any responses that you don’t want marked

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