Elementary School Science Quiz: Compare Properties Before And After
20 questions · exam conditions
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Compare Properties Before And AfterQuestion 1 of 20

The table compares properties of two original substances before mixing and the mixture after mixing (salt + water). Which property changed when the substances were mixed?

Before mixing:

  • Salt: white, Solid, no smell, grainy
  • Water: clear, Liquid, no smell, 22°C

After mixing (salt water): clear, Liquid, no smell, 22°C, no visible salt grains​

The state of matter changed from Solid and Liquid to Gas.
Visible particles changed from salt grains you could see to no grains you could see.
The smell changed from no smell to a strong sour smell.
The temperature changed from 22°C to 30°C without heating.
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Elementary School Science Quiz

Elementary School Science Quiz: Compare Properties Before And After

Practice Compare Properties Before And After in Elementary School Science with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Compare Properties Before And After, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Science.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

The table compares properties of two original substances before mixing and the mixture after mixing (salt + water). Which property changed when the substances were mixed?

Before mixing:

  • Salt: white, Solid, no smell, grainy
  • Water: clear, Liquid, no smell, 22°C

After mixing (salt water): clear, Liquid, no smell, 22°C, no visible salt grains​

  1. The state of matter changed from Solid and Liquid to Gas.
  2. Visible particles changed from salt grains you could see to no grains you could see. (correct answer)
  3. The smell changed from no smell to a strong sour smell.
  4. The temperature changed from 22°C to 30°C without heating.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically identifying which properties changed. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When properties change in predictable, reversible ways (dissolving, color mixing, layering), the original substances are still present (physical change). For this question, salt and water were mixed, showing dissolving and clear color maintained - indicating physical change. Choice B is correct because it accurately identifies the property that changed by comparing before and after states. This shows the student understands must compare before and after to detect change. Choice D represents a common error where students misidentify physical change as chemical because saw change, not recognizing change type matters. This typically happens because 5th graders may think any visible change is chemical. To help students: Use before/after comparison tables explicitly - have students fill in properties before mixing, predict, then observe after and compare. Watch for: Students who think dissolving is chemical change (it's physical - substance still there).

Question 2

The table compares properties of two original substances before mixing and the mixture after mixing (salt + water). Which property changed when the substances were mixed?

Before mixing:

  • Salt: white, Solid, no smell, grainy
  • Water: clear, Liquid, no smell, 22°C

After mixing (salt water): clear, Liquid, no smell, 22°C, no visible salt grains

  1. The state of matter changed from Solid and Liquid to Gas.
  2. Visible particles changed from salt grains you could see to no grains you could see. (correct answer)
  3. The smell changed from no smell to a strong sour smell.
  4. The temperature changed from 22°C to 30°C without heating.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically identifying which properties changed. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When properties change in predictable, reversible ways (dissolving, color mixing, layering), the original substances are still present (physical change). For this question, salt and water were mixed, showing dissolving and clear color maintained - indicating physical change. Choice B is correct because it accurately identifies the property that changed by comparing before and after states. This shows the student understands must compare before and after to detect change. Choice D represents a common error where students misidentify physical change as chemical because saw change, not recognizing change type matters. This typically happens because 5th graders may think any visible change is chemical. To help students: Use before/after comparison tables explicitly - have students fill in properties before mixing, predict, then observe after and compare. Watch for: Students who think dissolving is chemical change (it's physical - substance still there).

Question 3

The table compares properties before and after mixing cocoa powder and milk.

Before mixing:

  • Cocoa powder: brown, Solid, powdery, chocolate smell
  • Milk: white, Liquid, mild smell, 20°C

After mixing (stirred well): light brown, Liquid, chocolate smell, 20°C, smooth with no dry powder on top

Which statement best describes what happened to the texture/appearance?

  1. It changed from powdery and white to a smooth, light-brown drink. (correct answer)
  2. It changed from liquid to solid and became hard like a rock.
  3. It stayed as separate dry powder and clear water with no mixing.
  4. It changed from 20°C to 35°C without any heat source.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically identifying which properties changed. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When properties change in predictable, reversible ways (dissolving, color mixing, layering), the original substances are still present (physical change). For this question, cocoa powder and milk were mixed, showing texture from powdery to smooth and color to light brown - indicating physical change. Choice A is correct because it accurately identifies the property that changed by comparing before and after states. This shows the student understands must compare before and after to detect change. Choice D represents a common error where students think all changes mean new substance. This typically happens because 5th graders may not recognize dissolving is physical (substance still there, just in tiny pieces). To help students: Emphasize comparing multiple properties, not just one. Watch for: Students who think dissolving is chemical change (it's physical - substance still there).

Question 4

Comparing the substances before and after mixing, a student mixed baking soda (white powder) with water (clear liquid). The mixture became a cloudy liquid, but no bubbles formed and the temperature stayed 22°C. Which conclusion is best supported by these property changes?​

  1. A chemical change happened because the mixture became cloudy.
  2. A physical change happened because the powder mixed into the water without fizzing. (correct answer)
  3. No change happened because the mixture is still a liquid.
  4. A new gas formed because the temperature stayed the same.
Explanation: This question tests 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically using property evidence to conclude chemical vs. physical change. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When baking soda mixes with water without producing gas (no bubbles), it's dissolving - a physical change where the substance is still present but distributed throughout the water. For this question, baking soda and water were mixed, showing the mixture became cloudy but no bubbles formed and temperature stayed constant - indicating physical change. Choice B is correct because it accurately uses multiple property observations (no fizzing, no temperature change) to conclude this was a physical change where the powder simply mixed into the water. This shows the student understands multiple properties must be considered together as evidence. Choice A represents a common error where students think any visible change means chemical change. This typically happens because 5th graders may not yet understand that cloudiness can result from physical mixing (tiny particles suspended in water) and doesn't necessarily mean a new substance formed - the absence of bubbles and temperature change are key clues this is physical. To help students: Emphasize that baking soda can undergo both physical changes (dissolving in water) and chemical changes (reacting with acid to produce bubbles). Use multiple examples showing cloudiness in physical changes (flour in water, chalk dust in water). Watch for: Students who think any visible change like cloudiness must be chemical, or students who don't realize the same substance can undergo different types of changes depending on what it's mixed with.

Question 5

The table compares properties before and after mixing sugar and water.

Before mixing:

  • Sugar: white crystals, Solid, 22°C, no smell
  • Water: clear, Liquid, 22°C, no smell

After mixing:

  • Sugar water mixture: clear, Liquid, 22°C, no smell, no visible crystals

How can you tell this is a physical change and not a chemical change?

  1. The sugar disappeared forever, so it must be chemical.
  2. Bubbles formed, which shows a gas was made.
  3. The sugar dissolved, and you could separate it by evaporating the water. (correct answer)
  4. The temperature changed from 22°C to 40°C without heating.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically using property evidence to conclude chemical vs. physical change. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change; when properties change in predictable, reversible ways (dissolving), the original substances are still present (physical change); for this question, sugar and water were mixed, showing crystals disappearing but recoverable by evaporation, indicating physical change. Choice C is correct because it accurately distinguishes this property change pattern as chemical vs. physical, specifically noting reversibility of dissolving, which shows the student understands property evidence is more reliable than guessing. Choice A represents a common error where students think dissolving is chemical because the solid 'disappeared,' not recognizing it's physical (substance still there, just in tiny pieces). To help students: Show that dissolved substances can be recovered (evaporate sugar water to get sugar back) to demonstrate physical change, and use T-charts for comparisons. Watch for: Students who think any change is chemical change or think dissolving is chemical (it's physical).

Question 6

The table compares properties before and after mixing cocoa powder and milk.

Before mixing:

  • Cocoa powder: brown, Solid, powdery, chocolate smell
  • Milk: white, Liquid, mild smell, 20°C

After mixing (stirred well): light brown, Liquid, chocolate smell, 20°C, smooth with no dry powder on top

Which statement best describes what happened to the texture/appearance?​

  1. It changed from powdery and white to a smooth, light-brown drink. (correct answer)
  2. It changed from liquid to solid and became hard like a rock.
  3. It stayed as separate dry powder and clear water with no mixing.
  4. It changed from 20°C to 35°C without any heat source.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically identifying which properties changed. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When properties change in predictable, reversible ways (dissolving, color mixing, layering), the original substances are still present (physical change). For this question, cocoa powder and milk were mixed, showing texture from powdery to smooth and color to light brown - indicating physical change. Choice A is correct because it accurately identifies the property that changed by comparing before and after states. This shows the student understands must compare before and after to detect change. Choice D represents a common error where students think all changes mean new substance. This typically happens because 5th graders may not recognize dissolving is physical (substance still there, just in tiny pieces). To help students: Emphasize comparing multiple properties, not just one. Watch for: Students who think dissolving is chemical change (it's physical - substance still there).

Question 7

The table compares properties before and after mixing oil and water in a jar.

Before mixing:

  • Water: clear, Liquid, 22°C
  • Vegetable oil: pale yellow, Liquid, 22°C

After mixing (after shaking, then waiting 2 minutes):

  • Mixture: two layers formed (yellow oil on top, clear water on bottom), still Liquid overall, 22°C

Based on the property changes, what can you conclude?

  1. A new substance formed because the jar has two layers.
  2. This is a physical change because the liquids separated into layers. (correct answer)
  3. This is a chemical change because the temperature changed to 30°C.
  4. A gas formed because the mixture became cloudy and solid.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically determining significance of property changes. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change; when properties change in predictable, reversible ways (layering), the original substances are still present (physical change); for this question, oil and water were mixed, showing separation into layers while temperature stayed the same, indicating physical change. Choice B is correct because it accurately distinguishes this property change pattern as chemical vs. physical, specifically recognizing layering as reversible physical separation, which shows the student understands property evidence is more reliable than guessing. Choice C represents a common error where students think any visible change is chemical, not recognizing change type matters, and invent details like temperature increase. To help students: Practice with multiple examples of both types of changes, like shaking oil-water vs. reactive mixtures, and show that separated substances can be recovered to demonstrate physical change. Watch for: Students who think all changes mean new substance or ignore that some properties stayed same, like temperature.

Question 8

The data shows properties before and after mixing baking soda and vinegar in a cup.

Before mixing:

  • Baking soda: white powder, Solid, 22°C, no smell
  • Vinegar: clear liquid, Liquid, 22°C, sour smell

After mixing:

  • Mixture: lots of bubbles and foam, Liquid with gas bubbles, temperature dropped to 19°C, sour smell still present

Which change suggests a new substance was formed?

  1. The mixture stayed liquid in the cup.
  2. Bubbles and foam appeared without shaking. (correct answer)
  3. The vinegar smelled sour before mixing.
  4. The baking soda was white before mixing.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically using property evidence to conclude chemical vs. physical change. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change; when multiple properties change in unexpected ways (temperature without external heat + gas produced), this indicates a new substance formed (chemical change); for this question, baking soda and vinegar were mixed, showing temperature drop from 22°C to 19°C, bubbles produced, and foam - all indicating chemical change. Choice B is correct because it correctly uses multiple property changes together as stronger evidence, specifically bubbles and foam indicating gas production, which shows the student understands certain property changes are more significant indicators of new substances. Choice A represents a common error where students ignore that some properties stayed same, like state partially remaining liquid, and miss the significance of gas formation. To help students: Teach chemical change indicators specifically (temperature without external heat, gas produced, unexpected color, precipitate, new smell, hard to reverse) and emphasize comparing multiple properties, not just one. Watch for: Students who can identify that properties changed but can't use that to determine chemical vs. physical, or who think all changes mean new substance.

Question 9

Comparing the substances before and after mixing, a student mixed 50 mL of vinegar (clear liquid, sour smell, 22°C) with 1 spoon of baking soda (white powder, little smell, 22°C). After mixing, the cup had lots of bubbles and foam, the mixture felt cooler at 18°C, and it still smelled sour. Which change suggests a new substance was formed?​

  1. Bubbles and foam formed even though nothing was boiling. (correct answer)
  2. The mixture was still a liquid in the cup.
  3. The smell stayed sour before and after mixing.
  4. The cup was made of plastic before and after mixing.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically using property evidence to conclude chemical vs. physical change. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When multiple properties change in unexpected ways (temperature without external heat + gas produced + color change), this indicates a new substance formed (chemical change). For this question, baking soda and vinegar were mixed, showing temperature drop from 22°C to 18°C, clear to bubbly foam, and bubbles produced - all indicating chemical change. Choice A is correct because it correctly recognizes that bubbles without boiling is key evidence of chemical change. This shows the student understands certain property changes are more significant indicators of new substances. Choice B represents a common error where students ignore that some properties stayed same while others changed. This typically happens because 5th graders may focus on one dramatic property (bubbles) and miss more significant one (temperature or gas). To help students: Teach chemical change indicators specifically (temperature without external heat, gas produced, unexpected color, precipitate, new smell, hard to reverse) vs. physical change indicators (dissolving, state change, predictable color mixing, easy to reverse). Watch for: Students who think all changes mean new substance.

Question 10

The data shows properties before and after mixing sand and water in a jar.

Before mixing:

  • Sand: tan, Solid, grainy, no smell
  • Water: clear, Liquid, no smell, 21°C

After mixing:

  • Mixture: cloudy water with sand grains visible, Liquid, no smell, 21°C

After 5 minutes:

  • Sand settled at bottom; water became mostly clear again

Which property stayed the same after mixing?

  1. The temperature stayed at 21°C. (correct answer)
  2. The appearance stayed clear the whole time.
  3. The state of matter changed from Liquid to Solid.
  4. The sand disappeared and could not be seen.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically recognizing which properties stayed same. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When properties change in predictable, reversible ways (dissolving, color mixing, layering), the original substances are still present (physical change). For this question, sand and water were mixed, showing cloudy then settling with clear water - indicating physical change. Choice A is correct because it accurately notes which property stayed the same while others changed. This shows the student understands some properties can stay same while others change. Choice C represents a common error where students confuse which property actually changed. This typically happens because 5th graders may not recognize that the state remained liquid overall. To help students: Use T-chart: left side lists property, right side notes 'changed' or 'stayed same'. Watch for: Students who only look at final mixture without comparing to before.

Question 11

Looking at the before and after pictures described below, a student mixed blue sports drink (blue, Liquid, sweet smell, 20°C) with yellow sports drink (yellow, Liquid, sweet smell, 20°C). After mixing, the mixture was green, still Liquid, still smelled sweet, and stayed 20°C. Which property changed from before mixing to after mixing?

  1. The smell changed from sweet to sour.
  2. The temperature changed from 20°C to 10°C.
  3. The color changed from blue and yellow to green. (correct answer)
  4. The state of matter changed from Liquid to Gas.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically identifying which properties changed. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When properties change in predictable, reversible ways (dissolving, color mixing, layering), the original substances are still present (physical change). For this question, blue and yellow sports drinks were mixed, showing color change to green but temperature, smell, and state stayed same - indicating physical change. Choice C is correct because it accurately identifies the property that changed by comparing before and after states. This shows the student understands must compare before and after to detect change. Choice B represents a common error where students misidentify physical change as chemical because saw change, not recognizing change type matters. This typically happens because 5th graders may think any visible change is chemical. To help students: Practice with multiple examples of both types of changes. Watch for: Students who focus on most obvious property (color) and ignore more important evidence (temperature change without heat source, gas produced).

Question 12

Comparing the substances before and after mixing, a student mixed vinegar (clear liquid) and baking soda (white powder). The mixture fizzed and foamed, and it was hard to get the original substances back. Based on these property changes, could you easily separate the mixture back into the original substances?​

  1. Yes, because fizzing means the substances did not really mix.
  2. Yes, because any mixture can always be separated back perfectly.
  3. No, because bubbles and foam suggest a chemical change that is hard to reverse. (correct answer)
  4. No, because the temperature stayed the same, so nothing happened.
Explanation: This question tests 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically connecting property changes to reversibility of changes. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When vinegar and baking soda react, they produce carbon dioxide gas (bubbles/foam) and new substances - a chemical change that cannot be easily reversed. For this question, vinegar and baking soda were mixed, showing fizzing and foaming, making it hard to get original substances back - indicating irreversible chemical change. Choice C is correct because it accurately connects the property changes (bubbles and foam) to the conclusion that this chemical change is hard to reverse - once the gas escapes and new substances form, you cannot simply unmix them. This shows the student understands property changes help predict reversibility. Choice B represents a common error where students overgeneralize that all mixtures can be separated. This typically happens because 5th graders may have learned about separating physical mixtures (sand from water, salt from water by evaporation) and incorrectly apply this to chemical changes where new substances have formed and original ones no longer exist. To help students: Compare reversible physical changes (dissolving salt - can evaporate water to get salt back) with irreversible chemical changes (baking soda + vinegar - cannot get them back). Emphasize that gas production often means irreversible change because the gas escapes. Watch for: Students who think all changes are reversible because they've seen some physical separations, or students who don't understand that chemical changes create new substances that can't be simply unmixed.

Question 13

The table compares properties before and after mixing an effervescent tablet with water.

Before mixing:

  • Water: clear, Liquid, no smell, 20°C
  • Tablet: white, Solid, fizzy smell, 20°C

After mixing:

  • Mixture: clear, Liquid with many bubbles, fizzy smell, 20°C after 2 minutes

Which property did NOT change after mixing?​

  1. Bubbles changed from none to many bubbles.
  2. The tablet changed from a Solid to dissolved in the Liquid.
  3. The temperature stayed the same at 20°C. (correct answer)
  4. The appearance changed from no bubbles to bubbly.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically recognizing which properties stayed same. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When multiple properties change in unexpected ways (temperature without external heat + gas produced + color change), this indicates a new substance formed (chemical change). For this question, effervescent tablet and water were mixed, showing bubbles and dissolving but temperature stayed 20°C - indicating possible chemical change due to gas production. Choice C is correct because it accurately notes which property stayed the same while others changed. This shows the student understands some properties can stay same while others change. Choice A represents a common error where students only look at after without comparing to before. This typically happens because 5th graders may focus on one dramatic property (bubbles) and ignore more important evidence (temperature change without heat source, gas produced). To help students: Emphasize comparing multiple properties, not just one. Watch for: Students who don't recognize that multiple properties changing together is stronger evidence than one alone.

Question 14

Looking at the before and after information, a student mixed blue food coloring with water.

Before mixing:

  • Water: clear, Liquid, 22°C, no smell
  • Blue food coloring: dark blue, Liquid, 22°C, no smell

After mixing:

  • Mixture: light blue, Liquid, 22°C, no smell

How did the color change after mixing?

  1. It changed from clear and dark blue to light blue. (correct answer)
  2. It changed from light blue to clear.
  3. It changed from clear to white foam.
  4. It changed from blue to green bubbles.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically identifying which properties changed. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change; when properties change in predictable, reversible ways (color mixing), the original substances are still present (physical change); for this question, blue food coloring and water were mixed, showing color shift from clear and dark blue to light blue while temperature and smell stayed the same. Choice A is correct because it accurately identifies the property that changed by comparing before and after states, specifically the color becoming light blue, which shows the student understands must compare before and after to detect change. Choice C represents a common error where students confuse the actual change with something unrelated, like thinking color mixing produces foam instead of just a new shade. To help students: Use before/after comparison tables explicitly - have students fill in properties before mixing, predict, then observe after and compare, with concrete examples like food coloring dilutions. Watch for: Students who may not yet understand that comparing before and after is essential, not just noting something changed, or who focus on most obvious property but misdescribe it.

Question 15

Comparing the substances before and after mixing, a student stirred cocoa powder into warm milk.

Before mixing:

  • Cocoa powder: brown, Solid, powdery, 22°C
  • Milk: white, Liquid, 35°C

After mixing:

  • Chocolate milk mixture: light brown, Liquid, 35°C, smooth (no dry powder on top)

Which property did NOT change when the substances were mixed?

  1. The temperature stayed the same at 35°C. (correct answer)
  2. The color stayed the same white.
  3. The state of matter changed from Liquid to Solid.
  4. The texture changed from smooth to grainy.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically recognizing which properties stayed the same. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change; for this question, cocoa powder and warm milk were mixed, showing color change to light brown and texture to smooth while temperature remained at 35°C, indicating physical change through dissolving. Choice A is correct because it accurately notes which property stayed the same while others changed, specifically temperature at 35°C, which shows the student understands some properties can stay same while others change. Choice C represents a common error where students misidentify the state change, thinking dissolving turns liquid to solid instead of just mixing. To help students: Use T-chart: left side lists property, right side notes 'changed' or 'stayed same', and show that dissolved substances can be recovered (evaporate chocolate milk to get solids back) to demonstrate physical change. Watch for: Students who think dissolving is chemical (it's physical - substance still there) or only look at final mixture without comparing to before.

Question 16

The data shows properties before and after mixing oil and water.

Before mixing:

  • Water: clear, Liquid, no smell, 22°C
  • Vegetable oil: pale yellow, Liquid, slight smell, 22°C

After shaking and letting it sit:

  • Two layers form again: oil on top and water on bottom
  • No bubbles, 22°C

Based on the property changes, could you separate the mixture back into the original substances?​

  1. Yes, because the liquids form two layers and can be poured apart carefully. (correct answer)
  2. No, because the temperature changed from 22°C to 10°C.
  3. No, because a new smell appeared that was not there before.
  4. Yes, because the liquids turned into a solid that can be broken apart.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically determining significance of property changes. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change. When properties change in predictable, reversible ways (dissolving, color mixing, layering), the original substances are still present (physical change). For this question, oil and water were mixed, showing layering with no temperature or smell change - indicating physical change. Choice A is correct because it accurately distinguishes this property change pattern as chemical vs. physical. This shows the student understands certain property changes are more significant indicators of new substances. Choice B represents a common error where students confuse which property actually changed. This typically happens because 5th graders may not yet understand that comparing before and after is essential, not just noting something changed. To help students: Use before/after comparison tables explicitly - have students fill in properties before mixing, predict, then observe after and compare. Watch for: Students who don't recognize that multiple properties changing together is stronger evidence than one alone.

Question 17

The table compares properties of two original substances before mixing and the mixture after mixing (salt + water).

Before mixing:

  • Salt: white, Solid, room temperature (22°C), no smell
  • Water: clear, Liquid, room temperature (22°C), no smell

After mixing:

  • Salt water mixture: clear, Liquid, 22°C, no smell, no visible salt grains

Which property changed when the substances were mixed?

  1. The state of matter changed from Solid and Liquid to Gas.
  2. The visible particles changed from visible salt grains to no visible salt grains. (correct answer)
  3. The temperature changed from 22°C to 30°C.
  4. The color changed from clear to green.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically identifying which properties changed. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change; for this question, salt and water were mixed, showing visible salt grains disappearing while color, temperature, and smell stayed the same, indicating a physical change through dissolving. Choice B is correct because it accurately identifies the property that changed by comparing before and after states, specifically the visibility of salt grains, which shows the student understands must compare before and after to detect change. Choice A represents a common error where students confuse which property actually changed, such as mistakenly thinking dissolving produces gas instead of just hiding the solid particles. To help students: Use before/after comparison tables explicitly - have students fill in properties before mixing, predict, then observe after and compare, and practice with multiple examples of both types of changes. Watch for: Students who only look at final mixture without comparing to before or think dissolving is chemical change (it's physical - substance still there, just in tiny pieces).

Question 18

Comparing the substances before and after mixing, a student mixed sand with water.

Before mixing:

  • Sand: tan, Solid, grainy texture, 22°C
  • Water: clear, Liquid, 22°C

After mixing:

  • Mixture: cloudy water with tan sand grains settled at the bottom, Liquid + Solid, 22°C

Which property stayed the same after mixing?

  1. The temperature stayed the same at 22°C. (correct answer)
  2. The sand changed from Solid to Liquid.
  3. The water changed from clear to bright red.
  4. The mixture became a Gas that filled the cup.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically recognizing which properties stayed the same. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change; when properties change in predictable, reversible ways (like sand settling in water without dissolving), the original substances are still present (physical change); for this question, sand and water were mixed, showing temperature stayed the same while appearance became cloudy with settled grains. Choice A is correct because it accurately notes which property stayed the same while others changed, specifically temperature remaining at 22°C, which shows the student understands some properties can stay same while others change. Choice B represents a common error where students misidentify physical change as something more dramatic, like thinking the sand melted into liquid instead of just mixing physically. To help students: Teach physical change indicators specifically (dissolving, state change, predictable color mixing, easy to reverse) and use T-chart: left side lists property, right side notes 'changed' or 'stayed same'. Watch for: Students who think any visible change is chemical or focus on one dramatic property (like cloudiness) and ignore that temperature stayed the same.

Question 19

Looking at the before and after properties, a student mixed lemon juice with milk.

Before mixing:

  • Lemon juice: pale yellow, Liquid, 22°C, sour smell
  • Milk: white, Liquid, 22°C, mild smell

After mixing (after 3 minutes):

  • Mixture: white liquid with small solid clumps, Liquid + Solid, 22°C, sour smell

Which property change is evidence of a chemical change?

  1. The temperature stayed the same at 22°C.
  2. Solid clumps formed in the mixture. (correct answer)
  3. Both liquids were 22°C before mixing.
  4. The mixture stayed in the same cup.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically connecting property changes to new substance formation. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change; when properties change in unexpected ways (formation of solid clumps without adding solid), this indicates a new substance formed (chemical change); for this question, lemon juice and milk were mixed, showing solid clumps forming while temperature stayed the same, indicating chemical change through curdling. Choice B is correct because it correctly recognizes that solid clumps forming is key evidence of chemical change, which shows the student understands multiple simultaneous property changes indicate chemical change. Choice A represents a common error where students overlook changes and focus on properties that stayed the same, like temperature, missing the significance of new solids. To help students: Teach chemical change indicators specifically (precipitate, hard to reverse) vs. physical, and practice with examples like acid-milk curdling. Watch for: Students who don't recognize that multiple properties changing together is stronger evidence than one alone, or who think all changes are physical if temperature doesn't shift.

Question 20

The data shows properties before and after mixing two clear liquids in a classroom (Epsom salt solution + dish soap solution).

Before mixing:

  • Cup 1 (Epsom salt in water): clear, Liquid, 22°C, no strong smell
  • Cup 2 (dish soap in water): clear, Liquid, 22°C, soapy smell

After mixing:

  • Mixture: cloudy white, Liquid, 22°C, soapy smell

Which property changed from before mixing to after mixing?

  1. The smell changed from soapy to sour.
  2. The temperature changed from 22°C to 10°C.
  3. The appearance changed from clear to cloudy white. (correct answer)
  4. The state of matter changed from Liquid to Gas.
Explanation: This question tests a 5th grader's ability to compare properties before and after mixing to look for evidence of change (NGSS 5-PS1-4), specifically identifying which properties changed. Comparing properties before and after mixing is the key method for determining if change occurred and what type of change; for this question, Epsom salt solution and dish soap solution were mixed, showing appearance change from clear to cloudy white while temperature and smell stayed mostly the same, possibly indicating a physical or chemical change via precipitate. Choice C is correct because it accurately identifies the property that changed by comparing before and after states, specifically appearance to cloudy white, which shows the student understands must compare before and after to detect change. Choice B represents a common error where students invent changes like temperature drop, missing the actual observed property shift. To help students: Use before/after comparison tables explicitly - have students fill in properties before mixing, predict, then observe after and compare, emphasizing multiple properties. Watch for: Students who focus on one dramatic property (like cloudiness) but ignore that others stayed same, or who think any visible change is always chemical.