1. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 1 of 21
The following data were collected by a group of students as they tested four different types of plastics.
Plastic
Acetone
Flame Test
Heat
Crease Color 1
No Effect
Green Color
Softens
None 2
Softened
No Change
White 3
Red Color 4 A. 1 B. 2 C. 3 D. 4
Which plastic would be unsafe to use to store products that contain acetone?
A. Plastic 1
B. Plastic 2
C. Plastic 3
D. Plastic 4

2. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 1 of 21
The following data were collected by a group of students as they tested four different types of plastics.
Plastic
Acetone
Flame Test
Heat
Crease Color 1
No Effect
Green Color
Softens
None 2
Softened
No Change
White 3
Red Color 4 A. 1 B. 2 C. 3 D. 4
Which plastic would be unsafe to use to store products that contain acetone?
A. Plastic 1
B. Plastic 2
C. Plastic 3
D. Plastic 4 X
Sorry, That is the wrong answer. Read the question again. What is the substance that you are trying to use with plastic. Look at the column that has data about that substance.

3. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 1 of 21
The following data were collected by a group of students as they tested four different types of plastics.
Plastic
Acetone
Flame Test
Heat
Crease Color 1
No Effect
Green Color
Softens
None 2
Softened
No Change
White 3
Red Color 4 A. 1 B. 2 C. 3 D. 4
Which plastic would be unsafe to use to store products that contain acetone?
A. Plastic 1
B. Plastic 2
C. Plastic 3
D. Plastic 4 X
Sorry, That is the wrong answer. Read the question again. What is the substance that you are trying to use with plastic. Look at the column that has data about that substance.

4. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 1 of 21
The following data were collected by a group of students as they tested four different types of plastics.
Plastic
Acetone
Flame Test
Heat
Crease Color 1
No Effect
Green Color
Softens
None 2
Softened
No Change
White 3
Red Color 4 A. 1 B. 2 C. 3 D. 4
Which plastic would be unsafe to use to store products that contain acetone?
A. Plastic 1
B. Plastic 2
C. Plastic 3
D. Plastic 4 X
Sorry, That is the wrong answer. Read the question again. What is the substance that you are trying to use with plastic. Look at the column that has data about that substance.

5. Click on the arrow and Move on to question 2.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 1 of 21
The following data were collected by a group of students as they tested four different types of plastics.
Plastic
Acetone
Flame Test
Heat
Crease Color 1
No Effect
Green Color
Softens
None 2
Softened
No Change
White 3
Red Color 4 A. 1 B. 2 C. 3 D. 4
Which plastic would be unsafe to use to store products that contain acetone?
A. Plastic 1
B. Plastic 2
C. Plastic 3
D. Plastic 4 X
Good job!!!!
Click on the arrow and Move on to question 2.

6. Glass breaking into smaller pieces is an example of a:
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 2 of 21
Glass breaking into smaller pieces is an example of a:
A. Chemical Property
C. Chemical Change
B. Physical Property
D. Physical Change

7. Glass breaking into smaller pieces is an example of a:
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 2 of 21
Glass breaking into smaller pieces is an example of a:
A. Chemical Property
C. Chemical Change X
B. Physical Property
D. Physical Change
After you think about the following, try again.
Chemical property – Anything that could happen to a specific substance
that would change it into new substances.
Will the glass be a new substance after being broken?

8. After considering the following, Try Again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 2 of 21
Glass breaking into smaller pieces is an example of a:
A. Chemical Property
C. Chemical Change
B. Physical Property
D. Physical Change X
Physical Property – Characteristics of matter that distinguish one type
of matter from another and can be observed without changing the
Identity of the matter.
One of the physical properties of the glass has changed.
After considering the following, Try Again.

9. Glass breaking into smaller pieces is an example of a:
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 2 of 21
Glass breaking into smaller pieces is an example of a:
A. Chemical Property
C. Chemical Change X
B. Physical Property
D. Physical Change
After you think about the following, try again.
Chemical Change – The process by which a substances becomes a new
and different substance.
Will the glass be a new substance after being broken?

10. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 2 of 21
Glass breaking into smaller pieces is an example of a:
A. Chemical Property
C. Chemical Change
B. Physical Property
D. Physical Change X
Excellent job!!!!!!!!!
Physical Change – Any time a characteristic of a substance changes but
the substance remains the same substance.

11. Metal oxidizing (tarnishing / rusting) is an example of a:
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 3 of 21
Metal oxidizing (tarnishing / rusting) is an example of a:
A. Chemical Property
C. Chemical Change
B. Physical Property
D. Physical Change

12. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 3 of 21
Metal oxidizing (tarnishing / rusting) is an example of a:
A. Chemical Property
C. Chemical Change X
B. Physical Property
D. Physical Change
You’ll have to try again.
Chemical property – Anything that could happen to a specific substance
that would change it into new substances.
In this case there are already new substances.

13. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 3 of 21
Metal oxidizing (tarnishing / rusting) is an example of a:
A. Chemical Property
C. Chemical Change
B. Physical Property
D. Physical Change X
You’ll have to try again.
Physical Property – Characteristics of matter that distinguish one type
of matter from another and can be observed without changing the
Identity of the matter.
In this case there are new substances.

14. Go on to question 4 by clicking on the right arrow.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 3 of 21
Metal oxidizing (tarnishing / rusting) is an example of a:
A. Chemical Property
C. Chemical Change X
B. Physical Property
D. Physical Change
Excellent Job!!!!!!!!
Chemical Change – The process by which a substances becomes a new
and different substance.
Go on to question 4 by clicking on the right arrow.

15. When a physical change occurs you do not have any new substances.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 3 of 21
Metal oxidizing (tarnishing / rusting) is an example of a:
A. Chemical Property
C. Chemical Change
B. Physical Property
D. Physical Change X
You’ll have to try again.
Physical Change – Any time a characteristic of a substance changes but
the substance remains the same substance.
When a physical change occurs you do not have any new substances.

16. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 4 of 21
When describing an object which of the following is a chemical property?
A. Size
C. texture
B. Shape
D. flammability

17. Size is one of the physical properties.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 4 of 21
When describing an object which of the following is a chemical property?
A. Size
C. texture X
B. Shape
D. flammability
You’ll have to try again.
Physical Property – Characteristics of matter that distinguish one type
of matter from another and can be observed without changing the
Identity of the matter.
Size is one of the physical properties.

18. Shape is one of the physical properties.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 4 of 21
When describing an object which of the following is a chemical property?
A. Size
C. texture
B. Shape
D. flammability X
You’ll have to try again.
Physical Property – Characteristics of matter that distinguish one type
of matter from another and can be observed without changing the
Identity of the matter.
Shape is one of the physical properties.

19. Texture is one of the physical properties.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 4 of 21
When describing an object which of the following is a chemical property?
A. Size
C. texture X
B. Shape
D. flammability
You’ll have to try again.
Physical Property – Characteristics of matter that distinguish one type
of matter from another and can be observed without changing the
Identity of the matter.
Texture is one of the physical properties.

20. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 4 of 21
When describing an object which of the following is a chemical property?
A. Size
C. texture
B. Shape
D. flammability X
Excellent Job!!!!!!!!
Chemical property – Anything that could happen to a specific substance
that would change it into new substances.
Go on to question 5.

21. A. It will burst into a flame. C. It will sop glowing.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 5 of 21
What will happen when a glowing splint is placed into a test tube of hydrogen?
A. It will burst into a flame.
C. It will sop glowing.
B. It will make a popping sound.
D. Nothing will happen.

22. Remember the Hindenburg blimp.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 5 of 21
What will happen when a glowing splint is placed into a test tube of hydrogen?
A. It will burst into a flame.
C. It will sop glowing. X
B. It will make a popping sound.
D. Nothing will happen.
You’ll have to try again.
Hydrogen is highly reactive to the point of explosion in the presence of something that is burning or smoldering.
Remember the Hindenburg blimp.

23. Remember the Hindenburg blimp.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 5 of 21
What will happen when a glowing splint is placed into a test tube of hydrogen?
A. It will burst into a flame.
C. It will sop glowing.
B. It will make a popping sound.
D. Nothing will happen. X
You got that one right.
Hydrogen is highly reactive to the point of explosion in the presence of something that is burning or smoldering.
Remember the Hindenburg blimp.
Go on to question 6.

24. Remember the Hindenburg blimp.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 5 of 21
What will happen when a glowing splint is placed into a test tube of hydrogen?
A. It will burst into a flame.
C. It will sop glowing. X
B. It will make a popping sound.
D. Nothing will happen.
You’ll have to try again.
Hydrogen is highly reactive to the point of explosion in the presence of something that is burning or smoldering.
Remember the Hindenburg blimp.

25. Remember the Hindenburg blimp.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 5 of 21
What will happen when a glowing splint is placed into a test tube of hydrogen?
A. It will burst into a flame.
C. It will sop glowing.
B. It will make a popping sound.
D. Nothing will happen. X
You’ll have to try again.
Hydrogen is highly reactive to the point of explosion in the presence of something that is burning or smoldering.
Remember the Hindenburg blimp.

26. A. It will burst into a flame. C. It will sop glowing.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 6 of 21
What will happen when a glowing splint is placed into a test tube of carbon dioxide?
A. It will burst into a flame.
C. It will sop glowing.
B. It will make a popping sound.
D. Nothing will happen.

27. Carbon dioxide is used to put out fires.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 6 of 21
What will happen when a glowing splint is placed into a test tube of carbon dioxide?
A. It will burst into a flame.
C. It will sop glowing. X
B. It will make a popping sound.
D. Nothing will happen.
You’ll have to try again.
Carbon dioxide is used to put out fires.
It is not flammable.

28. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 6 of 21
What will happen when a glowing splint is placed into a test tube of carbon dioxide?
A. It will burst into a flame.
C. It will sop glowing.
B. It will make a popping sound.
D. Nothing will happen. X
You’ll have to try again.
Carbon dioxide is used to put out fires.
It is not flammable or explosive.

29. Carbon dioxide is used to put out fires.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 6 of 21
What will happen when a glowing splint is placed into a test tube of carbon dioxide?
A. It will burst into a flame.
C. It will sop glowing. X
B. It will make a popping sound.
D. Nothing will happen.
Very Good!!!!!!
Carbon dioxide is used to put out fires.
It is not flammable.
Go on to question 7.

30. Carbon dioxide is used to put out fires.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 6 of 21
What will happen when a glowing splint is placed into a test tube of carbon dioxide?
A. It will burst into a flame.
C. It will sop glowing.
B. It will make a popping sound.
D. Nothing will happen. X
Very Good!!!!!!
Carbon dioxide is used to put out fires.
It is not flammable.

31. A. It will burst into a flame. C. It will sop glowing.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 7 of 21
What will happen when a glowing splint is placed into a test tube of oxygen?
A. It will burst into a flame.
C. It will sop glowing.
B. It will make a popping sound.
D. Nothing will happen.

32. That is correct, Good Job!
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 7 of 21
What will happen when a glowing splint is placed into a test tube of oxygen?
A. It will burst into a flame.
C. It will sop glowing. X
B. It will make a popping sound.
D. Nothing will happen.
That is correct, Good Job!
Three things are needed for fire to burn; fuel, oxygen, and a heat source.
Go on to question 8.

33. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 7 of 21
What will happen when a glowing splint is placed into a test tube of oxygen?
A. It will burst into a flame.
C. It will sop glowing.
B. It will make a popping sound.
D. Nothing will happen. X
You’ll have to try again.
Three things are needed for fire to burn; fuel, oxygen, and a heat source.

34. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 7 of 21
What will happen when a glowing splint is placed into a test tube of oxygen?
A. It will burst into a flame.
C. It will sop glowing. X
B. It will make a popping sound.
D. Nothing will happen.
You’ll have to try again.
Three things are needed for fire to burn; fuel, oxygen, and a heat source.

35. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 7 of 21
What will happen when a glowing splint is placed into a test tube of oxygen?
A. It will burst into a flame.
C. It will sop glowing.
B. It will make a popping sound.
D. Nothing will happen. X
You’ll have to try again.
Three things are needed for fire to burn; fuel, oxygen, and a heat source.

36. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 8 of 21
What gas is given off by the reaction when vinegar and baking soda are mixed together?
A. oxygen
C. hydrogen
B. Carbon dioxide
D. chlorine

37. The gas that is given off is non-flammable and non-corrosive.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 8 of 21
What gas is given off by the reaction when vinegar and baking soda are mixed together?
A. oxygen
C. hydrogen X
B. Carbon dioxide
D. chlorine
You’ll have to try again.
Vinegar is an acid (< 7 ph) and baking soda is a base (> 7 ph). They will react chemically until the acid base relationship is neutralized (7 ph).
The gas that is given off is non-flammable and non-corrosive.

38. The gas that is given off is non-flammable and non-corrosive.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 8 of 21
What gas is given off by the reaction when vinegar and baking soda are mixed together?
A. oxygen
C. hydrogen
B. Carbon dioxide
D. chlorine X
That is correct, Good Job!
Vinegar is an acid (< 7 ph) and baking soda is a base (> 7 ph). They will react chemically until the acid base relationship is neutralized (7 ph).
The gas that is given off is non-flammable and non-corrosive.
Go on to question 9.

39. The gas that is given off is non-flammable and non-corrosive.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 8 of 21
What gas is given off by the reaction when vinegar and baking soda are mixed together?
A. oxygen
C. hydrogen X
B. Carbon dioxide
D. chlorine
You’ll have to try again.
Vinegar is an acid (< 7 ph) and baking soda is a base (> 7 ph). They will react chemically until the acid base relationship is neutralized (7 ph).
The gas that is given off is non-flammable and non-corrosive.

40. The gas that is given off is non-flammable and non-corrosive.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 7 of 21
What gas is given off by the reaction when vinegar and baking soda are mixed together?
A. oxygen
C. hydrogen
B. Carbon dioxide
D. chlorine X
You’ll have to try again.
Vinegar is an acid (< 7 ph) and baking soda is a base (> 7 ph). They will react chemically until the acid base relationship is neutralized (7 ph).
The gas that is given off is non-flammable and non-corrosive.

41. A. Discover something that will make them rich.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 9 of 21
When scientist use the scientific method to discover new things, their primary purpose is to:
A. Discover something that will make them rich.
B. Discover the variables the control an occurrence in nature.
C. Determine the cost of using the new information to make something useful.
D. Find something that is important to their government.

42. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 9 of 21
When scientist use the scientific method to discover new things, their primary purpose is to:
A. Discover something that will make them rich. X
B. Discover the variables the control an occurrence in nature.
C. Determine the cost of using the new information to make something useful.
D. Find something that is important to their government.
You’ll have to try again.
Most good scientists do earn a lot of money.
Their motivation usually is not the money though.

43. You got that one right. Go on to guest ion 10. 9 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 9 of 21
When scientist use the scientific method to discover new things, their primary purpose is to:
A. Discover something that will make them rich.
B. Discover the variables the control an occurrence in nature. X
C. Determine the cost of using the new information to make something useful.
D. Find something that is important to their government.
You got that one right.
Scientist are usually motivated simply by being the one to learn something new.
Go on to guest ion 10.

44. This is the job of a technologist not what motivates scientist.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 9 of 21
When scientist use the scientific method to discover new things, their primary purpose is to:
A. Discover something that will make them rich.
B. Discover the variables the control an occurrence in nature.
C. Determine the cost of using the new information to make something useful. X
D. Find something that is important to their government.
You’ll have to try again.
This is the job of a technologist not what motivates scientist.

45. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 9 of 21
When scientist use the scientific method to discover new things, their primary purpose is to:
A. Discover something that will make them rich.
B. Discover the variables the control an occurrence in nature.
C. Determine the cost of using the new information to make something useful.
D. Find something that is important to their government. X
You’ll have to try again.
Scientists do sometimes work for their government. Usually this is only so they can get the funding they need to do the necessary research.

46. Plants use chemical changes in their life cycle.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 10 of 21
Plants use chemical changes in their life cycle.
Which of the following is not a chemical change used by plants?
A. cellular respiration
C. water absorption
B. photosynthesis
D. sugar production

47. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 10 of 21
Plants use chemical changes in their life cycle.
Which of the following is not a chemical change used by plants?
A. cellular respiration
C. water absorption X
B. photosynthesis
D. sugar production
You’ll have to try again.
Cellular respiration is one of the chemical changes that takes place in a plant.
sugar
C6H12O O CO H2O
Chemical change requires that new substances are made.

48. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 10 of 21
Plants use chemical changes in their life cycle.
Which of the following is not a chemical change used by plants?
A. cellular respiration
C. water absorption
B. photosynthesis
D. sugar production X
You’ll have to try again.
Photosynthesis is one of the chemical changes that takes place in a plant.
Sun light
6 CO H2O C6H12O O2
Chemical change requires that new substances are made.

49. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 10 of 21
Plants use chemical changes in their life cycle.
Which of the following is not a chemical change used by plants?
A. cellular respiration
C. water absorption X
B. photosynthesis
D. sugar production
Excellent Job!!!!!!!!
Water absorption is not one of the chemical changes that takes place in a plant.
Chemical change requires that new substances are made. Water is the same before it is absorbed into the roots as it is after it has been absorbed into the roots. No chemical change has occurred.

50. You’ll have to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 10 of 21
Plants use chemical changes in their life cycle.
Which of the following is not a chemical change used by plants?
A. cellular respiration
C. water absorption
B. photosynthesis
D. sugar production X
You’ll have to try again.
Sugar production is one of the chemical changes that takes place in a plant.
sugar
Sun light
6 CO H2O C6H12O O2
Chemical change requires that new substances are made.

51. Landfills have big problems with synthetic products because they:
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 11 of 21
Landfills have big problems with synthetic products because they:
A. decompose to quickly
B. decompose very slowly
C. explode after being buried

52. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 11 of 21
Landfills have big problems with synthetic products because they:
A. decompose to quickly X
B. decompose very slowly
C. explode after being buried
Sorry, you’ll need to try again.
Diapers decompose at an extremely slow rate.
Paper, food, garden waste products etc. decompose very rapidly.

53. How did you know that one? You must be smart. Go on to problem 12.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 11 of 21
Landfills have big problems with synthetic products because they:
A. decompose to quickly
B. decompose very slowly X
C. explode after being buried
How did you know that one? You must be smart.
Synthetic (man made) materials such as plastics decompose very slowly.
Go on to problem 12.

54. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 11 of 21
Landfills have big problems with synthetic products because they:
A. decompose to quickly
B. decompose very slowly
C. explode after being buried X
Sorry, you’ll need to try again.
Very few if any, synthetic materials will explode when buried.
Diapers decompose at an extremely slow rate.
Paper, food, garden waste products etc. decompose very rapidly.

55. When water boils the bubbles coming to the surface are made of:
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 12 of 21
When water boils the bubbles coming to the surface are made of:
A. carbon dioxide
C. hydrogen
B. Oxygen
D. water vapor

56. Clues Sorry, you’ll need to try again. 12 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 12 of 21
When water boils the bubbles coming to the surface are made of:
A. carbon dioxide
C. hydrogen X
B. Oxygen
D. water vapor
Sorry, you’ll need to try again.
Clues
New substances are not being made.
The formula for water is H2O.
The physical change that has occurred is called a phase change.

57. Clues Sorry, you’ll need to try again. 12 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 12 of 21
When water boils the bubbles coming to the surface are made of:
A. carbon dioxide
C. hydrogen
B. Oxygen
D. water vapor X
Sorry, you’ll need to try again.
Clues
New substances are not being made.
The formula for water is H2O.
The physical change that has occurred is called a phase change.

58. Clues Sorry, you’ll need to try again. 12 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 12 of 21
When water boils the bubbles coming to the surface are made of:
A. carbon dioxide
C. hydrogen X
B. Oxygen
D. water vapor
Sorry, you’ll need to try again.
Clues
New substances are not being made.
The formula for water is H2O.
The physical change that has occurred is called a phase change.

59. Great Job!!!! Keep up the good work. Go on to question 13.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 12 of 21
When water boils the bubbles coming to the surface are made of:
A. carbon dioxide
C. hydrogen
B. Oxygen
D. water vapor X
Great Job!!!! Keep up the good work.
New substances are not being made.
The formula for water is H2O.
The physical change that has occurred is called a phase change.
Go on to question 13.

60. Water boils at 100 degrees Celsius at sea level.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
Water boils at 100 degrees Celsius at sea level.
It takes longer to boil an egg at higher altitudes, Why?
A. Water boils at lower temperatures at higher altitudes.
B. Water boils at higher temperatures at higher altitudes.
C. The density of the egg is greater at high altitudes.
D. Celsius degrees are not the same size unit at higher altitudes.

61. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
Water boils at 100 degrees Celsius at sea level.
It takes longer to boil an egg at higher altitudes, Why?
A. Water boils at lower temperatures at higher altitudes. X
B. Water boils at higher temperatures at higher altitudes.
C. The density of the egg is greater at high altitudes.
D. Celsius degrees are not the same size unit at higher altitudes.
Very Good !!!
Go on to the next question.

62. Clues Sorry, you’ll need to try again. 13 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
Water boils at 100 degrees Celsius at sea level.
It takes longer to boil an egg at higher altitudes, Why?
A. Water boils at lower temperatures at higher altitudes.
B. Water boils at higher temperatures at higher altitudes. X
C. The density of the egg is greater at high altitudes.
D. Celsius degrees are not the same size unit at higher altitudes.
Sorry, you’ll need to try again.
Clues
As altitude increases atmospheric pressure decreases. The less pressure pushing down on a collection of water, the easier it is for it to boil.

63. Clues Sorry, you’ll need to try again. 13 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
Water boils at 100 degrees Celsius at sea level.
It takes longer to boil an egg at higher altitudes, Why?
A. Water boils at lower temperatures at higher altitudes.
B. Water boils at higher temperatures at higher altitudes.
C. The density of the egg is greater at high altitudes. X
D. Celsius degrees are not the same size unit at higher altitudes.
Sorry, you’ll need to try again.
Clues
As altitude increases atmospheric pressure decreases. The less pressure pushing down on a collection of water, the easier it is for it to boil.

64. Clues Sorry, you’ll need to try again. 13 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
Water boils at 100 degrees Celsius at sea level.
It takes longer to boil an egg at higher altitudes, Why?
A. Water boils at lower temperatures at higher altitudes.
B. Water boils at higher temperatures at higher altitudes.
C. The density of the egg is greater at high altitudes.
D. Celsius degrees are not the same size unit at higher altitudes. X
Sorry, you’ll need to try again.
Clues
As altitude increases atmospheric pressure decreases. The less pressure pushing down on a collection of water, the easier it is for it to boil.

65. A. It will increase until all of the ice has change to liquid.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
During phase change of water, ice to liquid, what happens to the temperature of the water.
A. It will increase until all of the ice has change to liquid.
B. It will stay the same.
C. It will decrease until all of the ice has change to liquid.

66. Clues Sorry, you’ll need to try again. 13 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
During phase change of water, ice to liquid, what happens to the temperature of the water.
A. It will increase until all of the ice has change to liquid.
B. It will stay the same.
C. It will decrease until all of the ice has change to liquid.
Sorry, you’ll need to try again.
Clues
New substances are not being made.
The formula for water is H2O.
The physical change that has occurred is called a phase change.

67. Clues Sorry, you’ll need to try again. 13 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
During phase change of water, ice to liquid, what happens to the temperature of the water.
A. It will increase until all of the ice has change to liquid.
B. It will stay the same.
C. It will decrease until all of the ice has change to liquid.
Sorry, you’ll need to try again.
Clues
New substances are not being made.
The formula for water is H2O.
The physical change that has occurred is called a phase change.

68. Clues Sorry, you’ll need to try again. 13 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
During phase change of water, ice to liquid, what happens to the temperature of the water.
A. It will increase until all of the ice has change to liquid.
B. It will stay the same.
C. It will decrease until all of the ice has change to liquid.
Sorry, you’ll need to try again.
Clues
New substances are not being made.
The formula for water is H2O.
The physical change that has occurred is called a phase change.

69. Clues Sorry, you’ll need to try again. 13 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 13 of 21
During phase change of water, ice to liquid, what happens to the temperature of the water.
A. It will increase until all of the ice has change to liquid.
B. It will stay the same.
C. It will decrease until all of the ice has change to liquid.
Sorry, you’ll need to try again.
Clues
New substances are not being made.
The formula for water is H2O.
The physical change that has occurred is called a phase change.

70. Which of the following will not cause a change in
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 14 of 21
    Which of the following will not cause a change in
the temperature at which water boils?
           
A. increase or decrease of latitude
B. increase or decrease of  atmospheric pressure
C. increase or decrease of altitude     
      

71. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 14 of 21
   Which of the following will not cause a change in
the temperature at which water boils?
           
A. increase or decrease of latitude X
B. increase or decrease of  atmospheric pressure
C. increase or decrease of altitude     
Sorry, you’ll need to try again.
Clues
There are only two things that can cause the temperature at which water boils to change. One of them is increasing or decreasing the altitude ate which you are attempting to boil the water. The other one can be directly related to changes in altitude.
      

72. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 14 of 21
    Which of the following will not cause a change in
the temperature at which water boils?
           
A. increase or decrease of latitude
B. increase or decrease of  atmospheric pressure X
C. increase or decrease of altitude     
Great Job !!!!!!!
If the pressure of the air pushing down on the surface of the liquid changes the temperature at which it will boil will change.
      

73. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 14 of 21
    Which of the following will not cause a change in
the temperature at which water boils?
           
A. increase or decrease of latitude X
B. increase or decrease of  atmospheric pressure
C. increase or decrease of longitude     
Sorry, you’ll need to try again.
Clues
There are only two things that can cause the temperature at which water boils to change. One of them is increasing or decreasing the altitude ate which you are attempting to boil the water. The other one can be directly related to changes in altitude.
      

74. What will improve the validity of the data in an experiment?
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 15 of 21
    What will improve the validity of the data in an experiment?
A. the organization of data on a chart
B. conducting multiple trials
C. Drawing conclusions based on the data and your personal opinion.
      

75. Clues Sorry, you’ll need to try again. 15 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 15 of 21
    What will improve the validity of the data in an experiment?
A. the organization of data on a chart X
B. conducting multiple trials
C. Drawing conclusions based on the data and your personal opinion.
Sorry, you’ll need to try again.
Clues
Which would you expect to be more accurate?
John formed his conclusion after 10 trials of his experiment.
Mary formed her conclusion after 3 trials of her experiment.
      

76. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 15 of 21
    What will improve the validity of the data in an experiment?
A. the organization of data on a chart
B. conducting multiple trials X
C. Drawing conclusions based on the data and your personal opinion.
Very good job !!!!
The more times an experiment is completed with success the more valid the conclusions will become.
      

77. Clue Sorry, you’ll need to try again. 15 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 15 of 21
    What will improve the validity of the data in an experiment?
A. the organization of data on a chart
B. conducting multiple trials
C. Drawing conclusions based on the data and your personal opinion. X
Sorry, you’ll need to try again.
Clue
Which would you expect to be more accurate?
John formed his conclusion after 10 trials of his experiment.
Mary formed her conclusion after 3 trials of her experiment.
      

79. What is happening from minute 2 – minute 4?
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 16 of 21
Look at the chart on the previous page and answer the following question.
What is happening from minute 2 – minute 4?
A. The temperature stays the same during phase change from ice to water.
B. The temperature is rising between phase changes.
C. The temperature stays the same during phase change from water to water vapor.
D. The thermometer is probably broken.
      

80. Excellent !!!! 16 of 21 What is happening from minute 2 – minute 4?
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 16 of 21
What is happening from minute 2 – minute 4?
A. The temperature stays the same during phase change from ice to water. X
B. The temperature is rising between phase changes.
C. The temperature stays the same during phase change from water to water vapor.
D. The thermometer is probably broken.
Excellent !!!!
      
The temperature does not change while phase change from solid to liquid and from liquid to gas is occurring.

81. Clue Sorry, you’ll need to try again. 16 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 16 of 21
What is happening from minute 2 – minute 4?
A. The temperature stays the same during phase change from ice to water.
B. The temperature is rising between phase changes. X
C. The temperature stays the same during phase change from water to water vapor.
D. The thermometer is probably broken.
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

82. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 16 of 21
What is happening from minute 2 – minute 4?
A. The temperature stays the same during phase change from ice to water.
B. The temperature is rising between phase changes.
C. The temperature stays the same during phase change from water to water vapor. X
D. The thermometer is probably broken.
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

83. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 16 of 21
What is happening from minute 2 – minute 4?
A. The temperature stays the same during phase change from ice to water.
B. The temperature is rising between phase changes.
C. The temperature stays the same during phase change from water to water vapor.
D. The thermometer is probably broken. X
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

85. All of the ice is turned to water by the end of minute:
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 17 of 21
Look at the chart on the previous page and answer the following question.
All of the ice is turned to water by the end of minute:
A. 2
B. 3
C. 4
D. 5
E. 20
      

86. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 17 of 21
All of the ice is turned to water by the end of minute:
A. 2 X
B. 3
C. 4
D. 5
E. 20
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

87. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 17 of 21
All of the ice is turned to water by the end of minute:
A. 2
B. 3 X
C. 4
D. 5
E. 20
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

88. Move on to the next question.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 17 of 21
All of the ice is turned to water by the end of minute:
A. 2
B. 3
C. 4 X
D. 5
E. 20
Really good job !!!!!
      
Move on to the next question.

89. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 17 of 21
All of the ice is turned to water by the end of minute:
A. 2
B. 3
C. 4
D. 5 X
E. 20
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

90. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 17 of 21
All of the ice is turned to water by the end of minute:
A. 2
B. 3
C. 4
D. 5
E. 20 X
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

92. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 18 of 21
Look at the chart on the previous page and answer the following question.
From the end of minute 4 to the beginning of minute 18 all of the water was in ______ phase.
A. Solid
B. Liquid
C. Gas
D. Plasma
      

93. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 18 of 21
From the end of minute 4 to the beginning of minute 18 all of the water was in ______ phase.
A. Solid X
B. Liquid
C. Gas
D. Plasma
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

94. Move on to the next question
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 18 of 21
From the end of minute 4 to the beginning of minute 18 all of the water was in ______ phase.
A. Solid
B. Liquid X
C. Gas
D. Plasma
You are to smart.
Move on to the next question
      

95. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 18 of 21
From the end of minute 4 to the beginning of minute 18 all of the water was in ______ phase.
A. Solid
B. Liquid
C. Gas X
D. Plasma
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

96. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 18 of 21
From the end of minute 4 to the beginning of minute 18 all of the water was in ______ phase.
A. Solid
B. Liquid
C. Gas
D. Plasma X
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

98. D. It is impossible to tell.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 19 of 21
Look at the chart on the previous page and answer the following question.
Between phase changes (Ice to water vapor) the heat energy in the water.
A. decreases
B. increases
C. Stays the same.
D. It is impossible to tell.
      

99. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 19 of 21
Look at the chart on the previous page and answer the following question.
Between phase changes (Ice to water vapor) the heat energy in the water.
A. decreases X
B. increases
C. Stays the same.
D. It is impossible to tell.
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

100. I don’t know how you do it. Go on to the next question.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 19 of 21
Look at the chart on the previous page and answer the following question.
Between phase changes (Ice to water vapor) the heat energy in the water.
A. decreases
B. increases X
C. Stays the same.
D. It is impossible to tell.
I don’t know how you do it.
      
Go on to the next question.

101. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 19 of 21
Look at the chart on the previous page and answer the following question.
Between phase changes (Ice to water vapor) the heat energy in the water.
A. decreases
B. increases
C. Stays the same. X
D. It is impossible to tell.
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

102. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 19 of 21
Look at the chart on the previous page and answer the following question.
Between phase changes (Ice to water vapor) the heat energy in the water.
A. decreases
B. increases
C. Stays the same.
D. It is impossible to tell. X
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.

103. Analyze the following chart to answer the next few questions.
Dissolution Rate of 1 Cubic Centimeter of Sugar
in 150 ml of water
Flask
Procedure
Complete Dissolution Time, (Seconds)
Trial 1
Trial 2
Trial 3
Average 1
Sugar in water undisturbed
15.95
15.78
16.01
15.91 2
Sugar ground and placed in undisturbed water
10.64
10.82
10.53
10.66 3
Sugar ground, placed in water and swirled
1.78
1.82
1.86 4
Sugar ground, placed in water, swirled, and heated
.42
.40
.52
.45

104. What was the most effect procedure for dissolving the sugar?
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 20 of 21
Look at the chart on the previous page and answer the following question.
What was the most effect procedure for dissolving the sugar?
A. Flask 1
B. Flask 2
C. Flask 3
D. Flask4
      

105. Clue Sorry, you’ll need to try again. 20 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 20 of 21
What was the most effect procedure for dissolving the sugar?
A. Flask 1 X
B. Flask 2
C. Flask 3
D. Flask4
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.
Look at the column labeled “Average”

106. Clue Sorry, you’ll need to try again. 20 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 20 of 21
What was the most effect procedure for dissolving the sugar?
A. Flask 1
B. Flask 2 X
C. Flask 3
D. Flask4
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.
Look at the column labeled “Average”

107. Clue Sorry, you’ll need to try again. 20 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 20 of 21
What was the most effect procedure for dissolving the sugar?
A. Flask 1
B. Flask 2
C. Flask 3 X
D. Flask4
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.
Look at the column labeled “Average”

108. I’m glad you understand how to use a table to find correct answers.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 20 of 21
What was the most effect procedure for dissolving the sugar?
A. Flask 1
B. Flask 2
C. Flask 3
D. Flask4 X
I’m glad you understand how to use a table to find correct answers.
      
Keep up the good work, go on to the next question.

109. Analyze the following chart to answer the next few questions.
Dissolution Rate of 1 Cubic Centimeter of Sugar
in 150 ml of water
Flask
Procedure
Complete Dissolution Time, (Seconds)
Trial 1
Trial 2
Trial 3
Average 1
Sugar in water undisturbed
15.95
15.78
16.01
15.91 2
Sugar ground and placed in undisturbed water
10.64
10.82
10.53
10.66 3
Sugar ground, placed in water and swirled
1.78
1.82
1.86 4
Sugar ground, placed in water, swirled, and heated
.42
.40
.52
.45

110. Which action had the most effect on the dissolution rate of the sugar?
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 21 of 21
Look at the chart on the previous page and answer the following question.
Which action had the most effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water
B. Grinding the sugar cube and putting it in the water
C. Swirling the sugar in the water
D. Heating the sugar in the water
      

111. Clue Sorry, you’ll need to try again. 21 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 21 of 21
Which action had the most effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water X
B. Grinding the sugar cube and putting it in the water
C. Swirling the sugar in the water
D. Heating the sugar in the water
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.
Look at the column labeled “Average”

112. Sorry, you’ll need to try again. Look at the column labeled “Average”
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 21 of 21
Which action had the least effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water
B. Grinding the sugar cube and putting it in the water X
C. Swirling the sugar in the water
D. Heating the sugar in the water
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.
Look at the column labeled “Average”

113. Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 21 of 21
Which action had the most effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water
B. Grinding the sugar cube and putting it in the water
C. Swirling the sugar in the water X
D. Heating the sugar in the water
Great job !!!!!!!
      
Go on to the next question.

114. Clue Sorry, you’ll need to try again. 21 of 21
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 21 of 21
Which action had the most effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water
B. Grinding the sugar cube and putting it in the water
C. Swirling the sugar in the water
D. Heating the sugar in the water X
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the graph.
Look at the column labeled “Average”

115. Analyze the following chart to answer the next few questions.
Dissolution Rate of 1 Cubic Centimeter of Sugar
in 150 ml of water
Flask
Procedure
Complete Dissolution Time, (Seconds)
Trial 1
Trial 2
Trial 3
Average 1
Sugar in water undisturbed
15.95
15.78
16.01
15.91 2
Sugar ground and placed in undisturbed water
10.64
10.82
10.53
10.66 3
Sugar ground, placed in water and swirled
1.78
1.82
1.86 4
Sugar ground, placed in water, swirled, and heated
.42
.40
.52
.45

116. A. Putting the sugar cube in the water
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 22 of 21
Look at the chart on the previous page and answer the following question.
Which action had the least effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water
B. Grinding the sugar cube and putting it in the water
C. Swirling the sugar in the water
D. Heating the sugar in the water
      

117. Go on to the next question.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 22 of 21
Which action had the least effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water X
B. Grinding the sugar cube and putting it in the water
C. Swirling the sugar in the water
D. Heating the sugar in the water
Keep up your good work !!!!!!
      
Go on to the next question.

118. Sorry, you’ll need to try again. Look at the column labeled “Average”
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 22 of 21
Which action had the least effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water
B. Grinding the sugar cube and putting it in the water X
C. Swirling the sugar in the water
D. Heating the sugar in the water
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the chart.
Look at the column labeled “Average”

119. Sorry, you’ll need to try again. Look at the column labeled “Average”
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 22 of 21
Which action had the least effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water
B. Grinding the sugar cube and putting it in the water
C. Swirling the sugar in the water X
D. Heating the sugar in the water
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the chart.
Look at the column labeled “Average”

120. Sorry, you’ll need to try again. Look at the column labeled “Average”
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 22 of 21
Which action had the least effect on the dissolution rate of the sugar?
A. Putting the sugar cube in the water
B. Grinding the sugar cube and putting it in the water
C. Swirling the sugar in the water
D. Heating the sugar in the water X
Sorry, you’ll need to try again.
Clue
      
Go back to the question and click on information so you can study the chart.
Look at the column labeled “Average”

121. Analyze the following chart to answer the next few questions.
Dissolution Rate of 1 Cubic Centimeter of Sugar
in 150 ml of water
Flask
Procedure
Complete Dissolution Time, (Seconds)
Trial 1
Trial 2
Trial 3
Average 1
Sugar in water undisturbed
15.95
15.78
16.01
15.91 2
Sugar ground and placed in undisturbed water
10.64
10.82
10.53
10.66 3
Sugar ground, placed in water and swirled
1.78
1.82
1.86 4
Sugar ground, placed in water, swirled, and heated
.42
.40
.52
.45

122. A. The organization of the chart
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 23 of 21
Look at the chart on the previous page and answer the following question.
What has the greatest effect on the validity of the data in the chart most?
A. The organization of the chart
B. The subject of the investigation
C. Presenting the data on a chart
D. Multiple trials for each flask
      

123. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 23 of 21
What has the greatest effect on the validity of the data in the chart most?
A. The organization of the chart X
B. The subject of the investigation
C. Presenting the data on a chart
D. Multiple trials for each flask
Sorry, you’ll need to try again.
Clue
      
Validity is increased as the amount of data supporting a conclusion increases.

124. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 23 of 21
What has the greatest effect on the validity of the data in the chart most?
A. The organization of the chart
B. The subject of the investigation X
C. Presenting the data on a chart
D. Multiple trials for each flask
Sorry, you’ll need to try again.
Clue
      
Validity is increased as the amount of data supporting a conclusion increases.

125. Sorry, you’ll need to try again.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 23 of 21
What has the greatest effect on the validity of the data in the chart most?
A. The organization of the chart
B. The subject of the investigation
C. Presenting the data on a chart X
D. Multiple trials for each flask
Sorry, you’ll need to try again.
Clue
      
Validity is increased as the amount of data supporting a conclusion increases.

126. You got that right, good job. Go on to the next question.
Standard 1 Objective 1: Describe the chemical and physical
properties of various substances 23 of 21
What has the greatest effect on the validity of the data in the chart most?
A. The organization of the chart
B. The subject of the investigation
C. Presenting the data on a chart
D. Multiple trials for each flask X
You got that right, good job.
      
Go on to the next question.