TEST - ATOMS, ELEMENTS,
MINERALS
TEXTBOOK SECTIONS
(3.1,3.2,3.3, and 4.1)
= most frequently missed questions
Section 1: Multiple Choice
1. The four states of matter are
a.
b.
c.
d.
Solid, liquid, plasma, gas
Atom, element, crystal, mineral
Atom, proton, neutron, electron
Solid, liquid, air, plasma
Section 1: Multiple Choice
1. The four states of matter are
a.
b.
c.
d.
Solid, liquid, plasma, gas
Atom, element, crystal, mineral
Atom, proton, neutron, electron
Solid, liquid, air, plasma
Section 1: Multiple Choice
2. Which is a mineral?
a.
b.
c.
d.
Sugar
Salt
Amber
Coal
Section 1: Multiple Choice
2. Which is a mineral?
a.
b.
c.
d.
Sugar
Salt
Amber
Coal
Section 1: Multiple Choice
3. Minerals are solid substances that are a.
b.
c.
d.
Inorganic (not living).
Crystalline in structure.
Uniform in chemical composition.
All of the above.
Section 1: Multiple Choice
3. Minerals are solid substances that are a.
b.
c.
d.
Inorganic (not living).
Crystalline in structure.
Uniform in chemical composition.
All of the above.
Section 1: Multiple Choice
4. What are the two most common minerals
that make up the Earth’s crust?
a.
b.
c.
d.
Carbon and oxygen
Feldspar and quartz
Silicon and oxygen
Quartz and pyrite
Section 1: Multiple Choice
4. What are the two most common minerals
that make up the Earth’s crust?
a.
b.
c.
d.
Carbon and oxygen
Feldspar and quartz
Silicon and oxygen
Quartz and pyrite
Section 1: Multiple Choice
5. Which is not an element?
a.
b.
c.
d.
Hydrogen
Water
Argon
Uranium
Section 1: Multiple Choice
5. Which is not an element?
a.
b.
c.
d.
Hydrogen
Water - a polar molecule
Argon
Uranium
Section 1: Multiple Choice
6. What particles make up the nucleus of an
atom?
a.
b.
c.
d.
Protons only
Neutrons only
Neutrons and protons
Protons and electrons
Section 1: Multiple Choice
6. What particles make up the nucleus of an
atom?
a.
b.
c.
d.
Protons only = atomic number
Neutrons only
Neutrons and protons = mass number
Protons and electrons
Section 1: Multiple Choice
7. The crystal system of both salt (halite) and
pyrite crystals is a.
b.
c.
d.
Cubic.
Triclinic.
Monoclinic.
Tetragonal.
Section 1: Multiple Choice
7. The crystal system of both salt (halite) and
pyrite crystals is a.
b.
c.
d.
Cubic.
Triclinic.
Monoclinic.
Tetragonal.
Section 1: Multiple Choice
8. __________ is the most abundant element
in Earth’s crust, followed by __________.
a.
b.
c.
d.
Carbon (C), Oxygen (O)
Carbon (C), Silicon (Si)
Oxygen (O), Silicon (Si)
Oxygen (O), Carbon (C)
Section 1: Multiple Choice
8. __________ is the most abundant element
in Earth’s crust, followed by __________.
a.
b.
c.
d.
Carbon (C), Oxygen (O)
Carbon (C), Silicon (Si)
Oxygen (O), Silicon (Si)
Oxygen (O), Carbon (C)
Section 1: Multiple Choice
9. Crystal shape is determined by the
a.
b.
c.
d.
Internal arrangement of atoms
Internal arrangement of elements
Internal arrangement of minerals
None of the above
Section 1: Multiple Choice
9. Crystal shape is determined by the
a. Internal arrangement of atoms = atoms are the
smallest particle of an element that still has
characteristics of that element
b. Internal arrangement of elements
c. Internal arrangement of minerals
d. None of the above
Section 1: Multiple Choice
10. Which of the following is an arrangement of
silica tetrahedra?
a.
b.
c.
d.
Layers
Sheet
triple chain
double rope
Section 1: Multiple Choice
10. Which of the following is an arrangement of
silica tetrahedra?
Tetrahedra
a.
b.
c.
d.
Layers
Sheet
triple chain
double rope
Sheet
Single Chain
Double Chain
Section 1: Multiple Choice
11. The pyramids of Egypt are made of
limestone. Over thousands of years,
limestone is dissolved by _____________.
a.
b.
c.
d.
Hydrochloric acid (HCl).
Carbonic acid (H2CO3).
Rain water (H20 and other molecules).
Carbon dioxide (CO2).
Section 1: Multiple Choice
11. The pyramids of Egypt are made of
limestone. Over thousands of years,
limestone is dissolved by _____________.
a.
b.
c.
d.
Hydrochloric acid (HCl).
Carbonic acid (H2CO3).
Rain water (H20 and other molecules).
Carbon dioxide (CO2).
Section 1: Multiple Choice
12. What condition or conditions are always
required for a mineral to grow into a crystal?
a.
b.
c.
d.
Time
Open Space
Water
Both (a) and (b)
Section 1: Multiple Choice
12. What condition or conditions are always
required for a mineral to grow into a crystal?
a.
b.
c.
d.
Time
Open Space
Water
Both (a) and (b)
Section 1: Multiple Choice
13. Magma explodes onto the earth in
_____________ eruptions.
a.
b.
c.
d.
molten
igneous
lava
volcanic
Section 1: Multiple Choice
13. Magma explodes onto the earth in
_____________ eruptions.
a.
b.
c.
d.
molten
igneous
lava
volcanic
Section 1: Multiple Choice
14. Igneous rock draws its name from the Latin
word for ___________.
a.
b.
c.
d.
fire
land
air
water
Section 1: Multiple Choice
14. Igneous rock draws its name from the Latin
word for ___________.
a.
b.
c.
d.
fire
land
air
water
Section 1: Multiple Choice
15. Granite A has LARGER crystals of feldspar,
quartz and mica than Granite B. Granite A
was therefore formed from magma that
cooled ____________ the magma that
formed Granite B.
a.
b.
c.
d.
more quickly than
more slowly than
the same rate as
None of the above. More information is needed to
know the relative cooling rates.
Section 1: Multiple Choice
15. Granite A has LARGER crystals of feldspar,
quartz and mica than Granite B. Granite A
was therefore formed from magma that
cooled ____________ the magma that
formed Granite B.
a.
b.
c.
d.
more quickly than
more slowly than
the same rate as
None of the above. More information is needed to
know the relative cooling rates.
Section 1: Multiple Choice
16. Metamorphic means ___________.
a.
b.
c.
d.
pressure
shape
change
temperature
Section 1: Multiple Choice
16. Metamorphic means ___________.
a.
b.
c.
d.
pressure
shape
change
temperature
Section 1: Multiple Choice
17. What are the common minerals called?
a.
b.
c.
d.
rock-forming minerals
abundant minerals
igneous minerals
crystal minerals
Section 1: Multiple Choice
17. What are the common minerals called?
a.
b.
c.
d.
rock-forming minerals
abundant minerals
igneous minerals
crystal minerals
Section 2: Review
18. Pictured above is a shoebox with rows of holes in the
top, large enough for straws to fit through. By placing
straws through the holes, students have to determine
the shape of an unseen object in the box.
This activity simulates the technology used
to map the seafloor. What is this
technology called?
a. X-ray
b. Sonar
c. Visible light
d. Radio waves
Section 2: Review
18. Pictured above is a shoebox with rows of holes in the
top, large enough for straws to fit through. By placing
straws through the holes, students have to determine
the shape of an unseen object in the box.
This activity simulates the technology used
to map the seafloor. What is this
technology called?
b. Sonar - sound travels much faster
through water than through air!
Section 2: Review
19. Look at the topographic map. Which letter on
this map represents the steepest slope?
a.
b.
c.
d.
A
B
C
D
Section 2: Review
19. Look at the topographic map. Which letter on
this map represents the steepest slope?
a.
b.
c.
d.
A
B
C
D
Section 2: Review
20. What is the contour interval on this map?
a.
b.
c.
d.
10 m
30 m
50 m
70 m
Section 2: Review
20. What is the contour interval on this map?
a.
b.
c.
d.
10 m
30 m
50 m
70 m
Section 2: Review
21. The topographic map shows a.
b.
c.
d.
One hill
Two hills
Two volcanic craters
One volcanic crater and one hill
Section 2: Review
21. The topographic map shows a.
b.
c.
d.
One hill
Two hills
Two volcanic craters
One volcanic crater and one hill
Section 2: Review
22. The topographic map shows a.
b.
c.
d.
One hill
Two hills
Two volcanic craters
One volcanic crater and one hill
Section 2: Review
22. The topographic map shows a.
b.
c.
d.
One hill
Two hills
Two volcanic craters
One volcanic crater and one hill
crater
Section 2: Review
23. The scale of the map below is 1 : 24,000.
Using this scale, what is the actual distance
represented by ONE inch on this map?
(HINT: if your fingers walk ONE inch on the
map, how many inches will your feet have to
walk on the land to cover that distance?)
a.
b.
c.
d.
24 feet
40 feet
24,000 inches
48,000 inches
Section 2: Review
Section 2: Review
23. The scale of the map below is 1 : 24,000.
Using this scale, what is the actual distance
represented by ONE inch on this map?
a.
b.
c.
d.
24 feet
40 feet
24,000 inches
48,000 inches
Section 3: Investigation &
Experimentation
24. Our Earth Science class performs a laboratory activity
in observe water as it changes phase from solid ice to
liquid to water vapor. The first day we did not use a
thermometer holder and had to hold the thermometer
by hand. The second day we did use a thermometer
holder.
Holding the thermometer by hand most likely introduced
some ___________ into the results of the laboratory
activity.
a.
b.
c.
d.
Error
Heat
Problems
Fatigue
Section 3: Investigation &
Experimentation
24. Our Earth Science class performs a laboratory activity
in observe water as it changes phase from solid ice to
liquid to water vapor. The first day we did not use a
thermometer holder and had to hold the thermometer
by hand. The second day we did use a thermometer
holder.
Holding the thermometer by hand most likely introduced
some ___________ into the results of the laboratory
activity.
a. Error
b. Heat
c. Problems
d. Fatigue = “tired”
Section 3: Investigation &
Experimentation
25. Isela heats ice in a beaker and records the
temperature every 2 minutes with a thermometer. She
uses a stopwatch and keeps the hot plate temperature
setting the same.
The constant(s) in Isela’s acitivity is (are) the a. hot plate temperature setting
b. time intervals for reading temperature
c. beaker
d. All of the above.
Section 3: Investigation &
Experimentation
25. Isela heats ice in a beaker and records the
temperature every 2 minutes with a thermometer. She
uses a stopwatch and keeps the hot plate temperature
setting the same.
The constant(s) in Isela’s acitivity is (are) the a. hot plate temperature setting
b. time intervals for reading temperature
c. beaker
d. All of the above.
Section 3: Investigation &
Experimentation
26. Peter’s project shows how different-sized craters can
be made by dropping rocks of different sizes from the
same height into a pan containing 10 cm of flour.
Two variables that are kept constant in this investigation
are the a. size of the pan and the size of the craters created.
b. height from which the rocks are dropped and the size
of the rocks.
c. depth of flour in the pan and the height from which
the rocks are dropped.
d. amount of flour used and the size of the rocks.
Section 3: Investigation &
Experimentation
26. Peter’s project shows how different-sized craters can
be made by dropping rocks of different sizes from the
same height into a pan containing 10 cm of flour.
Two variables that are kept constant in this investigation
are the a. size of the pan and the size of the craters created.
b. height from which the rocks are dropped and the size
of the rocks.
c. depth of flour in the pan and the height from
which the rocks are dropped.
d. amount of flour used and the size of the rocks.
Section 3: Investigation &
Experimentation
27. By how much does the
temperature change from the
reading taken at 10 minutes and
the reading taken at 16 minutes?
a.
b.
c.
d.
Temperature increases by 60 ºC.
Temperature decreases by 60 ºC.
Temperature increases by 6 ºC.
Temperature decreases by 6 ºC.
Section 3: Investigation &
Experimentation
27. By how much does the
temperature change from the
reading taken at 10 minutes and
the reading taken at 16 minutes?
a.
b.
c.
d.
Temperature increases by 60 ºC.
Temperature decreases by 60 ºC.
Temperature increases by 6 ºC.
Temperature decreases by 6 ºC.
Section 3: Investigation &
Experimentation
28. The graph shows that
temperature is ____________
over time. (HINT: Linear means
“straight line.”)
a.
b.
c.
d.
Decreasing non-linearly
Increasing non-linearly
Decreasing linearly
Increasing linearly
Section 3: Investigation &
Experimentation
28. The graph shows that
temperature is ____________
over time. (HINT: Linear means
“straight line.”)
a.
b.
c.
d.
Decreasing non-linearly
Increasing non-linearly
Decreasing linearly
Increasing linearly
Section 4. Matching
Match the picture with the name of the crystal
system it represents:
29. B - Hexagonal
30. C - Cubic
31. D - Monoclinic
32. A - Tetragonal
Section 4. Matching
Match the vocabulary word with the letter of its
definition.
33.
34.
Mineral A. Molten material found beneath the
Earth’s surface.
Crystal B. Any naturally occurring, inorganic solid
with a specific chemical composition and a
definite crystalline structure.
35.
Magma C. Minerals that contain silicon and oxygen
and usually one or more other elements.
36.
Silicate
D. A solid in which the atoms are arranged
in repeating patterns.
Section 4. Matching
Match the vocabulary word with the letter of its
definition.
33.
34.
Mineral B. Any naturally occurring, inorganic solid
with a specific chemical composition and a
definite crystalline structure.
Crystal D. A solid in which the atoms are arranged
in repeating patterns.
35.
Magma A. Molten material found beneath the
Earth’s surface.
36.
Silicate
C. Minerals that contain silicon and oxygen
and usually one or more other elements.
Section 4. Matching
Match the box in the flow chart with
the letter of the best answer.
37. C. electrons
38. A. compounds
39. B. solid
40. D. minerals
Section 5. Short Answer
41. Put ALL of the following SIX words and
phrases in a BUBBLE MAP format. Use only
the words listed below. Please do not ADD
any words.
Definite shape
States of matter
Solid
No definite shape
Definite volume
Liquid
Gas
No definite volume
Section 5. Short Answer
41. Put ALL of the following SIX words and
phrases in a BUBBLE MAP format. Use only
the words listed below. Please do not ADD
any words.
States of Matter
Solid
Definite Shape
Definite Volume
Liquid
Gas
No definite Shape
No definite Volume
Section 5. Short Answer
41. The atomic mass of the element
carbon (C) is 12.011. Explain how this
number indicates that carbon is a
mixture of isotopes. What is the mass
number of the most common,
naturally-occurring isotope of carbon?
Section 5. Short Answer
41. The atomic mass of the element
carbon (C) is 12.011. Explain how this
number indicates that carbon is a
mixture of isotopes. What is the mass
number of the most common,
naturally-occurring isotope of carbon?
Isotope: An element with same # of
protons, different # of neutrons
Section 5. Short Answer
41. Atomic mass is actually the average of the
mass numbers of an element’s isotopes. If
all carbon atoms had the same mass
numbers, the atomic mass would be a
WHOLE number. With an atomic mass of
12.011, carbon’s most common naturallyoccurring isotope must be carbon-12 (C12). …Carbon-14 is another isotope.
(#3, p. 59 in textbook - ch 3, sect. 1)