Matter Questions & MCQ — Practice with Answers

Free matter MCQ questions with answers, based on analysis of past PSLE papers, MOE syllabus requirements, and common exam mistakes.

  • Introduced in Primary 4 under the Cycles in Matter and Water theme
  • Tested in both PSLE Booklet A (MCQ) and Booklet B (open-ended)
  • Common PSLE question type: comparing properties of solids, liquids, and gases

Key Concepts

What is matter?

Matter is anything that has mass and occupies space. A book, water, and the air around you are all examples of matter because they all have mass and take up space. Things like light, heat, sound, and shadows are not matter because they do not have mass and do not occupy space.

The three states of matter

Matter exists in three states: solid, liquid, and gas. Each state has different properties when it comes to shape and volume. The same substance can exist in different states — for example, water can be a solid (ice), a liquid (water), or a gas (water vapour).

Properties of solids

A solid has a definite shape and a definite volume. It does not change shape on its own, and it does not change in size unless you add or remove material. Examples include a wooden block, a coin, and a rubber ball. Even if you squeeze or reshape a piece of plasticine, its volume stays the same — only its shape changes.

Properties of liquids

A liquid has no definite shape but has a definite volume. This means a liquid takes the shape of its container — pour water from a cup into a bottle, and the water changes shape but the amount stays the same. Examples include water, milk, and cooking oil.

Properties of gases

A gas has no definite shape and no definite volume. A gas spreads out to fill the entire container it is in. If you open a bottle of perfume in a room, the scent eventually reaches every corner — this shows that gas particles spread out to fill the available space. Examples include the air we breathe and water vapour.

Key Terms for PSLE

Matter
Anything that has mass and occupies space. Examples include solids, liquids, and gases.
Mass
The amount of matter in an object. Measured in grams (g) or kilograms (kg) using a weighing scale or balance.
Volume
The amount of space an object takes up. Measured in millilitres (ml) or litres (l) for liquids, and cubic centimetres (cm³) for solids.
Solid
A state of matter that has a definite shape and a definite volume. Examples: ice, rock, wood.
Liquid
A state of matter that has no definite shape but has a definite volume. It takes the shape of its container. Examples: water, milk, juice.
Gas
A state of matter that has no definite shape and no definite volume. It spreads out to fill its container. Examples: air, water vapour.

Common Misconceptions

We reviewed PSLE marking schemes and student answer scripts to identify the mistakes that cost marks most often.

“Air is not matter because you cannot see it.” Air is matter — it has mass and occupies space, even though it is invisible. You can prove air has mass by comparing the weight of an inflated balloon with a deflated one. You can prove air occupies space by pushing an inverted cup into water — the air trapped inside prevents water from filling the cup completely.

“Heavy things are always solids.” Mass does not determine the state of matter. A bucket of water can be heavier than a small wooden block, but water is still a liquid. The state of matter depends on whether the substance has a definite shape and volume — not on how heavy it is.

“Liquids do not have mass.” All matter has mass, including liquids. You can measure the mass of a liquid by weighing a container before and after filling it. The difference gives you the mass of the liquid. In science experiments, we often use a weighing scale to find the mass of water.

“Changing the shape of an object changes its volume.” This is a very common exam trap. If you flatten a ball of plasticine into a pancake shape, its shape changes but its volume stays the same — no matter has been added or removed. Only adding or removing material changes the volume of a solid.

Practice Questions

Practice matter questions with answers below — great for revision. Each question is modelled on common PSLE patterns, with a detailed explanation covering why wrong answers are wrong — not just the right one.

Question 1
Study the diagrams below.
Diagram 1 shows two upright glass beakers side by side. The left beaker contains substance X (a dark liquid). The right beaker contains substance Y (solid granules). Diagram 2 shows the same beakers tilted. Substance X flows to take the shape of the tilted container. Substance Y's individual granules keep their shapes.
Anna placed substances X and Y in identical glass beakers as shown in diagram 1. Diagram 2 shows what happened to the substances when she tilted both beakers. Which of the following explains the difference in the observation of substances X and Y?
Question 2
Study the diagram below.
A water container on a stand with a tap on the side. The container is filled with 300 cm³ of water and has an air space at the top. The total capacity of the container is 800 cm³.
The diagram shows a water container filled with 300 cm³ of water. The capacity of the container is 800 cm³. The tap of the container was turned on to remove 100 cm³ of water from the container. What is the final volume of the air in the container?
Question 3
Study the diagram below.
Two containers on a table. Position A shows a rectangular container with substance P settled at the bottom. Position B shows a diamond-shaped (rotated) container with substance P also settled at the bottom, taking the shape of the container.
The diagram below shows a container filled with substance P being placed in two different positions, A and B. Based on the diagram above, what can you conclude about substance P?
Question 4
Study the diagrams below.
Two-stage diagram of a syringe. Left side shows a syringe with the plunger at the top and substance Y filling most of the barrel. Right side shows the plunger pushed down to part X, with substance Y compressed into a smaller space.
Mark pushed the plunger of a syringe as shown below. He was able to push the plunger until it reached part X. Based on this experiment, what can Mark conclude about substance Y?

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