Chapter 3 Resource: Matter and its Changes
Chapter 3 Resource: Matter and its Changes
Chapter 3 Resource: Matter and its Changes
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Glencoe Science<br />
<strong>Chapter</strong> <strong>Resource</strong>s<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong><br />
Includes:<br />
Reproducible Student Pages<br />
ASSESSMENT<br />
✔ <strong>Chapter</strong> Tests<br />
✔ <strong>Chapter</strong> Review<br />
HANDS-ON ACTIVITIES<br />
✔ Lab Worksheets for each Student Edition Activity<br />
✔ Laboratory Activities<br />
✔ Foldables–Reading <strong>and</strong> Study Skills activity sheet<br />
MEETING INDIVIDUAL NEEDS<br />
✔ Directed Reading for Content Mastery<br />
✔ Directed Reading for Content Mastery in Spanish<br />
✔ Reinforcement<br />
✔ Enrichment<br />
✔ Note-taking Worksheets<br />
TRANSPARENCY ACTIVITIES<br />
✔ Section Focus Transparency Activities<br />
✔ Teaching Transparency Activity<br />
✔ Assessment Transparency Activity<br />
Teacher Support <strong>and</strong> Planning<br />
✔ Content Outline for Teaching<br />
✔ Spanish <strong>Resource</strong>s<br />
✔ Teacher Guide <strong>and</strong> Answers
Glencoe Science<br />
Photo Cred<strong>its</strong><br />
Section Focus Transparency 1: Kennan Harvey/Stone<br />
Section Focus Transparency 2: Andy Levin/Photo Researchers<br />
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.<br />
Permission is granted to reproduce the material contained herein on the condition<br />
that such material be reproduced only for classroom use; be provided to students,<br />
teachers, <strong>and</strong> families without charge; <strong>and</strong> be used solely in conjunction with the<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> program. Any other reproduction, for use or sale, is prohibited<br />
without prior written permission of the publisher.<br />
Send all inquiries to:<br />
Glencoe/McGraw-Hill<br />
8787 Orion Place<br />
Columbus, OH 43240-4027<br />
ISBN 0-07-867078-0<br />
Printed in the United States of America.<br />
1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04
Reproducible<br />
Student Pages<br />
Reproducible Student Pages<br />
■ H<strong>and</strong>s-On Activities<br />
MiniLAB: Try at Home Determining Volume. . . . . . . . . . . . . . . . . . . . 3<br />
MiniLAB: Observing Yeast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4<br />
Lab: Liquid Layers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5<br />
Lab: Design Your Own Fruit Salad Favorites . . . . . . . . . . . . . . . . . . . . 7<br />
Laboratory Activity 1: Density of Solids . . . . . . . . . . . . . . . . . . . . . . . . 9<br />
Laboratory Activity 2: Evidence of Chemical Change . . . . . . . . . . . . . 13<br />
Foldables: Reading <strong>and</strong> Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17<br />
■ Meeting Individual Needs<br />
Extension <strong>and</strong> Intervention<br />
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19<br />
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23<br />
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27<br />
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29<br />
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31<br />
■ Assessment<br />
<strong>Chapter</strong> Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35<br />
<strong>Chapter</strong> Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37<br />
■ Transparency Activities<br />
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42<br />
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45<br />
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 1
H<strong>and</strong>s-On Activities<br />
H<strong>and</strong>s-On<br />
Activities<br />
2 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Determining Volume<br />
Procedure<br />
1. Find three objects of the same size. For example: a marble, a rubber ball, <strong>and</strong> a wood sphere.<br />
2. Fill a 100-mL graduated cylinder with 50 mL of water.<br />
3. Submerge one object into the graduated cylinder <strong>and</strong> record the new water level. Empty the graduated<br />
cylinder.<br />
4. Repeat steps 2 <strong>and</strong> 3 for the remaining two objects.<br />
Observations<br />
H<strong>and</strong>s-On Activities<br />
Analysis<br />
1. Which of the three items displaced the most water Which displaced the least<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
2. What does this tell you about the volume of the objects<br />
3. What other quantities would you measure to determine the density of each object<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 3
Name Date Class<br />
H<strong>and</strong>s-On Activities<br />
Observing Yeast<br />
Procedure<br />
1. Observe a tablespoon of dry yeast with a magnifying lens.Draw <strong>and</strong><br />
describe what you observe in the table below.<br />
2. Put the yeast in 50 mL of warm, not hot, water.<br />
3. Compare your observations of the dry yeast with those of the wet yeast.<br />
4. Put a pinch of sugar in the water <strong>and</strong> observe for 15 minutes.<br />
5. Record your observations in the table below.<br />
Data <strong>and</strong> Observations<br />
Table 1<br />
Draw what you observe.<br />
Describe what you observe.<br />
Dry yeast<br />
Yeast,<br />
warm water<br />
Yeast,<br />
warm water,<br />
<strong>and</strong> a pinch<br />
of sugar<br />
Analysis<br />
1. Are new substances formed when sugar is added to the water <strong>and</strong> yeast Explain.<br />
2. Do you think this is a chemical change or a physical change Explain.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
4 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Liquid Layers<br />
Lab Preview<br />
Directions: Answer these questions before you begin the Lab.<br />
1. Why is the irritant symbol used in this lab<br />
H<strong>and</strong>s-On Activities<br />
2. How much volume is measured for each of the five liquids<br />
Why must you shake up a bottle of Italian salad dressing before using it Have<br />
you observed how the liquids in some dressings separate into two distinct layers<br />
In this lab, you will experiment with creating layers of liquids.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Real-World Question<br />
What would several liquids <strong>and</strong> solids of<br />
different densities look like when put into<br />
the same container<br />
Materials<br />
250-mL beaker<br />
graduated cylinder<br />
corn syrup<br />
glycerin<br />
water<br />
corn oil<br />
rubbing alcohol<br />
penny<br />
wood sphere<br />
rubber ball<br />
Safety Precautions<br />
Goals<br />
■ Create layers of liquids using liquids of<br />
different densities.<br />
■ Observe where solids of different densities<br />
will rest in the liquid layers.<br />
■ Infer the densities of the different materials.<br />
Procedure<br />
1. Pour 40 mL of corn syrup into your beaker.<br />
2. Slowly pour 40 mL of glycerin into the<br />
beaker. Allow the glycerin to trickle down<br />
the sides of the container <strong>and</strong> observe.<br />
3. Slowly pour 40 mL of water into the beaker<br />
<strong>and</strong> observe.<br />
4. Repeat step 3 with 40 mL of corn oil <strong>and</strong><br />
then 40 mL of rubbing alcohol.<br />
5. Carefully drop the penny, wood sphere,<br />
<strong>and</strong> rubber ball into the beaker <strong>and</strong><br />
observe where these items come to a stop.<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 5
Name Date Class<br />
(continued)<br />
H<strong>and</strong>s-On Activities<br />
Conclude <strong>and</strong> Apply<br />
1. Draw <strong>and</strong> Label On a separate sheet of paper, draw a picture of the liquids <strong>and</strong> solids in your<br />
beaker. Label your diagram.<br />
2. Describe what happened to the five liquids when you poured them into the beaker. Why did<br />
the liquids behave this way<br />
3. If water has a density of 1 g/cm 3 , infer the relative densities of the rest of the materials.<br />
4. List the liquids <strong>and</strong> solids in order from the highest density to the lowest density.<br />
Communicating Your Data<br />
Draw a labeled poster of the substances you placed in your beaker. Research the densities<br />
of each substance <strong>and</strong> include these densities on your poster. For more help, refer to the<br />
Science Skill H<strong>and</strong>book.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
6 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Design Your Own<br />
Fruit Salad Favorites<br />
Lab Preview<br />
Directions: Answer these questions before you begin the Lab.<br />
1. What safety precautions are listed for this lab<br />
H<strong>and</strong>s-On Activities<br />
2. What information might need to be recorded in a data table while you observe changes in a<br />
fruit salad<br />
When you are looking forward to enjoying a tasty, sweet fruit salad at<br />
a picnic, the last thing you want to see is brown fruit in the bowl. What can<br />
you do about this problem Your teacher has given you a few different kinds<br />
of fruit. It is your task to perform a test in which you will observe a physical<br />
change <strong>and</strong> a chemical change.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Real-World Question<br />
Can a chemical change be controlled<br />
Form a Hypothesis<br />
Based on your reading <strong>and</strong> observations, state<br />
a hypothesis about whether you can control a<br />
chemical change.<br />
Possible Materials<br />
bananas apples pears<br />
plastic or glass mixing bowls (2)<br />
lemon/water solution (500 mL)<br />
paring knife<br />
Goals<br />
■ Design an experiment that identifies physical<br />
changes <strong>and</strong> chemical changes in fruit.<br />
■ Observe whether chemical changes can be<br />
controlled.<br />
Safety Precautions<br />
WARNING: Be careful when working with sharp<br />
objects. Always keep h<strong>and</strong>s away from sharp<br />
blades. Never eat anything in the laboratory.<br />
Test Your Hypothesis<br />
Make a Plan<br />
1. As a group, agree upon the hypothesis <strong>and</strong><br />
decide how you will test it. Identify what<br />
results will confirm the hypothesis.<br />
2. List each of the steps you will need in<br />
order to test your hypothesis. Be specific.<br />
Describe exactly what you will do in each<br />
step. List all of your materials.<br />
3. Prepare a data table on a separate sheet of<br />
paper or on a computer for your observations.<br />
4. Read the entire investigation to make sure<br />
all steps are in logical order.<br />
5. Identify all constants, variables, <strong>and</strong><br />
controls of the experiment.<br />
Follow Your Plan<br />
1. Ask your teacher to approve your plan <strong>and</strong><br />
choice of constants, variables, <strong>and</strong> controls<br />
before you start.<br />
2. Perform the investigation as planned.<br />
3. While doing the investigation, record your<br />
observations <strong>and</strong> complete the data table<br />
you prepared.<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 7
Name Date Class<br />
(continued)<br />
H<strong>and</strong>s-On Activities<br />
Analyze Your Data<br />
1. Compare <strong>and</strong> contrast the changes you observe in the control <strong>and</strong> the test fruit.<br />
2. Compare your results with those of other groups.<br />
3. What was your control in this investigation<br />
4. What are your variables<br />
5. Did you encounter any problems carrying out the investigation<br />
6. Do you have any suggestions for changes in a future investigation<br />
Conclude <strong>and</strong> Apply<br />
1. Did the results support your hypothesis Explain.<br />
2. Describe what effect refrigerating the two salads would have on the fruit.<br />
3. What will you do with the fruit from this experiment Could it be eaten<br />
Communicating Your Data<br />
Write a page for an illustrated cookbook explaining the benef<strong>its</strong> you found in this experiment.<br />
Include drawings <strong>and</strong> a step-by-step procedure. For more help, refer to the Science<br />
Skill H<strong>and</strong>book.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
8 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
1<br />
Density of Solids<br />
Suppose you cut a piece of copper rod into sections of equal volume. If each section of rod had<br />
a volume of 1 cm 3 ,you would find that all the pieces would have the same mass when massed on<br />
a balance. That is, the mass of a unit volume of material is the same for all samples of a substance,<br />
but usually differs for different substances. The mass of a unit volume, or density, is therefore a<br />
characteristic physical property of a substance. How can you determine whether several samples<br />
that share other similar physical properties are made of the same substance One way is to determine<br />
the densities of the samples.<br />
Strategy<br />
You will measure the mass <strong>and</strong> volume of several samples of solids.<br />
You will calculate the density of each solid.<br />
You will determine if any of the samples are made of the same substance.<br />
You will identify samples based on their densities.<br />
Materials<br />
sheets of paper (2)<br />
metal blocks (3)<br />
balance<br />
metric ruler<br />
small rocks (2)<br />
50-mL graduated cylinder<br />
water<br />
Procedure<br />
1. Place the three blocks on a sheet of paper.<br />
On the paper, make a circle around each<br />
block. Label one circle A, label another<br />
circle B, <strong>and</strong> a third circle C, as shown in<br />
Figure 1. Take only one block off the paper<br />
at a time. Keep the other blocks in their<br />
circles so you don’t get them mixed up.<br />
Figure 1<br />
Laboratory<br />
Activity<br />
A<br />
B<br />
C<br />
2. Use a balance to measure the mass of each<br />
block to the nearest 0.1 gram. Record the<br />
masses in Table 1.<br />
3. Measure the dimensions of each of the<br />
three blocks as accurately as you can.<br />
Record the dimensions in the table.<br />
4. Calculate the volume of each block by<br />
multiplying length, width, <strong>and</strong> height.<br />
Record the volumes in the table.<br />
5. Calculate the density of each block by<br />
dividing the mass by the volume. Record<br />
the density of each block in the table.<br />
6. Place the two rocks on another sheet of<br />
paper. On the paper, make a circle around<br />
each rock. Label one circle A <strong>and</strong> label the<br />
other circle B. Take only one rock off the<br />
paper at a time. Keep the other rock in <strong>its</strong><br />
circle so you don’t get them mixed up.<br />
7. Use the balance to measure the masses of<br />
each rock sample. Record the masses in<br />
Table 2.<br />
H<strong>and</strong>s-On Activities<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 9
Name Date Class<br />
Laboratory Activity 1 (continued)<br />
H<strong>and</strong>s-On Activities<br />
8. Add water to the graduated cylinder until<br />
it is about half full. Read the volume of<br />
water in the graduated cylinder <strong>and</strong><br />
record it in Table 2 as the original volume<br />
of water.<br />
9. Tilt the graduated cylinder slightly <strong>and</strong><br />
carefully slide Rock A into the graduated<br />
cylinder. Be careful not to splash any<br />
water out of the graduated cylinder.<br />
10. Read the water level in the graduated<br />
cylinder again. Record the volume in<br />
the table.<br />
Data <strong>and</strong> Observations<br />
Table 1<br />
11. Find the volume of the rock by subtracting<br />
the original volume of water from the new<br />
volume of water <strong>and</strong> the rock. Record the<br />
rock’s volume.<br />
12. Calculate the density of Rock A by dividing<br />
<strong>its</strong> mass by <strong>its</strong> volume. Record the density<br />
in the table.<br />
13. Repeat steps 8 through 12 for Rock B.<br />
Block Mass Length Width Height Volume Density<br />
(g) (cm) (cm) (cm) (cm3) (g/cm3)<br />
A<br />
B<br />
C<br />
Table 2<br />
Mass (g)<br />
Original volume of water (mL)<br />
Volume of water after adding rock (mL)<br />
Volume of rock (mL)<br />
Density (g/mL)<br />
Rock A<br />
Questions <strong>and</strong> Conclusions<br />
1. Are any of the metal blocks made of the same substance How do you know<br />
Rock B<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
10 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Laboratory Activity 1 (continued)<br />
2. Refer to Table 3 below. Could any of the blocks be made of one of the metals in the chart On<br />
what are you basing your conclusion<br />
Table 3<br />
Density Table<br />
H<strong>and</strong>s-On Activities<br />
Metal Density (g/cm 3 )<br />
Aluminum 2.7<br />
Copper 8.9<br />
Gold 19.3<br />
Iron 7.9<br />
Lead 11.3<br />
Steel 7.8<br />
Zinc 7.1<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
3. How did the densities of your two rocks compare<br />
4. If both samples of rock came from the same larger rock, what possible reasons could you give<br />
to explain any different measured values of density<br />
Strategy Check<br />
Can you measure the mass <strong>and</strong> volume of several samples of solids<br />
Can you calculate the density of each solid<br />
Can determine if any of the samples are made of the same substance<br />
Can you identify samples based on their densities<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 11
Name Date Class<br />
2<br />
Evidence of Chemical Change<br />
Is peanut brittle nothing but sugar with peanuts in it Or does something happen to the sugar during<br />
cooking When heated, sugar becomes a light brown syrup to which you can add peanuts. When<br />
cooled, it hardens into a shiny, brown c<strong>and</strong>y, not into the white crystals that you started with. If a<br />
friend called while you were heating the sugar, you might come back to the stove to find nothing but<br />
a black mass left in the pan. You can’t get the sugar back from the black mass because it isn’t sugar any<br />
more. It’s a different substance <strong>and</strong> just one example of chemical changes that happen around you.<br />
Strategy<br />
You will observe <strong>and</strong> describe chemical reactions.<br />
You will identify signs of chemical reactions.<br />
Materials<br />
Laboratory<br />
Activity<br />
plastic spoons (5)<br />
baking soda<br />
self-sealing plastic bag<br />
calcium chloride<br />
plastic medicine bottle, small<br />
water<br />
paper towel<br />
50-mL or 100-mL beakers (2)<br />
cornstarch<br />
droppers (2)<br />
tincture of iodine<br />
Epsom salts<br />
(magnesium sulfate)<br />
test tubes (2)<br />
washing soda<br />
(sodium carbonate)<br />
petri dishes (2)<br />
dull, copper penny<br />
salt<br />
vinegar<br />
H<strong>and</strong>s-On Activities<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Procedure<br />
Part A<br />
1. Put 1 spoonful of baking soda into the<br />
plastic bag. Using a second spoon, put 2<br />
spoonfuls of calcium chloride into the<br />
bag, <strong>and</strong> use that spoon to mix the substances<br />
together.<br />
2. Fill the medicine bottle half full of water.<br />
Use a paper towel to wipe off any water on<br />
the outside of the bottle. Carefully place the<br />
bottle into the bag, so it remains upright.<br />
3. Hold the bottle in position from the outside<br />
of the bag. Have a partner zip the bag,<br />
squeezing out as much air as possible. Be<br />
sure the bag is tightly sealed.<br />
4. Tip the bag to spill the water into the mixed<br />
chemicals. Hold the bag <strong>and</strong> observe any<br />
changes. Record your observations in the<br />
table in the Data <strong>and</strong> Observations section.<br />
Part B<br />
1. Add water to a beaker until it is about half full.<br />
2. Add 2 spoonfuls of cornstarch to the water<br />
<strong>and</strong> stir.<br />
3. Use a dropper to add about 20 drops of tincture<br />
of iodine to the water. Stir it a few times.<br />
WARNING: Iodine is poisonous if swallowed.<br />
Keep your h<strong>and</strong>s away from your mouth.<br />
4. Allow the beaker to sit for about 2 minutes.<br />
Observe what happens <strong>and</strong> record your<br />
observations in the table in the Data <strong>and</strong><br />
Observations section.<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 13
Name Date Class<br />
Laboratory Activity 2 (continued)<br />
H<strong>and</strong>s-On Activities<br />
Part C<br />
1. Dissolve 1/2 spoonful of Epsom salts in a test tube of water.<br />
2. Dissolve 1/2 spoonful of washing soda in another test tube of water.<br />
3. Observe what the mixtures in both test tubes look like.<br />
4. Begin pouring the Epsom salts mixture into the petri dish near one edge of the dish.<br />
5. At the opposite edge of the petri dish, begin pouring the washing soda mixture into the dish.<br />
6. Observe what happens where the two mixtures meet. Record your observations in the table in the<br />
Data <strong>and</strong> Observations section.<br />
Part D<br />
1. Place a dull, copper penny in the bottom of a petri dish.<br />
2. Sprinkle salt over the top of the penny. Then use a dropper to cover the top of the penny with<br />
vinegar. Observe any changes in the penny. Record your observations in the table in the Data<br />
<strong>and</strong> Observations section.<br />
Data <strong>and</strong> Observations<br />
Substances<br />
<strong>Changes</strong> you observed<br />
Baking soda, calcium<br />
chloride, <strong>and</strong> water<br />
Cornstarch, water,<br />
<strong>and</strong> iodine<br />
1.<br />
2.<br />
Epsom salts, washing<br />
soda, <strong>and</strong> water<br />
Copper penny, salt,<br />
<strong>and</strong> vinegar<br />
3.<br />
4.<br />
Questions <strong>and</strong> Conclusions<br />
1. Identify four signs that indicate that a chemical change has taken place.<br />
2. In Part A, what evidence did you observe that a chemical change took place<br />
3. In Part B, what evidence did you observe that a chemical change took place<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
14 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Laboratory Activity 2 (continued)<br />
4. In Part C, what change did you observe taking place<br />
5. In Part D, what evidence did you observe that a chemical change took place<br />
H<strong>and</strong>s-On Activities<br />
6. What do all these changes that you observed have in common<br />
Strategy Check<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Can you observe <strong>and</strong> describe chemical reactions<br />
Can you identify signs of chemical reactions<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 15
Name Date Class<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong><br />
Directions: Use this page to label your Foldable at the beginning of the chapter.<br />
Physical<br />
Properties<br />
H<strong>and</strong>s-On Activities<br />
Physical<br />
<strong>Changes</strong><br />
Chemical<br />
Properties<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Chemical<br />
<strong>Changes</strong><br />
a change in the identity<br />
of a substance because<br />
of the chemical properties<br />
of that substance<br />
a change in the physical<br />
properties of a material,<br />
but not in <strong>its</strong> identity<br />
any characteristic of a<br />
material that can be seen<br />
or measured without<br />
changing the identity of<br />
the material<br />
any characteristic that<br />
gives a substance the<br />
ability to be changed into<br />
a new substance<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 17
Meeting Individual Needs<br />
Meeting Individual<br />
Needs<br />
18 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Directed Reading for<br />
Content Mastery<br />
Overview<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong><br />
Directions: Complete the concept map using the terms in the list below. Words may be used more than once.<br />
chemical physical rusting luster<br />
reacting heated evaporating matter<br />
1.<br />
has<br />
2. 3.<br />
properties<br />
such as<br />
properties<br />
such as<br />
undergoes<br />
4. 5.<br />
changes<br />
such as<br />
changes<br />
such as<br />
burning <strong>and</strong><br />
Meeting Individual Needs<br />
6. 7. 8. 9.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
<strong>and</strong><br />
volume.<br />
with oxygen<br />
<strong>and</strong> changing<br />
when<br />
10.<br />
Directions: Circle the term in parentheses that correctly completes the sentence.<br />
11. (Solids/Liquids/Gases) have a fixed shape <strong>and</strong> volume.<br />
12. For any chemical change, the mass of what you start with is (less than/equal to/<br />
greater than) the mass of what you end with.<br />
<strong>and</strong><br />
melting.<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 19
Name Date Class<br />
Directed Reading for<br />
Content Mastery<br />
Section 1 ■ Physical Properties<br />
<strong>and</strong> <strong>Changes</strong><br />
Directions: Write the term that matches each description below in the spaces provided. The vertical boxed<br />
letters should spell the answer to question 10.<br />
2<br />
3<br />
T<br />
1<br />
M<br />
Meeting Individual Needs<br />
5<br />
6<br />
4<br />
7<br />
R<br />
D<br />
S<br />
N<br />
8<br />
M<br />
9<br />
D<br />
1. Term that describes the ability of many metals to be pounded into thin sheets<br />
2. Measure that determines the state of a substance<br />
3. Property that may be measured in un<strong>its</strong> of grams or kilograms<br />
4. Solid, liquid, gas, <strong>and</strong> plasma<br />
5. The state of water at 50°C<br />
6. The state of water at 150°C<br />
7. The temperature at which a substance in the liquid state becomes a gas<br />
8. The amount of space occupied by an object<br />
9. Property that relates an object’s mass to <strong>its</strong> volume<br />
10. What do these physical properties have in common: the length of a snake, the<br />
melting point of gold, <strong>and</strong> the volume of lemonade<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
20 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Directed Reading for<br />
Content Mastery<br />
Section 2 ■ Chemical Properties<br />
<strong>and</strong> <strong>Changes</strong><br />
Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
1. ______ is an example of a chemical property.<br />
a. Flammability b. Density<br />
2. When you burn logs, the total ______ of substances is the same before<br />
<strong>and</strong> after the fire<br />
a. volume b. mass<br />
3. Sliced apples turning brown is an example of a ______ change.<br />
a. physical b. chemical<br />
4. Rust is a result of ______ reacting with iron.<br />
a. oxygen b. sulfur<br />
5. ______ are a sign that a chemical change has occurred.<br />
a. Broken pieces b. Air bubbles<br />
6. The ______ is a chemical change.<br />
a. melting of butter b. burning of leaves<br />
7. ______ can cause a chemical change.<br />
a. Electricity b. Ductility<br />
8. The ______ properties can’t be observed without changing the substance.<br />
a. chemical b. physical<br />
9. ______ changes can’t be reversed by physical means.<br />
a. Physical b. Chemical<br />
10. Vitamins are kept in colored bottles to prevent a chemical change<br />
caused by ______.<br />
a. heat b. light<br />
Meeting Individual Needs<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 21
Name Date Class<br />
Directed Reading for<br />
Content Mastery<br />
Key Terms<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong><br />
Meeting Individual Needs<br />
Directions: Match the terms in Column II with the definitions in Column I. Write the letter of the correct term in<br />
the blank at the left.<br />
Column I<br />
Column II<br />
1. anything that has mass <strong>and</strong> takes<br />
up space<br />
2. temperature at which a liquid becomes<br />
a gas<br />
3. characteristic of a substance that can<br />
be measured or observed without<br />
changing the identity of the material<br />
4. temperature at which a substance<br />
changes from a solid to a liquid<br />
5. characteristic that gives a substance<br />
the ability to undergo a change that<br />
results in a new substance<br />
6. type of change, such as burning or<br />
rusting, in which the identity of the<br />
substance changes<br />
7. type of change, such as freezing or<br />
dissolving, in which the identity of<br />
the substance remains the same<br />
a. boiling point<br />
b. chemical change<br />
c. chemical property<br />
d. matter<br />
e. melting point<br />
f. physical change<br />
g. physical property<br />
Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.<br />
8. An object’s ytsneid is equal to <strong>its</strong> mass divided by <strong>its</strong> volume.<br />
9. The law of aceinnoorstv of mass states that the mass of<br />
what you end with in a chemical reaction is the same as<br />
the mass of what you start with.<br />
10. Solid, liquid, gas, <strong>and</strong> plasma are sesatt fo tamert.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
22 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenidio<br />
Sinopsis<br />
La materia y sus cambios<br />
Instrucciones: Completa el mapa conceptual us<strong>and</strong>o los siguientes términos. Puedes usar las palabras más de<br />
una vez.<br />
químicos(as) físicos(as) herrumbrarse lustre<br />
reaccionar se calienta evaporarse materia<br />
tiene<br />
propiedades<br />
2. 3.<br />
como<br />
como<br />
1.<br />
experimenta cambios<br />
4. 5.<br />
como<br />
como arder y<br />
6. 7. 8. 9.<br />
Satisface las necesidades individuales<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
y volumen<br />
con el oxígeno<br />
y cambios cu<strong>and</strong>o<br />
10.<br />
Instrucciones: Encierra en un círculo el término en paréntesis que completa correctamente cada oración.<br />
11. Los (sólidos/líquidos/gases) tienen forma y volumen definidos.<br />
12. En cualquier cambio químico, la masa con la que empiezas es (menor que/igual<br />
a/mayor que) la masa con la que terminas.<br />
y fundirse.<br />
La materia y sus cambios 23
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenidio<br />
Sección 1 ■ Propiedades<br />
físicas y cambios<br />
Instrucciones: Escribe en los espacios dados el término que corresponde a cada descripción. Las letras en los<br />
cuadros verticales oscuros te darán la respuesta para la pregunta 10.<br />
Satisface las necesidades individuales<br />
1. Estado del agua a 150°C<br />
2. Término que describe la<br />
capacidad de muchos metales<br />
de formar láminas delgadas<br />
3. Estado del agua a 50°C<br />
4. Sólido, líquido, gas y plasma<br />
son estados de la<br />
(del) ________<br />
5. Cantidad de espacio que<br />
ocupa un objeto<br />
6. Propiedad que se<br />
mide en unidades<br />
de gramos o kilogramos.<br />
7. Propiedad que relaciona<br />
la masa de un cuerpo<br />
con su volumen<br />
8. La temperatura a la cual<br />
una sustancia en estado<br />
líquido se convierte en<br />
5<br />
7<br />
8<br />
9<br />
1<br />
2<br />
3<br />
4<br />
un gas es su punto de ________<br />
9. Medida que determina el estado de una sustancia<br />
10. ¿Qué tienen en común estas propiedades: la longitud de<br />
una serpiente, el punto de fusión del oro y el volumen de tu limonada<br />
10<br />
6<br />
P<br />
D<br />
E<br />
E<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
24 La materia y sus cambios
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenidio<br />
Sección 2 ■ Propiedades químicas<br />
y cambios<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Instrucciones: En cada una de las siguientes, escribe la letra del término o frase que complete mejor la oración.<br />
1. La ______ es un ejemplo de una propiedad química.<br />
a. inflamabilidad b. densidad<br />
2. Cu<strong>and</strong>o la leña arde, el ______ total de sustancias es igual antes y<br />
después del fuego.<br />
a. volumen b. masa<br />
3. Un ejemplo de un cambio ______ es que las rebanadas de manzana<br />
adquieren un color pardo.<br />
a. físico b. químico<br />
4. La herrumbre es el resultado de(l) ______ que reacciona con el hierro.<br />
a. oxígeno b. azufre<br />
5. Una señal de que ocurrió un cambio ______ son los(las)<br />
a. trozos quebrados b. burbujas de aire<br />
6. El(La) ______ es un cambio químico.<br />
a. derretimiento de b. quema de hojas<br />
la mantequilla<br />
7. La ______ puede causar un cambio químico.<br />
a. electricidad b. ductilidad<br />
8. Las propiedades ______ no pueden observarse sin cambiar la sustancia.<br />
a. químicas b. físicas<br />
9. Los cambios ______ no pueden ser invertidos por medios físicos.<br />
a. físicos b. químicos<br />
10. Las vitaminas se mantienen en botellas oscuras para evitar los cambios<br />
químicos causados por el(la) ______.<br />
a. calor b. luz<br />
Satisface las necesidades individuales<br />
La materia y sus cambios 25
Satisface las necesidades individuales<br />
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenidio<br />
Términos claves<br />
La materia y sus cambios<br />
Instrucciones: Coordina los términos de la Columna II con las definiciones en la Columna I. Escribe la letra del<br />
término correcto en el espacio en blanco a la izquierda.<br />
Columna I<br />
Columna II<br />
1. todo lo que tiene masa y ocupa espacio<br />
2. temperatura a la cual un líquido se convierte<br />
en un gas<br />
3. característica de una sustancia que puede<br />
medirse u observarse sin cambiar la identidad<br />
del material<br />
4. temperatura a la cual una sustancia cambia de<br />
sólido a líquido<br />
5. característica que da a una sustancia la capacidad<br />
de experimentar un cambio que resulta en una<br />
sustancia nueva<br />
6. tipo de cambio, como arder u oxidarse,<br />
en el cual cambia la identidad de la sustancia<br />
7. tipo de cambio, como congelarse o disolverse,<br />
en el cual la identidad de la sustancia permanece<br />
igual<br />
a. punto de<br />
ebullición<br />
b. cambio<br />
químico<br />
c. propiedad<br />
química<br />
d. materia<br />
e. punto de<br />
fusión<br />
f. cambio físico<br />
g. propiedad<br />
física<br />
Instrucciones: Acomoda las letras de los términos en bastardilla para completar las oraciones. Escribe los términos<br />
en las líneas dadas.<br />
8. El(La) nseddiad de un objeto es igual a su masa dividida<br />
entre su volumen.<br />
9. La ley de óivancocnrse de la masa establece que la masa<br />
con la que terminas en una reacción química es la misma<br />
que la masa con la que comenzaste.<br />
10. Sólido, líquido, gas y plasma son sdoesat ed la tamerai.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
26 La materia y sus cambios
Name Date Class<br />
1<br />
Reinforcement<br />
Physical Properties<br />
<strong>and</strong> <strong>Changes</strong><br />
Directions: Circle the term that best completes each statement below.<br />
1. At room temperature, air is usually a (solid, liquid, gas).<br />
2. The state of matter that has a definite shape is (solid, liquid, gas).<br />
3. The measure of the amount of matter in a substance is <strong>its</strong> (weight, mass, density).<br />
4. When a substance changes from a solid to a liquid, (condensation, melting, freezing) takes place.<br />
5. The density of 4 cm 3 of stainless steel is 8.0 g/cm 3 .The density of 2 cm 3 of stainless steel is<br />
(4.0 g/cm 3 , 8.0 g/cm 3 , 16.0 g/cm 3 ).<br />
6. The state of matter that occurs at very high temperatures such as in a lightning strike is<br />
(solid, liquid, plasma).<br />
7. Metals are usually (malleable, sour, dull).<br />
Directions: In the space provided, name the physical properties you would use to tell the difference between the<br />
following pairs of objects.<br />
8. coal <strong>and</strong> snow<br />
12. salt <strong>and</strong> sugar<br />
Meeting Individual Needs<br />
9. vinegar <strong>and</strong> water<br />
13. a baseball <strong>and</strong> a football<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
10. lead <strong>and</strong> copper<br />
14. cubes of silver <strong>and</strong> platinum<br />
11. strawberry <strong>and</strong> vanilla ice cream<br />
Directions: Identify each statement as true or false. Rewrite false statements to make them correct.<br />
15. Only particles in the solid state are in motion.<br />
16. The particles of a solid have more energy than those of a gas.<br />
17. In a glass of iced tea, tea is the solute.<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 27
Name Date Class<br />
2<br />
Reinforcement<br />
Chemical Properties<br />
<strong>and</strong> <strong>Changes</strong><br />
Directions: Answer the following question on the lines provided.<br />
1. What are the differences between physical <strong>and</strong> chemical changes Explain them, giving two<br />
examples of each.<br />
Meeting Individual Needs<br />
Directions: Label the following changes as C for chemical or P for physical.<br />
2. forming a bar of copper into a wire<br />
3. frying an egg<br />
4. breaking a glass<br />
5. bleaching your hair<br />
6. transferring graphite from a pencil to paper when writing<br />
7. dissolving a drink mix in water<br />
8. shooting off fireworks<br />
9. a puddle drying up after a rain<br />
Directions: In number 10 below, a code letter has been substituted for each letter in the alphabet. To find out<br />
what the sentence says, use the following key to decode it. In the key, the code letters are shown directly below<br />
the alphabet letters they st<strong>and</strong> for. Write the correct letter above each code letter, then read the sentence.<br />
10.<br />
A<br />
S<br />
F S N N<br />
B C<br />
W Q<br />
D<br />
G<br />
GZUCBA<br />
E<br />
L<br />
C N<br />
F<br />
V<br />
G<br />
A<br />
H<br />
X<br />
B K V<br />
S B D<br />
I<br />
C<br />
J<br />
R<br />
K<br />
Y<br />
L<br />
E<br />
M<br />
F<br />
N<br />
B<br />
O<br />
K<br />
P<br />
I<br />
QU L SVLG<br />
QX L F CQS E<br />
Q<br />
J<br />
R<br />
U<br />
S<br />
N<br />
KU<br />
T<br />
V<br />
U<br />
Z<br />
V<br />
P<br />
W<br />
O<br />
QXSB A L<br />
X<br />
H<br />
Y<br />
D<br />
Z<br />
M<br />
G L N V U K D L G<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
28 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
1<br />
Enrichment<br />
Freezing Points of Solutions<br />
The physical properties of a solution are somewhat different than the physical properties of the<br />
solvent <strong>and</strong> the solute that make up the solution. In this activity, you will determine how the addition<br />
of a solute to a solvent affects the solvent’s freezing point. (Water will be the solvent, <strong>and</strong><br />
alcohol will be the solute.)<br />
Materials<br />
masking tape<br />
water<br />
marker<br />
rubbing alcohol<br />
plastic cups (3) toothpick<br />
measuring spoons<br />
Procedure<br />
1. Use pieces of masking tape to label three<br />
cups 100% water, 75% water, <strong>and</strong> 50% water.<br />
2. Add 2 teaspoons of water to the 100%<br />
water cup.<br />
3. Add 1 1/2 teaspoons of water <strong>and</strong> 1/2 teaspoon<br />
of rubbing alcohol to the 75% water cup.<br />
Data <strong>and</strong> Observations<br />
Table 1<br />
4. Add 1 teaspoon of water <strong>and</strong> 1 teaspoon of<br />
rubbing alcohol to the 50% water cup.<br />
Then place the cups in a freezer.<br />
5. After 10 minutes, check on the cups, <strong>and</strong><br />
record your observations in the table below.<br />
Poke the ice with a toothpick to determine<br />
whether the contents have frozen solid.<br />
6. Repeat step 5 three more times. Add your<br />
observations to the data table.<br />
7. After you finish, discard all three cups.<br />
Rubbing alcohol should be discarded in an<br />
appropriate waste container.<br />
Meeting Individual Needs<br />
Time<br />
100% Water<br />
75% Water<br />
50% Water<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
10 minutes<br />
20 minutes<br />
30 minutes<br />
40 minutes<br />
Questions <strong>and</strong> Conclusions<br />
1. Which liquid had the highest freezing point Which had the lowest How do you know<br />
2. Based on your results, what is the relationship between the amount of solute <strong>and</strong> the freezing<br />
point of the solution<br />
3. Many types of windshield wiper fluid are water-based solutions that contain a type of alcohol<br />
called methanol. What is one likely reason that methanol is added to these fluids<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 29
Name Date Class<br />
Meeting Individual Needs<br />
2<br />
Enrichment<br />
One chemical property is the sensitivity of a<br />
substance to heat. Some chemicals might<br />
change form when their temperature changes;<br />
others might undergo chemical reactions with<br />
other substances. When these changes result in<br />
a change in color, the chemicals involved are<br />
called thermochromic. (Thermo means “heat,”<br />
<strong>and</strong> chrom means “color.”)<br />
Thermochromic Labels<br />
Some thermochromic chemicals undergo<br />
irreversible changes when they are heated. In<br />
other words, once the color change occurs, the<br />
chemical does not have the ability to return to<br />
<strong>its</strong> original color even after it is cooled. These<br />
types of thermochromic chemicals are being<br />
used on a new type of labels for fresh meats.<br />
All fresh meat contains a certain amount of<br />
bacteria. Because the bacteria grow very slowly<br />
at cool temperatures, the meat is safe to eat for a<br />
certain amount of time as long as it is kept<br />
refrigerated. However, if the meat is exposed to<br />
high temperatures anywhere on <strong>its</strong> way from a<br />
packing plant to a grocery store to your kitchen,<br />
the bacteria in the meat will grow much more<br />
quickly. They might even build up to levels that<br />
would make the meat unsafe to consume.<br />
Color Change<br />
A thermochromic label is designed to help<br />
people tell if meat has been exposed to high<br />
temperatures. When the meat is packaged, a<br />
thermochromic label is placed on the outside.<br />
Using Chemical Reactions<br />
on Food Labels<br />
The label is then activated, which allows two or<br />
more chemicals inside the label to mix. If the<br />
temperature increases to a certain level, a reaction<br />
will occur between these chemicals that<br />
causes the label to change color. (For example,<br />
some labels change from white to black or<br />
from green to yellow.) This color change tells<br />
customers that the meat is not safe to eat.<br />
Time-Temperature Indicators<br />
The chemicals in thermochromic labels<br />
used on meat are not only sensitive to temperature.<br />
They are also sensitive to time. For this<br />
reason, these labels are sometimes called TTI<br />
(Time-Temperature Indicator) labels. Regular<br />
labels on meat usually have an expiration or<br />
“sell-by” date. After this date, the meat is no<br />
longer safe to be sold. A TTI label is not<br />
marked with a date, however. Instead, the label<br />
changes color after a certain amount of time<br />
has passed (regardless of whether the meat has<br />
been exposed to high temperatures).<br />
Because different combinations of chemicals<br />
have different sensitivities to temperature<br />
<strong>and</strong> time, scientists can design TTI labels that<br />
will change color at almost any temperature<br />
or after almost any period of time. This<br />
allows TTI labels to be used on a variety of<br />
different foods, including milk, eggs, <strong>and</strong> even<br />
fresh fruit <strong>and</strong> vegetables. You will probably<br />
be seeing more of these labels in the near<br />
future.<br />
1. Why is it important that the color change in a thermochromic meat label is irreversible<br />
2. How is a thermochromic chemical similar to an acid-base indicator How are they different<br />
3. Is sensitivity to time a physical property or a chemical property Explain.<br />
4. Think of another application for thermochromic chemicals besides food labels. On a separate<br />
sheet of paper write a short paragraph describing this use. Will this application use chemicals<br />
that undergo a reversible or irreversible color change Who would be likely to use or benefit<br />
from the application<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
30 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Note-taking<br />
Worksheet<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong><br />
Section 1<br />
Physical Properties <strong>and</strong> <strong>Changes</strong><br />
A. Physical _________________—any characteristic of matter that can be observed or measured<br />
without changing the identity of the matter; a physical _______________ makes physical<br />
properties change, but identity remains the same.<br />
1. Length <strong>and</strong> _____________ (amount of material in an object) are properties that can<br />
be measured.<br />
2. _______________ is a measure of how much space an object takes up;<br />
________________ is the amount of mass a material has for a given volume.<br />
3. Density changes as pressure or temperature change.<br />
B. Solid, liquid, gas, <strong>and</strong> plasma are four _________________________; state of matter depends<br />
on <strong>its</strong> temperature <strong>and</strong> pressure.<br />
1. <strong>Matter</strong> is made up of _________________________; solid particles have less energy than<br />
liquid particles, which have less energy than gas particles.<br />
Meeting Individual Needs<br />
2. ________________ point—temperature at which a solid becomes a liquid; example:<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
ice melting<br />
3. ________________ point—temperature at which a liquid becomes a gas; example: water<br />
becoming steam<br />
C. _________________ properties can include luster, malleability, ductility, <strong>and</strong> magnetism.<br />
D. Physical properties can be used to identify, classify, <strong>and</strong> separate ___________________.<br />
Section 2 Chemical Properties <strong>and</strong> <strong>Changes</strong><br />
A. Chemical _________________—characteristic that gives a substance the ability to undergo a<br />
change that results in a new substance<br />
1. Flammability<br />
2. Reacts with oxygen, ___________________, water, or other substances<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 31
Name Date Class<br />
Note-taking Worksheet (continued)<br />
B. Chemical _______________—change in the identity of a substance due to <strong>its</strong> chemical properties<br />
1. ______________ of a chemical change can include production of bubbles, heat, light,<br />
smoke, sounds, or color change.<br />
2. Chemical changes are not reversible using physical means.<br />
C. Law of _____________________________—mass is never lost or gained in a chemical<br />
reaction.<br />
Meeting Individual Needs<br />
1. When material is burned, residue is less massive than original material.<br />
2. Ash, smoke, <strong>and</strong> gases escaped into the air.<br />
3. Their mass was not lost, only relocated.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
32 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Assessment<br />
Assessment<br />
34 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
<strong>Chapter</strong><br />
Review<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong><br />
Part A. Vocabulary Review<br />
Directions: Write the term that matches each description below on the spaces provided. Use the boxed<br />
letters to answer question 11.<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
10<br />
1. an observable or measurable change, but not a change in identity<br />
2. anything that has mass <strong>and</strong> takes up space<br />
3. solid, liquid, gas, plasma<br />
4. temperature at which a liquid turns into a gas<br />
5. mass divided by volume<br />
6. The state of matter depends on this measurement.<br />
7. temperature at which a solid turns into a liquid<br />
8. Mass can neither be created nor destroyed.<br />
9. amount of space something takes up<br />
Assessment<br />
10. amount of material a substance has in it<br />
11. physical <strong>and</strong> chemical characteristics: ___________________________________________<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 35
Name Date Class<br />
<strong>Chapter</strong> Review (continued)<br />
Part B. Concept Review<br />
Directions: Complete the following sentences using the correct terms.<br />
1. The melting point of ice is a ____________________ property.<br />
2. Density is a ____________________ property.<br />
3. ____________________ changes produce new substances.<br />
4. The total ____________________ of original <strong>and</strong> new substances is the same after a chemical<br />
change.<br />
5. Stainless steel’s ability to resist rust is a ____________________ property.<br />
6. The unit for measuring density is ____________________.<br />
7. The ____________________ point of water is 100°C.<br />
8. Natural gas for cooking has the property of ____________________.<br />
9. The particles of a gas have ____________________ between them.<br />
10. Ductility is a ____________________ property of copper.<br />
Directions: Classify the following changes as physical or chemical by writing the correct choice in the space<br />
provided.<br />
11. Dew on a windshield changes to frost.<br />
Assessment<br />
12. A pencil becomes shorter after sharpening.<br />
13. Magnesium metal burns <strong>and</strong> becomes a white powder.<br />
14. A pine log is cut into boards.<br />
15. Apple cider becomes vinegar.<br />
Directions: Answer the following questions on the lines provided.<br />
16. What physical property could you use to separate s<strong>and</strong> <strong>and</strong> sugar How would you do it<br />
17. Use the law of conservation of mass to explain why a rusty nail weighs more than the original nail.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
36 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Transparency<br />
Activities<br />
Transparency Activities<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 41
Name Date Class<br />
1<br />
Section Focus<br />
Transparency Activity<br />
Water, Water<br />
Everywhere<br />
How much water can you find here Actually, water is almost<br />
everywhere.<br />
Transparency Activities<br />
1. Where do you see water as a solid A liquid<br />
2. What happens to snow on a sunny, warm day What happens to<br />
water in a kettle if you light a burner underneath How are these<br />
events similar<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
42 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
2<br />
Section Focus<br />
Transparency Activity<br />
You Look a Little Green!<br />
In 1986, after one hundred years on Bedloe’s Isl<strong>and</strong>, the Statue of<br />
Liberty needed to be repaired. Part of this process included cleaning<br />
the copper exterior. One thing that could not be changed, however,<br />
was the copper’s green color. This green tint is now a permanent<br />
characteristic.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
1. What was the original color of the Statue of Liberty<br />
2. Do you think the statue’s color will continue to change<br />
Transparency Activities<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 43
Name Date Class<br />
1<br />
Teaching Transparency Solid, Liquid, Gas<br />
Activity<br />
Solid water Liquid water Gaseous water<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Transparency Activities<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 45
Name Date Class<br />
Teaching Transparency Activity (continued)<br />
1. The state of matter is dependent upon what<br />
2. The state of matter of a material is a [chemical or physical] property.<br />
3. List the states of matter.<br />
4. Ifwater goes from a solid state to a liquid state, do you still have the same volume<br />
5. What determines the state of the particles of matter<br />
6. Where might you find the plasma state occurring<br />
Transparency Activities<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
46 <strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong>
Name Date Class<br />
Assessment<br />
Transparency Activity<br />
<strong>Matter</strong> <strong>and</strong> Its<br />
<strong>Changes</strong><br />
Directions: Carefully review the table <strong>and</strong> answer the following questions.<br />
Properties of Some Materials<br />
Material<br />
State at<br />
room temp.<br />
Color<br />
Density<br />
(g/mL)<br />
Reacts<br />
with light<br />
Rock<br />
Solid<br />
Brown<br />
2.8<br />
No<br />
Hydrogen<br />
peroxide<br />
Liquid<br />
Colorless<br />
1.45<br />
Yes<br />
Water<br />
Liquid<br />
Colorless<br />
1.0<br />
No<br />
Aluminum<br />
Solid<br />
Shiny Silver<br />
2.7<br />
No<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
1. Which material has a density less than 1.3 grams per milliliter<br />
A Rock<br />
C Water<br />
B Hydrogen peroxide<br />
D Aluminum<br />
2. According to the table, a material that is colorless <strong>and</strong> has a density<br />
of 1.45 grams per milliliter is ___.<br />
F rock<br />
G hydrogen peroxide<br />
H water<br />
J aluminum<br />
3. A chemical property is any characteristic that gives a substance<br />
the ability to undergo a change that results in a new substance.<br />
According to this definition, which property in the table is an<br />
example of a chemical property<br />
A State at room temperature C Density<br />
B Color<br />
D Reacts with light<br />
Transparency Activities<br />
<strong>Matter</strong> <strong>and</strong> Its <strong>Changes</strong> 47