Chapter 3 Resource: Matter and its Changes

Glencoe Science 

Chapter Resources 

Matter and Its Changes 

Includes: 

Reproducible Student Pages 

ASSESSMENT 

✔ Chapter Tests 

✔ Chapter Review 

HANDS-ON ACTIVITIES 

✔ Lab Worksheets for each Student Edition Activity 

✔ Laboratory Activities 

✔ Foldables–Reading and Study Skills activity sheet 

MEETING INDIVIDUAL NEEDS 

✔ Directed Reading for Content Mastery 

✔ Directed Reading for Content Mastery in Spanish 

✔ Reinforcement 

✔ Enrichment 

✔ Note-taking Worksheets 

TRANSPARENCY ACTIVITIES 

✔ Section Focus Transparency Activities 

✔ Teaching Transparency Activity 

✔ Assessment Transparency Activity 

Teacher Support and Planning 

✔ Content Outline for Teaching 

✔ Spanish Resources 

✔ Teacher Guide and Answers

Glencoe Science 

Photo Credits 

Section Focus Transparency 1: Kennan Harvey/Stone 

Section Focus Transparency 2: Andy Levin/Photo Researchers 

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. 

Permission is granted to reproduce the material contained herein on the condition 

that such material be reproduced only for classroom use; be provided to students, 

teachers, and families without charge; and be used solely in conjunction with the 

Matter and Its Changes program. Any other reproduction, for use or sale, is prohibited 

without prior written permission of the publisher. 

Send all inquiries to: 

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1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04

Reproducible 

Student Pages 

Reproducible Student Pages 

■ Hands-On Activities 

MiniLAB: Try at Home Determining Volume. . . . . . . . . . . . . . . . . . . . 3 

MiniLAB: Observing Yeast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 

Lab: Liquid Layers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

Lab: Design Your Own Fruit Salad Favorites . . . . . . . . . . . . . . . . . . . . 7 

Laboratory Activity 1: Density of Solids . . . . . . . . . . . . . . . . . . . . . . . . 9 

Laboratory Activity 2: Evidence of Chemical Change . . . . . . . . . . . . . 13 

Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17 

■ Meeting Individual Needs 

Extension and Intervention 

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19 

Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23 

Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 

Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 

Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 

■ Assessment 

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 

■ Transparency Activities 

Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42 

Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

Matter and Its Changes 1

Hands-On Activities 

Hands-On 

Activities 

2 Matter and Its Changes

Name Date Class 

Determining Volume 

Procedure 

1. Find three objects of the same size. For example: a marble, a rubber ball, and a wood sphere. 

2. Fill a 100-mL graduated cylinder with 50 mL of water. 

3. Submerge one object into the graduated cylinder and record the new water level. Empty the graduated 

cylinder. 

4. Repeat steps 2 and 3 for the remaining two objects. 

Observations 


Analysis 

1. Which of the three items displaced the most water Which displaced the least 

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 

2. What does this tell you about the volume of the objects 

3. What other quantities would you measure to determine the density of each object 




Observing Yeast 

Procedure 

1. Observe a tablespoon of dry yeast with a magnifying lens.Draw and 

describe what you observe in the table below. 

2. Put the yeast in 50 mL of warm, not hot, water. 

3. Compare your observations of the dry yeast with those of the wet yeast. 

4. Put a pinch of sugar in the water and observe for 15 minutes. 

5. Record your observations in the table below. 

Data and Observations 

Table 1 

Draw what you observe. 

Describe what you observe. 

Dry yeast 

Yeast, 

warm water 

Yeast, 

warm water, 

and a pinch 

of sugar 

Analysis 

1. Are new substances formed when sugar is added to the water and yeast Explain. 

2. Do you think this is a chemical change or a physical change Explain. 




Liquid Layers 

Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. Why is the irritant symbol used in this lab 


2. How much volume is measured for each of the five liquids 

Why must you shake up a bottle of Italian salad dressing before using it Have 

you observed how the liquids in some dressings separate into two distinct layers 

In this lab, you will experiment with creating layers of liquids. 


Real-World Question 

What would several liquids and solids of 

different densities look like when put into 

the same container 

Materials 

250-mL beaker 

graduated cylinder 

corn syrup 

glycerin 

water 

corn oil 

rubbing alcohol 

penny 

wood sphere 

rubber ball 

Safety Precautions 

Goals 

■ Create layers of liquids using liquids of 

different densities. 

■ Observe where solids of different densities 

will rest in the liquid layers. 

■ Infer the densities of the different materials. 

Procedure 

1. Pour 40 mL of corn syrup into your beaker. 

2. Slowly pour 40 mL of glycerin into the 

beaker. Allow the glycerin to trickle down 

the sides of the container and observe. 

3. Slowly pour 40 mL of water into the beaker 

and observe. 

4. Repeat step 3 with 40 mL of corn oil and 

then 40 mL of rubbing alcohol. 

5. Carefully drop the penny, wood sphere, 

and rubber ball into the beaker and 

observe where these items come to a stop. 



(continued) 


Conclude and Apply 

1. Draw and Label On a separate sheet of paper, draw a picture of the liquids and solids in your 

beaker. Label your diagram. 

2. Describe what happened to the five liquids when you poured them into the beaker. Why did 

the liquids behave this way 

3. If water has a density of 1 g/cm 3 , infer the relative densities of the rest of the materials. 

4. List the liquids and solids in order from the highest density to the lowest density. 

Communicating Your Data 

Draw a labeled poster of the substances you placed in your beaker. Research the densities 

of each substance and include these densities on your poster. For more help, refer to the 

Science Skill Handbook. 




Design Your Own 

Fruit Salad Favorites 

Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. What safety precautions are listed for this lab 


2. What information might need to be recorded in a data table while you observe changes in a 

fruit salad 

When you are looking forward to enjoying a tasty, sweet fruit salad at 

a picnic, the last thing you want to see is brown fruit in the bowl. What can 

you do about this problem Your teacher has given you a few different kinds 

of fruit. It is your task to perform a test in which you will observe a physical 

change and a chemical change. 


Real-World Question 

Can a chemical change be controlled 

Form a Hypothesis 

Based on your reading and observations, state 

a hypothesis about whether you can control a 

chemical change. 

Possible Materials 

bananas apples pears 

plastic or glass mixing bowls (2) 

lemon/water solution (500 mL) 

paring knife 

Goals 

■ Design an experiment that identifies physical 

changes and chemical changes in fruit. 

■ Observe whether chemical changes can be 

controlled. 

Safety Precautions 

WARNING: Be careful when working with sharp 

objects. Always keep hands away from sharp 

blades. Never eat anything in the laboratory. 

Test Your Hypothesis 

Make a Plan 

1. As a group, agree upon the hypothesis and 

decide how you will test it. Identify what 

results will confirm the hypothesis. 

2. List each of the steps you will need in 

order to test your hypothesis. Be specific. 

Describe exactly what you will do in each 

step. List all of your materials. 

3. Prepare a data table on a separate sheet of 

paper or on a computer for your observations. 

4. Read the entire investigation to make sure 

all steps are in logical order. 

5. Identify all constants, variables, and 

controls of the experiment. 

Follow Your Plan 

1. Ask your teacher to approve your plan and 

choice of constants, variables, and controls 

before you start. 

2. Perform the investigation as planned. 

3. While doing the investigation, record your 

observations and complete the data table 

you prepared. 



(continued) 


Analyze Your Data 

1. Compare and contrast the changes you observe in the control and the test fruit. 

2. Compare your results with those of other groups. 

3. What was your control in this investigation 

4. What are your variables 

5. Did you encounter any problems carrying out the investigation 

6. Do you have any suggestions for changes in a future investigation 

Conclude and Apply 

1. Did the results support your hypothesis Explain. 

2. Describe what effect refrigerating the two salads would have on the fruit. 

3. What will you do with the fruit from this experiment Could it be eaten 

Communicating Your Data 

Write a page for an illustrated cookbook explaining the benefits you found in this experiment. 

Include drawings and a step-by-step procedure. For more help, refer to the Science 

Skill Handbook. 





1 

Density of Solids 

Suppose you cut a piece of copper rod into sections of equal volume. If each section of rod had 

a volume of 1 cm 3 ,you would find that all the pieces would have the same mass when massed on 

a balance. That is, the mass of a unit volume of material is the same for all samples of a substance, 

but usually differs for different substances. The mass of a unit volume, or density, is therefore a 

characteristic physical property of a substance. How can you determine whether several samples 

that share other similar physical properties are made of the same substance One way is to determine 

the densities of the samples. 

Strategy 

You will measure the mass and volume of several samples of solids. 

You will calculate the density of each solid. 

You will determine if any of the samples are made of the same substance. 

You will identify samples based on their densities. 

Materials 

sheets of paper (2) 

metal blocks (3) 

balance 

metric ruler 

small rocks (2) 

50-mL graduated cylinder 

water 

Procedure 

1. Place the three blocks on a sheet of paper. 

On the paper, make a circle around each 

block. Label one circle A, label another 

circle B, and a third circle C, as shown in 

Figure 1. Take only one block off the paper 

at a time. Keep the other blocks in their 

circles so you don’t get them mixed up. 

Figure 1 

Laboratory 

Activity 

A 

B 

C 

2. Use a balance to measure the mass of each 

block to the nearest 0.1 gram. Record the 

masses in Table 1. 

3. Measure the dimensions of each of the 

three blocks as accurately as you can. 

Record the dimensions in the table. 

4. Calculate the volume of each block by 

multiplying length, width, and height. 

Record the volumes in the table. 

5. Calculate the density of each block by 

dividing the mass by the volume. Record 

the density of each block in the table. 

6. Place the two rocks on another sheet of 

paper. On the paper, make a circle around 

each rock. Label one circle A and label the 

other circle B. Take only one rock off the 

paper at a time. Keep the other rock in its 

circle so you don’t get them mixed up. 

7. Use the balance to measure the masses of 

each rock sample. Record the masses in 

Table 2. 




Laboratory Activity 1 (continued) 


8. Add water to the graduated cylinder until 

it is about half full. Read the volume of 

water in the graduated cylinder and 

record it in Table 2 as the original volume 

of water. 

9. Tilt the graduated cylinder slightly and 

carefully slide Rock A into the graduated 

cylinder. Be careful not to splash any 

water out of the graduated cylinder. 

10. Read the water level in the graduated 

cylinder again. Record the volume in 

the table. 


Table 1 

11. Find the volume of the rock by subtracting 

the original volume of water from the new 

volume of water and the rock. Record the 

rock’s volume. 

12. Calculate the density of Rock A by dividing 

its mass by its volume. Record the density 

in the table. 

13. Repeat steps 8 through 12 for Rock B. 

Block Mass Length Width Height Volume Density 

(g) (cm) (cm) (cm) (cm3) (g/cm3) 

A 

B 

C 

Table 2 

Mass (g) 

Original volume of water (mL) 

Volume of water after adding rock (mL) 

Volume of rock (mL) 

Density (g/mL) 

Rock A 

Questions and Conclusions 

1. Are any of the metal blocks made of the same substance How do you know 

Rock B 





2. Refer to Table 3 below. Could any of the blocks be made of one of the metals in the chart On 

what are you basing your conclusion 

Table 3 

Density Table 


Metal Density (g/cm 3 ) 

Aluminum 2.7 

Copper 8.9 

Gold 19.3 

Iron 7.9 

Lead 11.3 

Steel 7.8 

Zinc 7.1 


3. How did the densities of your two rocks compare 

4. If both samples of rock came from the same larger rock, what possible reasons could you give 

to explain any different measured values of density 

Strategy Check 

Can you measure the mass and volume of several samples of solids 

Can you calculate the density of each solid 

Can determine if any of the samples are made of the same substance 

Can you identify samples based on their densities 



2 

Evidence of Chemical Change 

Is peanut brittle nothing but sugar with peanuts in it Or does something happen to the sugar during 

cooking When heated, sugar becomes a light brown syrup to which you can add peanuts. When 

cooled, it hardens into a shiny, brown candy, not into the white crystals that you started with. If a 

friend called while you were heating the sugar, you might come back to the stove to find nothing but 

a black mass left in the pan. You can’t get the sugar back from the black mass because it isn’t sugar any 

more. It’s a different substance and just one example of chemical changes that happen around you. 

Strategy 

You will observe and describe chemical reactions. 

You will identify signs of chemical reactions. 

Materials 

Laboratory 

Activity 

plastic spoons (5) 

baking soda 

self-sealing plastic bag 

calcium chloride 

plastic medicine bottle, small 

water 

paper towel 

50-mL or 100-mL beakers (2) 

cornstarch 

droppers (2) 

tincture of iodine 

Epsom salts 

(magnesium sulfate) 

test tubes (2) 

washing soda 

(sodium carbonate) 

petri dishes (2) 

dull, copper penny 

salt 

vinegar 



Procedure 

Part A 

1. Put 1 spoonful of baking soda into the 

plastic bag. Using a second spoon, put 2 

spoonfuls of calcium chloride into the 

bag, and use that spoon to mix the substances 

together. 

2. Fill the medicine bottle half full of water. 

Use a paper towel to wipe off any water on 

the outside of the bottle. Carefully place the 

bottle into the bag, so it remains upright. 

3. Hold the bottle in position from the outside 

of the bag. Have a partner zip the bag, 

squeezing out as much air as possible. Be 

sure the bag is tightly sealed. 

4. Tip the bag to spill the water into the mixed 

chemicals. Hold the bag and observe any 

changes. Record your observations in the 

table in the Data and Observations section. 

Part B 

1. Add water to a beaker until it is about half full. 

2. Add 2 spoonfuls of cornstarch to the water 

and stir. 

3. Use a dropper to add about 20 drops of tincture 

of iodine to the water. Stir it a few times. 

WARNING: Iodine is poisonous if swallowed. 

Keep your hands away from your mouth. 

4. Allow the beaker to sit for about 2 minutes. 

Observe what happens and record your 

observations in the table in the Data and 

Observations section. 





Part C 

1. Dissolve 1/2 spoonful of Epsom salts in a test tube of water. 

2. Dissolve 1/2 spoonful of washing soda in another test tube of water. 

3. Observe what the mixtures in both test tubes look like. 

4. Begin pouring the Epsom salts mixture into the petri dish near one edge of the dish. 

5. At the opposite edge of the petri dish, begin pouring the washing soda mixture into the dish. 

6. Observe what happens where the two mixtures meet. Record your observations in the table in the 

Data and Observations section. 

Part D 

1. Place a dull, copper penny in the bottom of a petri dish. 

2. Sprinkle salt over the top of the penny. Then use a dropper to cover the top of the penny with 

vinegar. Observe any changes in the penny. Record your observations in the table in the Data 

and Observations section. 


Substances 

Changes you observed 

Baking soda, calcium 

chloride, and water 

Cornstarch, water, 

and iodine 

1. 

2. 

Epsom salts, washing 

soda, and water 

Copper penny, salt, 

and vinegar 

3. 

4. 


1. Identify four signs that indicate that a chemical change has taken place. 

2. In Part A, what evidence did you observe that a chemical change took place 

3. In Part B, what evidence did you observe that a chemical change took place 





4. In Part C, what change did you observe taking place 

5. In Part D, what evidence did you observe that a chemical change took place 


6. What do all these changes that you observed have in common 

Strategy Check 


Can you observe and describe chemical reactions 

Can you identify signs of chemical reactions 




Directions: Use this page to label your Foldable at the beginning of the chapter. 

Physical 

Properties 


Physical 

Changes 

Chemical 

Properties 


Chemical 


a change in the identity 

of a substance because 

of the chemical properties 

of that substance 

a change in the physical 

properties of a material, 

but not in its identity 

any characteristic of a 

material that can be seen 

or measured without 

changing the identity of 

the material 

any characteristic that 

gives a substance the 

ability to be changed into 

a new substance 


Meeting Individual Needs 

Meeting Individual 

Needs 



Directed Reading for 

Content Mastery 

Overview 


Directions: Complete the concept map using the terms in the list below. Words may be used more than once. 

chemical physical rusting luster 

reacting heated evaporating matter 

1. 

has 

2. 3. 

properties 

such as 

properties 

such as 

undergoes 

4. 5. 

changes 

such as 

changes 

such as 

burning and 


6. 7. 8. 9. 


and 

volume. 

with oxygen 

and changing 

when 

10. 

Directions: Circle the term in parentheses that correctly completes the sentence. 

11. (Solids/Liquids/Gases) have a fixed shape and volume. 

12. For any chemical change, the mass of what you start with is (less than/equal to/ 

greater than) the mass of what you end with. 

and 

melting. 





Section 1 ■ Physical Properties 

and Changes 

Directions: Write the term that matches each description below in the spaces provided. The vertical boxed 

letters should spell the answer to question 10. 

2 

3 

T 

1 

M 


5 

6 

4 

7 

R 

D 

S 

N 

8 

M 

9 

D 

1. Term that describes the ability of many metals to be pounded into thin sheets 

2. Measure that determines the state of a substance 

3. Property that may be measured in units of grams or kilograms 

4. Solid, liquid, gas, and plasma 

5. The state of water at 50°C 

6. The state of water at 150°C 

7. The temperature at which a substance in the liquid state becomes a gas 

8. The amount of space occupied by an object 

9. Property that relates an object’s mass to its volume 

10. What do these physical properties have in common: the length of a snake, the 

melting point of gold, and the volume of lemonade 






Section 2 ■ Chemical Properties 


Directions: For each of the following, write the letter of the term or phrase that best completes the sentence. 


1. ______ is an example of a chemical property. 

a. Flammability b. Density 

2. When you burn logs, the total ______ of substances is the same before 

and after the fire 

a. volume b. mass 

3. Sliced apples turning brown is an example of a ______ change. 

a. physical b. chemical 

4. Rust is a result of ______ reacting with iron. 

a. oxygen b. sulfur 

5. ______ are a sign that a chemical change has occurred. 

a. Broken pieces b. Air bubbles 

6. The ______ is a chemical change. 

a. melting of butter b. burning of leaves 

7. ______ can cause a chemical change. 

a. Electricity b. Ductility 

8. The ______ properties can’t be observed without changing the substance. 

a. chemical b. physical 

9. ______ changes can’t be reversed by physical means. 

a. Physical b. Chemical 

10. Vitamins are kept in colored bottles to prevent a chemical change 

caused by ______. 

a. heat b. light 






Key Terms 



Directions: Match the terms in Column II with the definitions in Column I. Write the letter of the correct term in 

the blank at the left. 

Column I 

Column II 

1. anything that has mass and takes 

up space 

2. temperature at which a liquid becomes 

a gas 

3. characteristic of a substance that can 

be measured or observed without 

changing the identity of the material 

4. temperature at which a substance 

changes from a solid to a liquid 

5. characteristic that gives a substance 

the ability to undergo a change that 

results in a new substance 

6. type of change, such as burning or 

rusting, in which the identity of the 

substance changes 

7. type of change, such as freezing or 

dissolving, in which the identity of 

the substance remains the same 

a. boiling point 

b. chemical change 

c. chemical property 

d. matter 

e. melting point 

f. physical change 

g. physical property 

Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided. 

8. An object’s ytsneid is equal to its mass divided by its volume. 

9. The law of aceinnoorstv of mass states that the mass of 

what you end with in a chemical reaction is the same as 

the mass of what you start with. 

10. Solid, liquid, gas, and plasma are sesatt fo tamert. 



Nombre Fecha Clase 

Lectura dirigida para 

Dominio del contenidio 

Sinopsis 

La materia y sus cambios 

Instrucciones: Completa el mapa conceptual usando los siguientes términos. Puedes usar las palabras más de 

una vez. 

químicos(as) físicos(as) herrumbrarse lustre 

reaccionar se calienta evaporarse materia 

tiene 

propiedades 

2. 3. 

como 

como 

1. 

experimenta cambios 

4. 5. 

como 

como arder y 

6. 7. 8. 9. 

Satisface las necesidades individuales 


y volumen 

con el oxígeno 

y cambios cuando 

10. 

Instrucciones: Encierra en un círculo el término en paréntesis que completa correctamente cada oración. 

11. Los (sólidos/líquidos/gases) tienen forma y volumen definidos. 

12. En cualquier cambio químico, la masa con la que empiezas es (menor que/igual 

a/mayor que) la masa con la que terminas. 

y fundirse. 

La materia y sus cambios 23




Sección 1 ■ Propiedades 

físicas y cambios 

Instrucciones: Escribe en los espacios dados el término que corresponde a cada descripción. Las letras en los 

cuadros verticales oscuros te darán la respuesta para la pregunta 10. 


1. Estado del agua a 150°C 

2. Término que describe la 

capacidad de muchos metales 

de formar láminas delgadas 

3. Estado del agua a 50°C 

4. Sólido, líquido, gas y plasma 

son estados de la 

(del) ________ 

5. Cantidad de espacio que 

ocupa un objeto 

6. Propiedad que se 

mide en unidades 

de gramos o kilogramos. 

7. Propiedad que relaciona 

la masa de un cuerpo 

con su volumen 

8. La temperatura a la cual 

una sustancia en estado 

líquido se convierte en 

5 

7 

8 

9 

1 

2 

3 

4 

un gas es su punto de ________ 

9. Medida que determina el estado de una sustancia 

10. ¿Qué tienen en común estas propiedades: la longitud de 

una serpiente, el punto de fusión del oro y el volumen de tu limonada 

10 

6 

P 

D 

E 

E 


24 La materia y sus cambios




Sección 2 ■ Propiedades químicas 

y cambios 


Instrucciones: En cada una de las siguientes, escribe la letra del término o frase que complete mejor la oración. 

1. La ______ es un ejemplo de una propiedad química. 

a. inflamabilidad b. densidad 

2. Cuando la leña arde, el ______ total de sustancias es igual antes y 

después del fuego. 

a. volumen b. masa 

3. Un ejemplo de un cambio ______ es que las rebanadas de manzana 

adquieren un color pardo. 

a. físico b. químico 

4. La herrumbre es el resultado de(l) ______ que reacciona con el hierro. 

a. oxígeno b. azufre 

5. Una señal de que ocurrió un cambio ______ son los(las) 

a. trozos quebrados b. burbujas de aire 

6. El(La) ______ es un cambio químico. 

a. derretimiento de b. quema de hojas 

la mantequilla 

7. La ______ puede causar un cambio químico. 

a. electricidad b. ductilidad 

8. Las propiedades ______ no pueden observarse sin cambiar la sustancia. 

a. químicas b. físicas 

9. Los cambios ______ no pueden ser invertidos por medios físicos. 

a. físicos b. químicos 

10. Las vitaminas se mantienen en botellas oscuras para evitar los cambios 

químicos causados por el(la) ______. 

a. calor b. luz 


La materia y sus cambios 25





Términos claves 

La materia y sus cambios 

Instrucciones: Coordina los términos de la Columna II con las definiciones en la Columna I. Escribe la letra del 

término correcto en el espacio en blanco a la izquierda. 

Columna I 

Columna II 

1. todo lo que tiene masa y ocupa espacio 

2. temperatura a la cual un líquido se convierte 

en un gas 

3. característica de una sustancia que puede 

medirse u observarse sin cambiar la identidad 

del material 

4. temperatura a la cual una sustancia cambia de 

sólido a líquido 

5. característica que da a una sustancia la capacidad 

de experimentar un cambio que resulta en una 

sustancia nueva 

6. tipo de cambio, como arder u oxidarse, 

en el cual cambia la identidad de la sustancia 

7. tipo de cambio, como congelarse o disolverse, 

en el cual la identidad de la sustancia permanece 

igual 

a. punto de 

ebullición 

b. cambio 

químico 

c. propiedad 

química 

d. materia 

e. punto de 

fusión 

f. cambio físico 

g. propiedad 

física 

Instrucciones: Acomoda las letras de los términos en bastardilla para completar las oraciones. Escribe los términos 

en las líneas dadas. 

8. El(La) nseddiad de un objeto es igual a su masa dividida 

entre su volumen. 

9. La ley de óivancocnrse de la masa establece que la masa 

con la que terminas en una reacción química es la misma 

que la masa con la que comenzaste. 

10. Sólido, líquido, gas y plasma son sdoesat ed la tamerai. 


26 La materia y sus cambios


1 

Reinforcement 

Physical Properties 


Directions: Circle the term that best completes each statement below. 

1. At room temperature, air is usually a (solid, liquid, gas). 

2. The state of matter that has a definite shape is (solid, liquid, gas). 

3. The measure of the amount of matter in a substance is its (weight, mass, density). 

4. When a substance changes from a solid to a liquid, (condensation, melting, freezing) takes place. 

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 

(4.0 g/cm 3 , 8.0 g/cm 3 , 16.0 g/cm 3 ). 

6. The state of matter that occurs at very high temperatures such as in a lightning strike is 

(solid, liquid, plasma). 

7. Metals are usually (malleable, sour, dull). 

Directions: In the space provided, name the physical properties you would use to tell the difference between the 

following pairs of objects. 

8. coal and snow 

12. salt and sugar 


9. vinegar and water 

13. a baseball and a football 


10. lead and copper 

14. cubes of silver and platinum 

11. strawberry and vanilla ice cream 

Directions: Identify each statement as true or false. Rewrite false statements to make them correct. 

15. Only particles in the solid state are in motion. 

16. The particles of a solid have more energy than those of a gas. 

17. In a glass of iced tea, tea is the solute. 



2 

Reinforcement 

Chemical Properties 


Directions: Answer the following question on the lines provided. 

1. What are the differences between physical and chemical changes Explain them, giving two 

examples of each. 


Directions: Label the following changes as C for chemical or P for physical. 

2. forming a bar of copper into a wire 

3. frying an egg 

4. breaking a glass 

5. bleaching your hair 

6. transferring graphite from a pencil to paper when writing 

7. dissolving a drink mix in water 

8. shooting off fireworks 

9. a puddle drying up after a rain 

Directions: In number 10 below, a code letter has been substituted for each letter in the alphabet. To find out 

what the sentence says, use the following key to decode it. In the key, the code letters are shown directly below 

the alphabet letters they stand for. Write the correct letter above each code letter, then read the sentence. 

10. 

A 

S 

F S N N 

B C 

W Q 

D 

G 

GZUCBA 

E 

L 

C N 

F 

V 

G 

A 

H 

X 

B K V 

S B D 

I 

C 

J 

R 

K 

Y 

L 

E 

M 

F 

N 

B 

O 

K 

P 

I 

QU L SVLG 

QX L F CQS E 

Q 

J 

R 

U 

S 

N 

KU 

T 

V 

U 

Z 

V 

P 

W 

O 

QXSB A L 

X 

H 

Y 

D 

Z 

M 

G L N V U K D L G 




1 

Enrichment 

Freezing Points of Solutions 

The physical properties of a solution are somewhat different than the physical properties of the 

solvent and the solute that make up the solution. In this activity, you will determine how the addition 

of a solute to a solvent affects the solvent’s freezing point. (Water will be the solvent, and 

alcohol will be the solute.) 

Materials 

masking tape 

water 

marker 

rubbing alcohol 

plastic cups (3) toothpick 

measuring spoons 

Procedure 

1. Use pieces of masking tape to label three 

cups 100% water, 75% water, and 50% water. 

2. Add 2 teaspoons of water to the 100% 

water cup. 

3. Add 1 1/2 teaspoons of water and 1/2 teaspoon 

of rubbing alcohol to the 75% water cup. 


Table 1 

4. Add 1 teaspoon of water and 1 teaspoon of 

rubbing alcohol to the 50% water cup. 

Then place the cups in a freezer. 

5. After 10 minutes, check on the cups, and 

record your observations in the table below. 

Poke the ice with a toothpick to determine 

whether the contents have frozen solid. 

6. Repeat step 5 three more times. Add your 

observations to the data table. 

7. After you finish, discard all three cups. 

Rubbing alcohol should be discarded in an 

appropriate waste container. 


Time 

100% Water 

75% Water 

50% Water 


10 minutes 

20 minutes 

30 minutes 

40 minutes 


1. Which liquid had the highest freezing point Which had the lowest How do you know 

2. Based on your results, what is the relationship between the amount of solute and the freezing 

point of the solution 

3. Many types of windshield wiper fluid are water-based solutions that contain a type of alcohol 

called methanol. What is one likely reason that methanol is added to these fluids 




2 

Enrichment 

One chemical property is the sensitivity of a 

substance to heat. Some chemicals might 

change form when their temperature changes; 

others might undergo chemical reactions with 

other substances. When these changes result in 

a change in color, the chemicals involved are 

called thermochromic. (Thermo means “heat,” 

and chrom means “color.”) 

Thermochromic Labels 

Some thermochromic chemicals undergo 

irreversible changes when they are heated. In 

other words, once the color change occurs, the 

chemical does not have the ability to return to 

its original color even after it is cooled. These 

types of thermochromic chemicals are being 

used on a new type of labels for fresh meats. 

All fresh meat contains a certain amount of 

bacteria. Because the bacteria grow very slowly 

at cool temperatures, the meat is safe to eat for a 

certain amount of time as long as it is kept 

refrigerated. However, if the meat is exposed to 

high temperatures anywhere on its way from a 

packing plant to a grocery store to your kitchen, 

the bacteria in the meat will grow much more 

quickly. They might even build up to levels that 

would make the meat unsafe to consume. 

Color Change 

A thermochromic label is designed to help 

people tell if meat has been exposed to high 

temperatures. When the meat is packaged, a 

thermochromic label is placed on the outside. 

Using Chemical Reactions 

on Food Labels 

The label is then activated, which allows two or 

more chemicals inside the label to mix. If the 

temperature increases to a certain level, a reaction 

will occur between these chemicals that 

causes the label to change color. (For example, 

some labels change from white to black or 

from green to yellow.) This color change tells 

customers that the meat is not safe to eat. 

Time-Temperature Indicators 

The chemicals in thermochromic labels 

used on meat are not only sensitive to temperature. 

They are also sensitive to time. For this 

reason, these labels are sometimes called TTI 

(Time-Temperature Indicator) labels. Regular 

labels on meat usually have an expiration or 

“sell-by” date. After this date, the meat is no 

longer safe to be sold. A TTI label is not 

marked with a date, however. Instead, the label 

changes color after a certain amount of time 

has passed (regardless of whether the meat has 

been exposed to high temperatures). 

Because different combinations of chemicals 

have different sensitivities to temperature 

and time, scientists can design TTI labels that 

will change color at almost any temperature 

or after almost any period of time. This 

allows TTI labels to be used on a variety of 

different foods, including milk, eggs, and even 

fresh fruit and vegetables. You will probably 

be seeing more of these labels in the near 

future. 

1. Why is it important that the color change in a thermochromic meat label is irreversible 

2. How is a thermochromic chemical similar to an acid-base indicator How are they different 

3. Is sensitivity to time a physical property or a chemical property Explain. 

4. Think of another application for thermochromic chemicals besides food labels. On a separate 

sheet of paper write a short paragraph describing this use. Will this application use chemicals 

that undergo a reversible or irreversible color change Who would be likely to use or benefit 

from the application 




Note-taking 

Worksheet 


Section 1 

Physical Properties and Changes 

A. Physical _________________—any characteristic of matter that can be observed or measured 

without changing the identity of the matter; a physical _______________ makes physical 

properties change, but identity remains the same. 

1. Length and _____________ (amount of material in an object) are properties that can 

be measured. 

2. _______________ is a measure of how much space an object takes up; 

________________ is the amount of mass a material has for a given volume. 

3. Density changes as pressure or temperature change. 

B. Solid, liquid, gas, and plasma are four _________________________; state of matter depends 

on its temperature and pressure. 

1. Matter is made up of _________________________; solid particles have less energy than 

liquid particles, which have less energy than gas particles. 


2. ________________ point—temperature at which a solid becomes a liquid; example: 


ice melting 

3. ________________ point—temperature at which a liquid becomes a gas; example: water 

becoming steam 

C. _________________ properties can include luster, malleability, ductility, and magnetism. 

D. Physical properties can be used to identify, classify, and separate ___________________. 

Section 2 Chemical Properties and Changes 

A. Chemical _________________—characteristic that gives a substance the ability to undergo a 

change that results in a new substance 

1. Flammability 

2. Reacts with oxygen, ___________________, water, or other substances 



Note-taking Worksheet (continued) 

B. Chemical _______________—change in the identity of a substance due to its chemical properties 

1. ______________ of a chemical change can include production of bubbles, heat, light, 

smoke, sounds, or color change. 

2. Chemical changes are not reversible using physical means. 

C. Law of _____________________________—mass is never lost or gained in a chemical 

reaction. 


1. When material is burned, residue is less massive than original material. 

2. Ash, smoke, and gases escaped into the air. 

3. Their mass was not lost, only relocated. 



Assessment 

Assessment 



Chapter 

Review 


Part A. Vocabulary Review 

Directions: Write the term that matches each description below on the spaces provided. Use the boxed 

letters to answer question 11. 

1 

2 

3 

4 

5 

6 

7 

8 

9 


10 

1. an observable or measurable change, but not a change in identity 

2. anything that has mass and takes up space 

3. solid, liquid, gas, plasma 

4. temperature at which a liquid turns into a gas 

5. mass divided by volume 

6. The state of matter depends on this measurement. 

7. temperature at which a solid turns into a liquid 

8. Mass can neither be created nor destroyed. 

9. amount of space something takes up 

Assessment 

10. amount of material a substance has in it 

11. physical and chemical characteristics: ___________________________________________ 



Chapter Review (continued) 

Part B. Concept Review 

Directions: Complete the following sentences using the correct terms. 

1. The melting point of ice is a ____________________ property. 

2. Density is a ____________________ property. 

3. ____________________ changes produce new substances. 

4. The total ____________________ of original and new substances is the same after a chemical 

change. 

5. Stainless steel’s ability to resist rust is a ____________________ property. 

6. The unit for measuring density is ____________________. 

7. The ____________________ point of water is 100°C. 

8. Natural gas for cooking has the property of ____________________. 

9. The particles of a gas have ____________________ between them. 

10. Ductility is a ____________________ property of copper. 

Directions: Classify the following changes as physical or chemical by writing the correct choice in the space 

provided. 

11. Dew on a windshield changes to frost. 

Assessment 

12. A pencil becomes shorter after sharpening. 

13. Magnesium metal burns and becomes a white powder. 

14. A pine log is cut into boards. 

15. Apple cider becomes vinegar. 

Directions: Answer the following questions on the lines provided. 

16. What physical property could you use to separate sand and sugar How would you do it 

17. Use the law of conservation of mass to explain why a rusty nail weighs more than the original nail. 



Transparency 

Activities 

Transparency Activities 



1 

Section Focus 

Transparency Activity 

Water, Water 

Everywhere 

How much water can you find here Actually, water is almost 

everywhere. 


1. Where do you see water as a solid A liquid 

2. What happens to snow on a sunny, warm day What happens to 

water in a kettle if you light a burner underneath How are these 

events similar 




2 

Section Focus 


You Look a Little Green! 

In 1986, after one hundred years on Bedloe’s Island, the Statue of 

Liberty needed to be repaired. Part of this process included cleaning 

the copper exterior. One thing that could not be changed, however, 

was the copper’s green color. This green tint is now a permanent 

characteristic. 


1. What was the original color of the Statue of Liberty 

2. Do you think the statue’s color will continue to change 




1 

Teaching Transparency Solid, Liquid, Gas 

Activity 

Solid water Liquid water Gaseous water 





Teaching Transparency Activity (continued) 

1. The state of matter is dependent upon what 

2. The state of matter of a material is a [chemical or physical] property. 

3. List the states of matter. 

4. Ifwater goes from a solid state to a liquid state, do you still have the same volume 

5. What determines the state of the particles of matter 

6. Where might you find the plasma state occurring 





Assessment 


Matter and Its 


Directions: Carefully review the table and answer the following questions. 

Properties of Some Materials 

Material 

State at 

room temp. 

Color 

Density 

(g/mL) 

Reacts 

with light 

Rock 

Solid 

Brown 

2.8 

No 

Hydrogen 

peroxide 

Liquid 

Colorless 

1.45 

Yes 

Water 

Liquid 

Colorless 

1.0 

No 

Aluminum 

Solid 

Shiny Silver 

2.7 

No 


1. Which material has a density less than 1.3 grams per milliliter 

A Rock 

C Water 

B Hydrogen peroxide 

D Aluminum 

2. According to the table, a material that is colorless and has a density 

of 1.45 grams per milliliter is ___. 

F rock 

G hydrogen peroxide 

H water 

J aluminum 

3. A chemical property is any characteristic that gives a substance 

the ability to undergo a change that results in a new substance. 

According to this definition, which property in the table is an 

example of a chemical property 

A State at room temperature C Density 

B Color 

D Reacts with light

Chapter 3 Resource: Matter and its Changes

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